Approaches Flashcards
(220 cards)
1
Q
LEARNING APPROACH
A
2
Q
What are the 3 theories of the learning approach?
A
- Classical conditioning
- Operant conditioning
- Social learning theory
3
Q
Which learning approaches are behaviourist theories?
A
Classical conditioning
Operant conditioning
4
Q
Which learning approach is a non- behaviourist theory?
A
Social learning theory
5
Q
What are the key assumptions of the learning approach?
A
- Assumes our behaviour + actions are caused by nurture rather than nature
- Psychologists should study behaviour only
- Born as ‘blank slates’
- Humans only animals + shouldn’t be treated as anymore complex
6
Q
What is classical conditioning about?
A
How we learn through association of stimuli in the env.
7
Q
Who was classical conditioning developed by?
A
Ivan Pavlov
8
Q
What does UCS stand for and what was it in Pavlov’s experiment?
A
Unconditioned stimulus
- Food
9
Q
What does UCR stand for and what was it in Pavlov’s experiment?
A
Unconditioned response
- Salivation
10
Q
What does NS stand for and what was it in Pavlov’s experiment?
A
Neutral stimulus
- Metronome/ sound
11
Q
What does CS stand for and what was it in Pavlov’s experiment?
A
Conditioned stimulus
- Metronome
12
Q
What does CR stand for and what was it in Pavlov’s experiment?
A
Conditioned response
- Salivation response
13
Q
What happened with the dog before classical conditioning took place?
A
- Dog sees food (UCS) causing automatic response of salivation (UCR)
- Metronome has no significance to dog + doesn’t cause any particular response
14
Q
What happens with the dog during classical conditioning?
A
- As the metronome (NS) presented, food (UCS) presented immediately after
- NS & UCS repeatedly associated with each other
15
Q
What happens with the dog after classical conditioning?
A
- Metronome has a meaning (CS)
- Dog learnt metronome means food follows, salivation (now CR) is learnt response to CS
16
Q
What is the formula for classical conditioning?
A
UCS-> UCR
NS + UCS-> UCR
CS-> CR
17
Q
What is a reflex?
A
Automatic response to stimulus (immediate)
18
Q
What is a conditioned stimulus?
A
Neutral stimulus now causes a learned, reflexive reaction
19
Q
What is a stimulus
A
Any change in env. that we register
20
Q
What is extinction?
A
If CS isn’t paired with UCS occasionally after conditioning, CR will die out
21
Q
What is a response?
A
Change in behaviour due to stimulus
22
Q
What is an unconditioned stimulus?
A
Original stimulus that causes a reflexive response
23
Q
What is a conditioned response?
A
Learned response elicited by CS
24
Q
What is a neutral stimulus?
A
Stimulus that causes no reaction
25
What is an unconditioned response?
Original reflex reaction in CC
26
What is stimulus generalisation?
CC response is seen with other stimuli that are similar to CS (more similar= stronger response)
27
What is spontaneous recovery?
Occurs after extinction
CR returns when there is no more pairing of NS + UCS
Soon extinct again
28
What supporting evidence is there for classical conditioning (rats)?
P= Supporting evidence
E= Watson & Rayner paired loud noise with white rat, after pairing Little Albert produced CR of fear when see white rat
E= CC valid theory to explain human behaviour
29
What supporting evidence is there for classical conditioning (dogs)?
P= Supporting evidence
E= Pavlov paired food + metronome, after 20 pairing, dog produced CR salivation
E= Valid expl. for learning as dogs share similar brain to humans
30
Why is classical conditioning a limited explanation for human learning?
P= Limited expl. for human learning
E= Focus on reflex behaviour only
E= Ignores learning of new, voluntary behaviour through reward/ punishment
L= Incomplete expl. limited in usefulness in real world to shape all kinds of behaviour
31
Why does classical conditioning have limited applicability?
P= Limited applicability
E= Pavlov tested CC on dogs
E= Humans are more complex than dogs
L= Limited usefulness in humans
32
What was the aim of Pavlov's classical conditioning experiment?
How salivation is produced in dogs because of 2 unrelated stimulus being associated
33
What were the procedures to Pavlov's classical conditioning experiment?
- Limited direct contact dogs had with experimenters (soundproof lab to minimise EV)
- Collected saliva from glands in measuring device (Salivation= DV)
- 1st establish baseline measure of salivation in response to NS
- Pair NS + UCS of food 20 times
- Tried forward + backward conditioning
34
What were the results from Pavlov's classical conditioning experiment?
