Approaches - paper 2 Flashcards
(73 cards)
1
Q
wundt & introspection
origins of psychology
A
- wundt opened the first psychological laboratory in leizig in 1879
- introspectionism - asking particapnts to observe their inner mental process and report it - shown a picture and asked about emotions - controlled enviroment
- structurvilsm - reductionist , looking at specific aspects that make up a psychological part
- had to infer
- founding father of cognitve approach
- language and learning could not be studied in a strictly scientfic manner
- mental process can be observed
2
Q
advanatages of wundts work
origins of psychology
A
- still used today - shows that his research has a big impact on psychological testing - higher validity
- inspired the rest of psychologhy which then meant that the scientific approaches were made
3
Q
disadvantages of wundts work
origins of psychology
A
- unreliable - depends on self report techniques - change to make researcher happy
- subjective data
- cannot be reolicated as emotions are different everytime - lowers validty
4
Q
before psychology
origins of psychology
A
- known as expiremental philosphy - mind and body are seperate
- john lock (1632-1704) - proprosed empiricim (nurture) - humans dont inherit knowledge or instict- each human is tabla rasa (blank slate)
5
Q
new psychology
origins of psychology
A
- charles darwin (1809-1882) - evoluntionary theory - survival of te fittest (nature)
- wilhelm wundt (1832-1920) - opened first psychological lab - intropspection and structuralism
- griffiths (1994) - cognitive bias in fruit gamble machines - took gamblers and non to casino - gamblers made machine a person
6
Q
basic assumptions of behaviourist approach
behaviourist approach
A
- behaviour is learned from expirence
- only observed behaviour is measured - this is bc subejective behaviour is difficult to test
- study animals as they share same principles as humans
- we are born a tabla rasa (blank slate)
7
Q
classical conditioning - pavlov
behaviourist approach
A
- classical condiitioning is done by associations
- dogs is shown an uncoundictioned (food) stimulus and has an uncounditioned response (drooling)
- then add a neutral stimuli (bell)
- then add the neutral stimuli with the uncounditional stimuli dog will show uncounditioned response
- carry on until the neutral stimuli is now a conditioned stimuli - conditioned response
8
Q
pavlov also found ….
behaviourist approach
A
- timing - association only happens when the uncoundtioned and neutral stimuli are presented at similar times
- extinction - if assoctistion doesnt oocur for a while then the conditioned response dies out
- generalisation - respond in the same way to other similar stimuli to the orginal conditioned stimuli
9
Q
watson and rayner
behaviourist approach
A
- taught little alert to fear rats through asscoiation to loud noises
- loud nose when saw the rat
- saw rat cried
10
Q
operant conditioning - skinner
A
- positive reinforcement - giving something good to encourage behavoiur - pressing the lever and getting food
- negative reinforcement - taking away something bad to encourage behaviour - a loud noise that was turnt off by lever
- punishment - postive is giving something bad , negative is taking something good - electric shock when lever was pressed
11
Q
advanatges of behaviourist approach
behaviourist approach
A
- real life application - operant conditioning used in token econmoy system in prision , tokens in exchange for privelages - better society - increases appliciable
- scientific creditbility - objective measurements value evidence and hypothesis - classes as a science - increases value of approach
12
Q
disadvanatges of behaviourist approach
behaviourist approach
A
- reductionist - ignored other factors to the stimuli, emotions, gender, - ingores factors that could influence the way we behave - different approach
- animal research - skinner & pavlov - theory cannot fully generlise to humans as there are differnces - lowers validty bc cant gernerlaise
13
Q
social learning theory
social learning theory
A
- vicarious reinforcement - indriect learning through others peoples rewards and punishments
- moddeling - someone who influences another persons behaviours
- imitation - observe and copy the behaviour
- indentification - wanting to be your role model who has similar characteristics
14
Q
cognitive mediational process - social learning theory
A
- attention
- retention
- reproduction
- motivation
15
Q
attention
social learning theory
A
- behaviour has to grab out attention
- has to be noteworthy to observe
- pivital to wether a behaviourhas influence
16
Q
rettention
social learning theory
A
- a memory of the behaviour has to be form
- social learning theory is not immediate
- you need the memory to refer to it and imitate it
17
Q
reproduction
social learning theory
A
- limited by our physical ability
- influences our decisions to try and imitate it
- cognitiive process of considering our capability
18
Q
motivation
social learning theory
A
- rewards and punishment will be considered
- rewards are higher more likely to do
- if vicarious reinformecment is not high they wont copy
19
Q
bandura bobo doll study
social learning theory
A
- a - investigate if social behaviors (i.e., aggression) can be acquired by observation and imitation.
