Approaches Flashcards
(16 cards)
Outline AO1 for Origins of Psychology
Wundt 1879
- established the first psychology lab in Leipzig, Germany
- adopted a structuralist approach: breaking down conscious experience into basic elements
Introspection
- Ps trained to observe and report on their own mental processes e.g. sensations, images in response to controlled stimuli
- imposed 4 rules: (to enhance rigor and replicability)
1. identify process onset
2. maintain “strained attention”
3. ensure repeatabilty
4. vary stimulus conditions
Emergence of Psychology as a science
- shift from philosophical speculation to empirical, experimental methods
- emphasis on standardised procedures, controlled conditions and measurement of reaction times
Outline AO3 for Origins of Psychology
+ scientific credibility
Wundts lab methods and strict protocols (4 rules) introduced objective measurement of mental processes which elevated psychology to a scientific level
+ foundation for experimental psych
inspired a global network of labs, establishing psych as an independant, empirically based discipline
- subjectivity and low reliability
introspective reports varied widely between individuals and sessions despite standardisation which yielded a poor inter-observer agreement and undermines methods reliability - behaviourist rejection Watson
argued that pscyh should only study observable traits and behaviours which led to decline in introspection and behaviourist dominance
Outline AO1 for Behaviourist Approach
blank slate refers to the idea that everything is learnt directly from our environmental interactions and theres no innate factors involved
Classical Conditioning - Pavlovs dogs 1902
- Pavlov paired a NS (bell) with an UCS (food) in dogs. After approx 10 pairings, the bell alone (CS) elicited salivation (CR)
- Before C: UCS > UCR ; NS > no response
- During C: NS + UCS > UCR
- After C: CS > CR
Operant Conditioning - Skinners rats 1938
- positive reinforcement: rats press a lever and receive food pellets and learn to press more freqently - receving reward increases behaviour
- negative reinforcement: rats press a lever and remove an unpleasant electric shock - removal of an aversive increases behaviour
- punishment: reduced responding - presentation of aversive event decreases behaviour
Outline AO3 for Behaviourist Approach
+ scientific rigor and replicability
the lab based, highly controlled exps produce objective, quantified data with clear cause and effect correlation which allows others to replicate and verify the findings
+ practical applications
techniques such as token economies used in prisons/psychiatric wards and systematic desensitation for phobias which are directly stemmed from classical and operant conditioning
- environmental determinism
all behaviour is considered as a result of conditioning which ignores the influence of free will, conscious decision making and internal cognitive processes as well as biological factors - ethical and ecological V concerns
studies are conducted upon animals which raises awareness about the ethical aspects and the extreme control in labs may produce findings which do not generalise to human-life complexity
Outline AO1 for Social Learning Theory
SLT integrates behavioural and cognitive factors by proposing that learning occurs through observing others and is mediated by cognitive mediational processes
1. Attention > noticing the models behaviours and influenced by their characteristics
2. Retention > encoding and storing observed actions for later production
3. Motor reproduction > physical and cognitive capacity to replicate model
4. Motivation > expectation of rewards or punishments determines whether an observer chooses to imitate
Banduras Bobo Doll Study
Procedure:
- 72 children aged 3-5 years old split equally into three groups
- aggressive m / non-aggressive m / control
- 10 mins exposure to model with doll then 20 mins in a playroom with their own doll
Findings:
- children who observed the model behaving aggressively were more likely to replicate the behaviours especially if the model was rewarded
Outline AO3 for Social Learning Theory
+ acknowledges cognitive factors
provides a more comprehensive explanation of human learning compared to behaviourism alone as it considers internal mental processes
+ practical applications
SLT used to explain aggression gender development and influence of media on behaviour and informs policies of age ratings for media
+ RS from Banduras Bobo Dolls
- underestimates biological factors
Bandura doesnt fully explain the biological influences on behaviour e.g. boys were more aggressive than girls which couldve been due to higher testosterone levels - limited explanation of individual differences