- Just NS didn't cause salivation response, UCS did
- After CC, NS did cause salivation after a few secs
- In one trial, salivation commenced 9 secs after sound, after 45 secs= 11 drops of saliva
- Backward condition found no salivation
- Carried out other tests on odours (vanillin smell) which produced CR
35
What were the conclusions from Pavlov's classical conditioning experiment?
- 'Signalisation' in brain links NS to food + given salivation response
- External stimuli could disrupt conditioning process
- CC sensitive to many EV & individual differences
36
Why does Pavlov's experiment have good internal validity?
P= Good internal validity
E= Carried out in lab so EV controlled for
E= Researcher sure there was CS (effect of DV)
L= Findings are true + accurate for how dogs develop CR
37
Why is the data collected in Pavlov's experiment good?
P= Numerical data collected
E= Standardised procedure used
E= Other researcher can repeat experiment
L= Able to check for consistencies in findings
38
Why does Pavlov's experiment have poor ecological validity?
P= Poor ecological validity
E= Carried out in soundproof lab
E= Behaviours unnatural, natural world has lots of stimuli
L= Findings lack validity + credibility
39
What ethical concerns are there in Pavlov's experiment?
P= Ethical concerns
E= Dogs underwent surgery for salivary gland tube
E= Lack of mundane realism (not normal to everyday)
40
Why developed the behaviourist theory of operant conditioning?
B.F. Skinner
41
What does operant conditioning explain?
How we learn new voluntary and complex behaviour (learning through consequence)
42
What happens if we are rewarded/ reinforced for our behaviour?
More likely to repeat behaviours
43
What happens if we are punished for our behaviour?
Less likely to repeat behaviours
44
What are the two types of reinforcement?
1. Positive reinforcement
2. Negative reinforcement
45
What is positive reinforcement?
We receive something we want/ like for performing 'desirable' behaviour
- Makes sure behaviour repeated
46
What are the two types of positive reinforcement?
1. Primary reinforcement
2. Secondary reinforcement
47
What is primary reinforcement?
Satisfies a basis/ survival need
E.g. Hunger/ thirst
48
What is secondary reinforcement?
Something we have learned to value + could be traded for primary reinforcer
E.g. Money
49
What is negative reinforcement?
Something undesirable is taken awa in response to desirable behaviour
- Results in repeated behaviour
50
What is a positive punishment?
Doesn't teach new behaviour, weakens/ stops undesirable behaviour by presenting something unpleasant/ painful whenever the undesirable behaviour is shown
51
What is a negative punishment?
Removing something pleasant after undesirable behaviour
52
What evidence is there to support operant conditioning as a theory?
P= Supporting research
E= Videan et al found that after P reinforcement, chimpanzees present parts of their body for tests
E= Supports idea that reinforcement helps repeated behaviour
L= OC is accurate theory as learnt through rewards
53
Why is operant conditioning being used in therapy a strength?
P= Used in therapy
E= Use OC to encourage good behaviour, use punishment for bad behaviour
E= Rewarding Sz patients with tokens they could trade in if showed desirable behaviour
L= Valid theory as helps people in therapy
54
Why is operant conditioning experiments being performed on animals a weakness?
P= Conducted on animals rather than humans
E= Skinner experiment conducted on rats in cage
E= Humans have more complex brains, making decisions could be more complex
L= Credibility of animal research reduced in support of theory
55
Why is a weakness of operant conditioning the fact it says complex behaviours can be learned through conditioning?
P= Some complex can't be learned through conditioning
E= Breland & Breland-> pigs struggles to put wooden token in piggy bank, instead would drop + bury
E= OC doesn't work on all animals, only work if behaviour learnt is similar to natural behaviour
56
What was the aim of Skinner's research involving rats?
Investigate behavioural responses to various consequences, from trial-and-error learning
57
What were the procedures of Skinner's research involving rats?
- Recorded behaviour of animals in 'Skinner box' in response to dif consequences
- Box contained lever to press for food deliver
- Had speaker + lights used to trigger behaviour
- Shock generator connected to floor to deliver shock in response to behaviour
58
What were the procedures of Skinner's research involving rats?