- s - 36 boys and 36 girls from the Stanford University Nursery School aged between 3 to 6 years old.
- m - split into three groups, agressive, non agressive, no model towards a bobo doll - put them in a room with bobo doll and see what happened
- r - reacted to doll how adult did - gender differnce - same sex reacted more - boys lways more agressice
- c - learn social behavior such as aggression through the process of observation learning, through watching the behavior of another person
20
Q
evaluations of bobo doll
social learning theory
A
- G - stanford nursery - certain type of person rich af
- r - many different experiments and same outcomes
- a - children children growing up with violent tv/games
- v - high validity - coval behaviour (copying behaviour) - however not common aggression
- e - more to children after - could affect them when they are older
21
Q
advantages of social learning theory
social learning theory
A
- supporting evidence - bandura bobo doll study - high validity
- real life application - help children to see with violent video games - helps with parenting
22
Q
disadvanatges of social learning theory
social learning theory
A
- ethical issue - particapant harm - bandura could effect the children later - make them more agressive
- doesnt tell us why children want to copy - in studies bandura did with no rewards to adults they still copied - doesnt support vicarious reinforcement
- doesnt explain why boys were more agressive than girls - must be another factor - biological explanation
23
Q
cognition
cognitive approach
A
- cognition is the proess of thinking and knowing within our brain which is interal activity
- compared to a computer
24
Q
cognitive assumptions
cognitive approach
A
- mental processes cause behaviours - attention, perception , memory , language process
- uses schemas - mental framework
- takes in from enviroment
- cognitions devolp as biologsl does
25
schemas
| cognitive approach
* mental framkework that stores all undertsnading of infomation
* mental shortcut
* accomindation - making new schema
* assimilation - infomation in pre-existing schema
26
theoretical & computer model
| cognitive approach
* info flows through brain like computer - input, storage, retrival (multistore memory model)
* computer analagy - central processing (brain) - coding (changes info) - store (holds info)
* makes inference
27
advantages of the cognitive approach
| cognitive approach
* has many applications - explains things in faulty thinking - led to treatments for depression therapy like cbt - succsesful for treatmenst which means approach is right - has value
* scientific credibiltiy - expiremnts on humans - conclusions based on objective measurments -increases credibility
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assumptons of biological approach
| biological approach
* all thought feelings and behaviours are biologal
* study biological structures and process - neurochemostry
* characteristics passed down - heridity
* darwins theory of evololution
29
disadvantages of the cognitive approach
| cognitive approach
* evidence used to support has been done on damaged individuals - cant generalise to the public but is interesting - dont reprosent majority of public - reduces credibilty
* the us of the computer model - encoding , storage - big differnces like having feelings and emotions - machine reductionist to simplied - need a more complex one
30
genes
| biological approach
* genetic variation
* phenotype - the actual gene & genotype - characterisitcs that can be changed by enviroment
* section of dna which codes for a specific proteins
* polygenic
* inherited from parents
31
neurochemicals
| biological approach
* neurotransmitters - chemicals which allow message to travel to brain
* dopamine - serotonin - adrenaline
* seds message which create behaviour
32
brain structures
| biological approach
* brocas area
1. brocas aphasia - damage to it
2. in frontal lobe
3. produces language
* damage can case changes in the brain
* wernicks area
1. undertsanding language
33
evolutions
| biological approach
* darwins theory
* natrual selection
* identical twins
* physical and psychological
* survival of the fittest
* dominent genes
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35
twins
| biological approach
* monozygotic - identical
* dizygotoc - non identical
* mz share 100% of their genes
* dz only share 50%
36
advantages of biological approach
| biological approach
* suppoting evidence - coccaro compared cocordance rate of crominal behaviour - found mz had 50% and dz had 19% - suggest genetic must be a reason - signicficatly higher - has to be a biological reaosning
* GET ANOTHER ONE
37
disadvanatges of biological approach
| biological approach
* twins share similar environemt - treated differently - grow up together - cant generalise - also need to assume they have one through the same expirences - cant generalise
* ANOTHER ONE NEEDED
38
assumtion of psychodynamic approach
| psychodynamic approach
* sigmund freud
* unconsious mind is the primary source of human behaviour
* three elements - ID, the EGOand the SUPEREGO
* always in constant movement hence psychodynamic
* when in conflict the ego employs defence mechanisms