not all observed behaviours are imitated and SLT doesnt fully explain why some P decided to imitate but some didnt even though exposure to model was the same
Outline AO1 for Banduras Bobo Doll Study
Banduras Bobo Doll Study
- aim was to investigate whether children learn aggressive behaviour through observation and imitation of adult role models
Procedure:
72 participants, 36 B, 36 G, aged 3-6 years old split into three groups equally
1. aggressive model:
P observed the adult model behaving aggressively towards a Bobo doll
2. non-aggressive model:
P observed an adult model play calmly with the Bobo doll
3. control group
no model was shown
- each group observed this for 10 minutes and then were deliberately frustrated by being told they couldnt play with certain toys
- then taken into a seperate room with their own Bobo doll where they were observed playing with it
Findings:
- P who observed the aggressive model were more likely to be aggressive and imitate the model compared to those in the non-aggressive model group
- boys were more aggressive than girls
- children more likely to imitate a same-sex model
Conclusion:
behaviour learnt through observation and imitation
Vicarious Reinforcement Study
Procedure:
P observed the model behaving aggressively and consequences for the model varied
rewarded: praised + given sweet
punished: model told off
control: no consequence
Findings:
reward and control group P more likely to imitate than those who were punished
Outline AO3 for Banduras Bobo Doll Study
+ controlled lab exp
high control over variables allows clear cause and effect
+ replicable
standardised procedures mean the study has been repeated and extended many times
- lacks ecological validity
unnatural setting with unfamiliar toys so children may not act the same in real world situations
-ethical concerns
exposure of aggressive content to young children might cause distress or encourage aggression
Outline AO1 for Cognitive Approach
- focuses on internal mental processes which are studied scientifically
- processes are private and cant be observed directly so inferences are made based on behaviour to indirectly study them
- Theoretical and Computer Models
theoretical: simplified representations based on current research e.g. MSM
computer models: the mind is compared to a computer suggesting similarities in the way that info is input, processed, stored and retrieved - role of schema
- packages of knowledge developed through experience that help us process info quicker
- act as mental shortcuts but can lead to distortions in perception and memory
- schemas become more complex as we age helping us predict outcomes and interpret unfamiliar situations - Emergence of Cognitive Neuroscience
scientific study of the influence of the brain structures on mental processes whic combines cognitive psychology with neurobiology
- advances in imaging techniques e.g. fMRI and PET scans allows researchrs to observe neural basis of cognitive functions
Outline AO3 for Cognitive Approach
+ scientific and objective methods
uses controlled lab experiments and brain imaging which gives the approach a high level of credibility
+ RLA
contributed to development of AI , CBT and understanding mental disorders
+ less deterministic
recognises that humans have conscious control over their thinking unlike the strict determinism of behaviourist approach
- machine reductionism
compares mind to computer, ignoring human emotion and motvation - lacks ecological V
many studies use artificial stimuli so findings might not reflect real life - inference based approach
mental processes cant be observed directly so conclusions are based on inferences which could be too abstract or speculative
Outline AO1 for the Biological Approach
- all behaviour has a biological basis including genes, neurochemistry and nervous system
- mind lives in the brain so all thoughts, feelings and behaviours ultimately have a physical basis
- Genetic basis of behaviour
- behaviour is influenced by the genes from our parents
- twin studies used to investigate heritability:
MZ twins: share 100% of DNA
DZ twins: share 50% o DNA
- higher concordance rates for behaviours in MZ twins than DZ twins suggest a genetic basis - Genotype and phenotype
genotype: individials genetic makeup
phenotype: how genes are expressed which is influenced by environment
- shows that behaviour is a result of nature and nurture interaction and not genetics alone - Biological structures and neurochemistry
- nervous system particularly the brain plays a major role in behaviour
- specific regions are linked to specific functions
Neurotransmitters
- low serotonin linked to depression
- high dopamine linked to sz - Evolution and behaviour
- based on Darwins theory of natural selection - behaviours that enhance survival and reproduction are passed on
Outline AO3 for Biological Approach