- Record behaviours of animals in 'Skinner box' in response to dif consequences
- Box contained lever to press for food deliver
- Had speaker + lights used to trigger behaviour
- Shock generator connected to floor to deliver shock in response to behaviour
59
How was positive reinforcement demonstrated in Skinner's experiment?
Skinner provided rat with food (reward) when they perform desirable behaviour of lever pressing
60
How was negative reinforcement demonstrated in Skinner's experiment?
Rats subjected to shock, then rewarded by removing shock if they pressed lever (desirable behaviour)
61
How was punishment demonstrated in Skinner's experiment?
Punished the rats with shock when pressed lever
62
What were the results of Skinner's experiment involving rats?
- P reinforced (food from pressing lever), encouraged to continue pressing lever
N reinforced (remove shock when press lever), encouraged to continue pressing lever
- Punished (shock after pressing lever), slowly stopped pressing lever
63
What was the conclusion from Skinner's experiment involving rats?
OC is effective method for shaping behaviour with reinforcement being more effective than punishment
64
Why does Skinner's rat experiment have good internal validity?
P= Good internal validity
E= Be sure that food pellet means repeated lever pressing (rats behaviour increased lots since beginning)
E= Sure that IV has changed DV (good C+E)
65
Why does Skinner's rats experiment using standardised procedure a good thing?
P= Used standardised procedure
E= Know exactly how rats rewards/ punished + details of box layout
E= Replicable experiment (check for consistencies)
L= See if findings reliably
66
Why does Skinner's rats experiment have low generalisability?
P= Low generalisability
E= Rats less complex than humans + see more value in taking food immediately
E= Reward is subjective
67
How does Skinner's rats experiment have low mundane realism?
P= Low mundane realism
E= Rats confined in cage
E= Unsure whether they would act like this in real world
68
Who developed the social learning theory?
Albert Bandura (1960s)
69
What did the social learning theory suggest?
We learn through observation + imitation of role models
70
What is observational learning?
Watch others model behaviour + learn the behaviour from them
71
What is reciprocal determinism?
Learning is a two-way process with the environment + individual interacting
72
What is imitation?
Behaviours + attitudes are modelled by parents which the child will copy
73
What are the key determinants of whether a behaviour is imitated?
1. Characteristics of model
2. Observer's perceived ability to perform behaviour
3. Observed consequence of behaviour
74
What is identification?
The extent to which an individual relates to a model + feels that he/she is similar to that person
75
What to observers need to feel in order to identify with a model?
Feel they are similar enough to the model that they would be likely to experience the same outcomes in that situation
76
What typical characteristics are there of role models that make us more likely to imitate them?
1. Same-sex models
2. Similar in age/ older
3. Admired/ respected/ hold high status
77
What is a live model?
People in real life
E.g. parents, teachers, peers
78
What are symbolic models?
Characters on TV/ people portrayed in the media
79
When were children more likely to imitate a model?
When rewarded for their behaviour
- Vicarious reinforcement
80
When were children less likely to imitate a model?
When punished for their behaviour
- Vicarious punishment
81
What are mediational processes?
Mental (cognitive) factors involved in learning
82
What are the 4 stages of mediational processing (ARRM)?
A= Attention
R= Retention
R= Reproduction
M= Motivation
83
What does attention mean in mediational processing?
Observers must carefully watch the model perform behaviour by paying attention
84
What does retention mean in mediational processing?
Observers must retain what they have observed in their memory to be able to repeat it
- Vital as imitation isn't always immediate
85
What does reproduction mean in mediational processing?
Behaviour only imitated if observer has the ability to carry it out
- ability influences decision if we should imitate
86
What does motivation mean in mediational processing?
Rewards + punishments (intrinsic + extrinsic) that follow behaviour will be considered by observer
- Perceived reward outweighs cost= more likely to imitate
87
What supporting evidence is there for the social learning theory?
P= Supporting evidence
E= Bandura, Ross & Ross found boys who observed male aggressive model were most aggressive
E= Supports identification + idea of same sex model
L= Valid theory
88
Why is the social learning theory holistic?
P= Holistic
E= Focuses on behaviour + cognition (ARRM)
E= More valid theory of learning
89
Why may supporting evidence not be valid?
P= Evidence may not be correct
E= Behaviour may not be imitated immediately
E= Unsure whether children learn through observation
L= Data from study may not be valid
90
Why is the social learning theory deterministic?
P= Deterministic
E= Reciprocal determinism says env. influences behaviour
E= Reduces blame for uncontrollable behaviour
91
What was the aim of Bandura, Ross & Ross' experiment?
To find out if children learnt aggressive behaviour by observing adults acting in an aggressive manner
92
What was the method of Bandura, Ross & Ross' experiment and what happened in room 1?
Room 1:
- 10 min observation
10 min nice or 1 min nice 9 mins aggressive
- Aggressive acts= hit with mallet, punch nose, tossed, kick, verbal aggression
- Toys in room= mallet, dart gun, tea set, colouring, farm animals
93
What was the method of Bandura, Ross & Ross' experiment and what happened in room 2?
Room 2:
- Toys to play with
- Toys removed after 2 mins (provoke minor aggression)
- Control as already annoyed by toy removal
94
What was the method of Bandura, Ross & Ross' experiment and what happened in room 3?
Room 3:
- 20 mins (time sampling every 5s)
- Observe through 1 way mirror (reduce DC-> may act dif if know adult watching)
95
What were the 2 conditions of the Bandura, Ross & Ross experiment?
1. Aggressive model condition
2. Non- aggressive model condition
96
Who was in the aggressive model condition and what did they watch?
6 boys with male model
6 boys with female model
6 girls with female model
6 girls with male model
AGES 3-5 FROM STANFORD UNI NURSERY
97
Who was in the non-aggressive model condition?
6 boys with male model
6 boys with female model
6 girls with female model
6 girls with male model
AGES 3-5 FROM STANFORD UNI NURSERY
98
What were the results of Bandura, Ross & Ross' experiment?
- Boys imitating aggressive male model most aggressive (36.7 aggressive acts)
- Male non-aggressive and female child least aggressive
- Males overall more aggressive
- Females more likely to copy verbal aggression
99
What were the conclusions of Bandura, Ross & Ross' experiment?
- Boys mostly influenced by same sex models due to identification
- People imitate through observation of role models
100
Why does Bandura, Ross & Ross' experiment have high vaiidity?
P= High validity
E= One way mirror + control of provoking aggression in 2nd room
E= If they saw adults watching, act differently
L= Reduces social desirability bias
101
Why does Bandura, Ross & Ross' experiment have good reliability?
P= Standardised procedure
E= Watched adults for 10 mins, 20 min observation through mirror, know what toys used
E= Able to replicate study to see consistencies
L= Good reliability
102
Why does Bandura, Ross & Ross' experiment lack generalisability?
P= Lack generalisability
E= Ages 3-5 + from Stanford uni nursery
E= Ethnocentric + American's may be more aggressive due to guns
L= Not generalised for whole population
103
Why does the Bandura, Ross & Ross experiment have low ecological validity?
P= Low ecological validity
E= Conducted in lab
E= Lacks mundane realism as wouldn't usually be exposed to violence/ see adult hitting doll
L= May act different in real life setting
104
COGNITIVE APPROACH
105
What are the key assumptions of the cognitive approach?
1. Internal processes studied scientifically
2. Information processing similar to computer process (input-> process-> output)
3. Mental processes occur between stimulus + behaviour
106
What are the mediational processes?
1. Intelligence
2. Perception
3. Attention
4. Memory
5. Thinking/ problem solving
6. Language
107
How are internal processes observed?
Indirectly by inferring what goes on by measuring behaviour
108
What is the definition of inference?
Process of drawing conclusions about general patterns of behaviour from specific observations
109
What are the theoretical models of the cognitive approach?
- Information processing model
- Multi-store model of memory
- Working memory model
110
What is the information processing model?
Flows of info through inputs, process, outputs
Input (info from senses)->
Process (what happens to info internally)->
Output (response to info)
111
Why is the information processing model used?
Explain how we receive, interpret + respond to information
112
What is the computer analogy for the cognitive approach?
- Mind has limited capacity + deal with restricted amount of info
- Computers use concepts of central processing, coding, stores to hold info
- Data (short memory) cleared + reset after task done
113
What are schemas?
Mental structures containing ideas/ scripts about the world (give us expectations + rules about what to do)
- Package of knowledge about an object
114
What happens if new information is consistent with a schema?
- Info assimilated into schema
- Schema strengthened + refined
115
What happens if new information is inconsistent with a schema?
- Accommodation occurs + schema changes
- Schema has new info
116
What are self-schemas?
Info of ourself based on physical characteristics + personality
- Affect how we act
117
What are role schemas?