+ scientific methods
uses brain scans, twin studies and drug trials which gives the approach high scientific credibility
+ RLA
development of drug therapies for mental illness based on understanding of neurotransmiters
- biological determinism
assumes behaviour is solely caused by biological factors and ignores the influence of free will and environment - cannot seperate nature from nurture
family and twin studies often confound genetic and environmental influences
Outline AO1 for Psychodynamic Approach
Sigmund Freud
- behaviour is driven by unconscious forces, childhood experiences and the dynamics of personality
- mental disorders arise from unresolved conscious conflicts
1. Role of unconscious
-conscious mind: what we are aware of
- preconscious: thoughts just beneath the surface
- unconscious: hidden drives and conflicts that influence behaviour
- Structure of Personality
Id: primitive, instinctual part of the mind which operates on the pleasure principle and requires immediate gratification
Ego: develops at around 2yrs and operates on reality principle which mediates between id and superego
Superego: develops around 5yrs , represents internalised morality and operates on morality principle
healthy personality: balance between the three - Defence Mechanisms
- used by the ego to reduce anxiety
repression: forcing distressing memories into the unconscious
denial: refusing to acknowledge reality
displacement: redirecting emotions to a substitute target - Psychosexual stages of development
- Freud believed that children passed through 5 stages and unresolved conflicts cause fixation, affecting adult behaviour
FOL* = focus of libido
KC* = key conflict
COF* = consequence of fixation - Oral, 0-1 yrs old
FOL: mouth
KC: weaning off breastfeeding
COF: smoking, nail biting - Anal, 1-3 ys old
FOL: Anus
KC: toilet training
COF: obsessiveness or messy - Phallic, 3-6 yrs old
FOL: gentials
KC: oedipus/electra complex
COF: narcissism, vanity - Latency, 6-12 yrs old
FOL: x
KC: repression of conflicts
COF: no fixations - Genital, 12yrs +
FOL: Genitals
KC: sexual maturity
COF: well-adjusted adult
Outline AO3 for psychodynamic approach
+ explains influence of childhood
highlights importance of early relationships and unconscious processes in shaping behaviour and personality
+ first talking therapy
led to psychoanalysis and laid the foundation for modern therapies
- unscientific
some concepts like unconscious, Oedipus, Id are not falsifiable and cant be tested empirically - psychic determinism
suggests behaviours are determined by unconscious childhood conflicts and ignores free will
Outline AO1 for Humanistic Approach
- focuses on free will, personal growth and viewing people as inherently good and unique
- emphasises the whole person and their subjective experiences - rejects reductionism
Free Will:
humans have conscious control over their actions and decisions even if influenced by external or internal forces which contrasts with deterministic views fro other approaches
Maslows Hierarchy of Needs
1. physiological needs e.g. food
2. safety needs e.g. security
3. love & belonging e.g. friends
4. esteem e.g. confidence
5. self-actualisation - fulfilling ones potential, the top level and its the innate desire to grow and reach ones full potential
- a person can only self-actualise if all of the lower levels ar met first
The Self, Congruence and Conditions of Worth - Rogers
- the self: how we perceive ourselves
- ideal self: the person we want to be
- congruence: when the self and ideal self are closely aligned
- incongruence leads to low self esteem and psychological issues
- conditions of worth: when parents or others set boundaries on love
- unconditional positive regard is essential for achieving congruence and self-worth
Influence on Counselling Psychology
Rogers developed client-centred therapy
- therapist provides genuineness, empathy and unconditional positive regard
- aims to reduce incongruence and improve self-worth
- non-directive: client leads their own healing process
Outline AO3 for Humanistic Approach
+ positive view on human behaviour
emphasises growth and free will which many find empowering
+ holistic
considers the whole person and their subjective experience which offers a richer understanding of behaviour
+ RWA
basis for modern counselling and has helped to develop person-centred therapies
- lacks scientific rigor
concepts like self-actualisation are difficult to define and measure scientifically - lacks empirical evidence - cultural bias
focuses on individual achievement and autonomy which is more relevant to Western (individualist) cultures rather than collectivist ones - unrealistic
assumes everyone thrives for self actualisation and growth and may ignore the influence of external realities e.g. poverty