Ideas about behaviour which is expected of someone in a certain role
118
What are event schemas (scripts)?
Contain info about what happens in certain situations
119
What is cognitive neuroscience?
Scientific study of how different brain structures are involved in different mental processes
120
What different neuroimaging techniques are there?
fMRI
CT
PET
121
What do brain scans help with?
1. Understand brain supports dif cognitive activities/ emotions
2. Understanding which parts of the brain link to memory process
3. Establish neurological basis of disorder
122
How did Tulvling et al (1994) help understand cognition?
- Used PET scans to show different types of LTM may be located on opposite sides of prefrontal cortex
123
How did Burnett et al (2009) help understand cognition?
- When people feel guilty, serval brain regions are active
124
What are the strengths of the cognitive approach?
P= Scientifically credible
E= Use scientific methods to understand mental processes
E= Conducted in controlled environment (standardised procedure)
L= Replicable
P= Accounts for both nature + nurture
E= Treatment for mental problems will be more thorough
E= Leads to better treatment
L= Applicable/ useful
125
What are the weaknesses of the cognitive approach?
P= C+E problems
E= Reach conclusions based on behaviour
E= Could be factors you can't see in mind
L= Low internal validity
P= Reductionist view
E= Focus on mental process
E= Cognition not good enough to explain things
- Lacks validity (simplistic)
126
BIOLOGICAL APPROACH
127
What are the key assumptions of the biological approach?
1. Behaviour explained by psychological processes
2. Brain is main focus (mind result of biological processes)
3. Behaviour due to biological causes can be modified by biological treatments
4. Animal experiments can explain humans as share biological similarities
128
What different areas are covered in the biological approach?
1. Genetics
2. Biological structures
3. Neurochemistry
4. Evolution
129
What does the biological approach believe (genetics)?
Behaviour, personality, mental illness, intelligence are due to inherited characteristics
130
What are genes?
Sections of strands of DNA found in cells
131
How many genes do children receive from each parent?
Half from each parent
- 23 chromosomes pairs
132
What do genes control?
Physical processes in the body
133
What are dominant genes?
Show effect even when only 1 copy of gene is in pair
134
What does a person need to have a recessive disease/ characteristic?
Person must have gene on both chromosomes of the pair
135
What is a genotype?
Actual set of genes an individual has
- Given in egg/ sperm of parent
136
What is a phenotype?
Observable behaviour + physical characteristic of individual
- Genetics + env. influence
137
What are twin studies used for?
See whether psychological characteristics have a genetic basis
138
How are twins studied?
Look at concordance rates (likelihood i 1 twin has something, other one will too)
139
What are monozygotic (MZ) twins?
Identical
- Share 100% DNA
140
What are dizygotic (DZ) twins?
Non-identical
- Share 50% genes
141
What were the results of the twin studies from Gottesman + Shields (1966)-> compared MZ & DZ twins for Sz?
- MZ concordance higher than DZ (genes influence development of Sz)
- MZ concordance similar to DZ (genes can't play much role, down to env. influence)
- MZ concordance is 100% (genetics could be only factor in Sz development)
- MZ concordance significantly less than 100% (genes only play small part-> env play huge role)
142
Why are adoption studies better than twin studies?
- Able to isolate the influences of genes + env.
- Similarities of biological parents= genes influence
- Similarities of adopted parents= env. influence
143
What was the aim for the adoption study conducted by Heston (1966)?
Use adopted children to study role of nature v nurture in Sz
144
What was the procedure used in the adoption study conducted by Heston (1966)?
- Babies born in 1915-45 separated from mother after 2 weeks + adopted
- Experimental group= babies born to mum with Sz
- Control= mum didn't have Sz
- Ppts psychiatrically reviewed in 1964 to see if had Sz
145
What were the results for the adoption study conducted by Heston (1966)?
10.6% of exp. group had Sz
0% of control group had Sz
146
What were the conclusions for the adoption study conducted by Heston (1966)?
Results support a genetic cause of Sz (env, factors shouldn't be ignored)
147
How does the human nervous system work?
1. HNS
2. Peripheral NS
3. Autonomic, somatic
4. (autonomic)-> sympathetic, parasympathetic
1. HNS
2. CNS
3. Brain, spinal cord
148
Why do all reactions pass through the CNS?
Simple/ reflex reactions go through spinal cord before brain processes it
149
What are the 4 lobes of the brain?
1. Frontal
2. Parietal
3. Occipital
4. Temporal
150
What does the frontal lobe control?
- Behaviour
- Movement
- Language
- Memory
- Speech
151
What does the parietal lobe control?
- Learned movement
- Location awareness
- Touth (somatosensory)
- Body orientation
152
What does the occipital lobe control?
- Sight
153
What does the temporal lobe control?
- Authority processing
- Encoding memory
- Understanding language
154
What does the cerebellum control?
- Co-ordinance
- Balance
- Movement
- Posture
155
What does the brain stem control?
- Breathing
- Consciousness
- Involuntary response
- Heart rate
156
Why are scans used?
Help examine patterns of brain activity + anatomical structure
157
What are PET scans?
Use radioactive chemicals which shows which part of the brain is most active when thinking about different things
158
What are CAT/ CT scans?
Detect damaged parts of the brain (structure) by taking images of 'slices' of brain
159
What are MRI scans?
Provide detailed info about brain structure
160
What are fMRI scans?
Provide detailed info about brain function/ activity
161
What is neurochemistry?
Action of chemicals in the brain
162
What are neurotransmitters?
Chemical 'messengers' that travel from 1 neuron to the next across a synapse
163
What do excitatory neurotransmitters do?
Trigger nerve impulses in the post-synaptic neuron + stimulate brain into action
164
What do inhibitory neurotransmitters do?
Limit nerve impulses in post-synaptic neuron + have calming effect on brain
165
What is evolution?
Change in inherited characteristics in biological population over many successive generations
- Gradual development
166
What did Charles Darwin believe about evolution?
It happens by natural + sexual selection (survival of the fittest)
167
What is survival of the fittest?
Organisms better adapted to their env. are healthier, live longer, reproduce more frequently
- Pass on genes
168
What are 'adaptive traits'?
Particular traits that provide them with an advantage are more likely to survive + reproduce
169
What is sexual selection?
Organisms ability to obtain/ successfully copulate with a mate
170
Why is the methodology for the biological approach good?
P= Good methodology
E= Twin studies/ brain scans
E= Use standardised procedures and quantitative data (objective)
L= Scientific explanation
171
Why does the biological approach have good applicability?
P= Good applicability
E= SSRI is a successful drug theory in treating OCD
E= BA has helped to develop medicine which allows people to live normal lives
L= Useful
172
Why is the biological approach a deterministic approach?
P= Deterministic
E= BA says C+E of behaviour
E= Human actions are caused by predetermined conditions
L= Validity?
173
Why opposing evidence is there for the biological approach?
P= Opposing evidence
E= Pavlov & Skinner believed behaviour is down to association of stimuli
E= BA only accounts for behaviour from genes/ env.
L= May not be valid explanation
174
PSYCHODYNAMIC APPROACH
175
What are the key assumptions of the psychodynamic approach?
1. Unconscious processes influence our behaviour
2. Psychodynamic conflict are in constant dynamic struggle
3. Emotive drives create psychic energy that can build up + create tension + anxiety if not released
4. Personality is shaped by relationships, experiences + conflict overtime
176
What are the 3 parts of the 'tripartite' personality?
1. id
2. ego
3. superego
177
When is the id present and dominant till?
Present at birth + dominant until 2 years old
178
What does the id operate according to and where is it located?
Pleasure principle
Unconscious
179
What does the id demand?
Immediate gratification of urges
- No sense of time/ logic
180
What is the id energised by?
Biological energy
- Contains libido + governed by sexual + aggressive drives
181
When is the ego present?
Around 2-3 years old
182
What does the ego operate according to?
The reality principle
183
What does the ego try and do?
Satisfy the id and superego
- Aims to gratify id's impulses in line with what is realistic, so urges of the id are controlled
184
What does the ego employ to protect the conscious mind against unpleasant experiences?
Defence mechanisms
185
When does the superego develop?
3-6 years old
186
What does the superego operate according to?
The morality principle
- Understanding of right/ wrong
187
What does the conscience do in the superego?
Internalisation of societal rules
- Determines which behaviours are permissible + causes feeling of guilt
188
What does the ego-idea do in the superego?
What a person strives towards + most probably determined by parental standards of good behaviour
189
When might a persons defence mechanisms be triggered?
If individual is faced with situation that they are unable to deal with rationally
190
How do defence mechanisms work?
Operate unconsciously + work by distorting reality so that anxiety is reduced
191
What do defence mechanisms stop individuals doing?
Becoming aware of any unpleasant thoughts + feelings associated with traumatic situations
192
What are the 4 examples of defence mechanisms?
1. Repression
2. Denial
3. Displacement
4. Projection
193
What is repression as a defence mechanism?
Unconscious blocks unacceptable thoughts
- Repressed thoughts influence behaviour without individual being aware of reasons behind it
194
What is denial as a defence mechanism?
Refusal to accept reality to avoid any painful feelings associated with event
- Acts as if traumatic event never happened
195
What is displacement as a defence mechanism?
Emotional thoughts directed towards a 3rd party rather than towards individual who caused them
196
What is projection as a defence mechanism?
Individuals own undesirable characteristics are attributed to others, so alleviating blame
197
What is the model used to show the structure of the mind?
The topographical model
198
What is the topographical model?
Describes features of the mind's structure + function
- Iceberg to describe 3 levels of mind
199
What are the 3 levels of the mind?
1. Conscious
2. Preconscious
3. Unconscious
200
What is the conscious level of the mind?
Mental processes of which we are fully aware
- E.g. easily recalled memories
201
What is the preconscious level of the mind?
Mental processes just below the conscious 'surface' which can be recalled to consciousness under particular circumstances
202
What is the unconscious level of the mind?
Mental processes that are difficult to recall/ bring to our conscious
- E.g. unacceptable sexual thoughts
- Largest part of personality
203
What were the 5 psychosexual stages of personal development?
1. Oral stage
2. Anal stage
3. Phallic stage
4. Latency stage
5. Genital stage
204
What did Freud believe happened between each stage?
Sexual energy (libido) is expressed in different ways + through different parts of body
205
What did Freud believe needed to happen at each stage before they can successfully advance to the next level?
A particular conflict must be resolved/ satisfaction achieved before
206
What did Freud believed happened if particular conflicts weren't resolved before moving onto the next stage?
Fixation may occur
- Affects behaviour later on in life
207
What is the oral stage and when does it happen?
Libido is focused on the mouth (satisfaction from breastfeeding/ dummies)
Birth to 1.5 years
208
What fixations could there be in the oral stage isn't completed?
- Nail biting
- Smoking
- Excessive drinking
209
What is the anal stage and when does it happen?
Libido focused on anus + child derives great pleasure from defecating (how potty trained/treated influences behaviour later)
1.5 - 3 years
210
What fixations could there be in the anal stage isn't completed?
- Obsessed with orderliness + tidiness
- Very messy + disorganised
211
What is the phallic stage and when does it happen?
Libido centred upon genitalia + child becomes aware of sexual anatomy + Oedipus/ Electra
3 - 6 years
212
What fixations could there be in the phallic stage isn't completed?
- Overly vain
- Exhibitionistic
- Sexually aggressive
213
What is the latency stage and when does it happen?
Break from seeking sexual pleasure, sexual energy redirected towards social skills
6 years - puberty
214
What fixations could there be in the latency stage isn't completed?
- Lifelong immaturity
- Inability to have/ maintain happy, healthy, fulfilling relationships
215
What is the genital stage and when does it happen?
Libido resurfaced (time of adolescent sexual experimentation)
Puberty onwards
216
What fixations could there be in the genital stage isn't completed?
- Inability to progress to unselfish/ romantic love
217
Why is a strength of the psychodynamic approach that theories help normalise irrational behaviours?
P= Psychodynamic theories normalise irrational behaviour
E= Little Hans having a horse phobia (horse represented dad)
E= Irrational behaviour normal in Oedipus complex
L= Approach helps ease shame + guilt on kid/ parent
218
Why is the psychodynamic approach useful?
P= Useful
E= Freud encouraged people to talk
E= Release negative energy in unconscious mind (catharsis)
L= Pave way for talking therapies (good applicability)
219
Why don't the psychodynamic approach, especially psychosexual stages, explain personality development in all kids?
P= Don't explain personal development in all kids
E= Green-> studied 37 kids growing up in non-traditional families, all but 1 developed typical gender identities
E= Freud based theory on neutral families
L= Approach limited to who applied to + lack population/ temporal validity
220
Why is the psychodynamic approach reductionist?
P= Reductionist
E= When explaining phobias, 2 process model says UCS + NS= phobia
E= Simplistic to say phobias result from issues in phallic stage
L= Approach doesn't explain complex behaviours in enough detail