* formed from early childhood experinces
39
key idea - the role of the unconcious
| psychodynamic approach
* uncouncious mind is the main source of our behaviour
* only concious of a very small part of what is going on
* some ascpects we have no concious acess
* gain some insight into unconsious through our dreams or parapraxes
* **concious level** - thouhts , perceptions
* **preconcious level** - memeories , stored knowledge
* **unconcious level** - fears , violnet motivations , sexual desires , selfish needs , immoral urges , irrational wishes
40
key idea - the tripartite personality
| psychodynamic approach
* different parts of personality
* always being in an ongoing dynamic relationship
* **ID** - entirly in the unconcious
* **EGO** - largely consious
* **SUPEREGO** - largely unconcious
* EXAMPLE
* ID - "want to go home"
* EGO - "il stay for 30 mins"
* SUPEREGO - "need to be nice to boss"
41
ID - tripartite personality
| psychodynamic approach
* "the devil"
* **instincts**
* operates on pleasure principle
* present from birth
* if dominant ; PSYCHOTIC - hedonistic , selfish , get what they want without caring
42
EGO - tripartite personality
| psychodynamic approach
* "middle man"
* **reality**
* operates on reality principle
* mediates bewteen ID and SUPEREGO - reduces conflict by defence mechaninsm
* devolps at 2
* if dominant ; HEALTHY - reational , realsitic
43
SUPEREGO - tripartite personality
| psychodynamic approach
* "angel"
* **morality**
* operates on morality principle - reprosentsmoral standards of same sex parents
* around age 5
* if dominant ; NEUROTIC - follows rules , wants control , extreme guilt and anxiety
44
key idea - defence mechanism
| psychodynamic approach
* the ego uses defence mechanisms to balance conflicting demands from ID and SUPEREGO
* unconsious and ensure the ego is able to reduce anxiety
* if carry on for a long time they could become damdging
45
types of defence mechanism
| psychodynamic approach - defence mechanism
1. **denial**
2. **displacement**
3. projections
4. regression
5. **repression**
46
1. denial
| psychodynamic approach - defence mechanism
* stating the problem/anxiety does not exist
* " i do not have a drink problem "
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,2. displacement
| psychodynamic approach - defence mechanism
* take out impulse on less threatening person or object
* slaming the door instead of shouting at your parents
48
,3. projection
| psychodynamic approach - defence mechanism
* placing unacceptable impusles onto someone else
* "you have a problem not me"
49
,4. regression
| psychodynamic approach - defence mechanism
* returning to a previous stage of development
* adults having a temper tantrum
50
,5. repression
| psychodynamic approach - defence mechanism
* putting infomation into unconcious
* "i have no memory of being kidnapped at 5 so it never happened" - was traunmatic
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52
psychosexual stage
| psychodynamic approach - psychosexual stage
* early childhood experiences are what forms our tripartite adult personality
* any mental health rpoblems can be traced back to our first five years
* based of the idea **libido** - energy created by survival and sexual intincts of the ID
* expressed in different ways through different parts of the body until it eventually ends up being expressed through sex
* any trauma through stages can resilt in energy being fixiated on this stage and part of the body
53
**,1. ORAL STAGE**
| psychodynamic approach - psychosexual stage
* 0-1 years
* how babies explore the world - no motor control
* happens from weaning
* feeding (mum or bottle)
* **proper time (stopes feeding within 4 months)** - healthy and idependant adult
* **too early** - suffers from trauma , has oral fixation and chews gum, bites finger nails
* **too late** - looks for oral fixation , becomes manipulative and addictive
54
**,2. ANAL STAGE**
| psychodynamic approach - psychosexual stage
* 1-3 years
* control of bladder and bowel movements
* learn how to use a potty
* **encouraging and doing it at own pace** - compenant personality , balanced relationships , respects authority
* **to early, force it , punish mistakes** - develeps **anal retenive personality** , obeys authority , stingy and controlling , disgust over body
* **neglect any efforts** - **anal explusive personality** , messy and unorganised , doesnt obey authority , incononsitent of others
55
**,3. PHALLIC STAGE**
| psychodynamic approach - psychosexual stage
* 3-6 years
* genitals
* **good relationship with father** - respects eceryone , good undertsanding of man
* **dad was absence** - fixation of mum , compares with other men , not sure of sexuality , agressive towards women
* **maintains penis envy** - feel weak towards men , angry towards women
56
phallic stage - oedipus complex
| psychodynamic approach - psychosexual stage
* boys dusre to posses his mother
* kept out of his concious awanrness
* murderous hatred for his rival for her attentions
* emerging superego punishes the boy resulting in feelings of guilt and fear of father
* gets castration anxiety
* represses feelings for his mother to become more like his father
* identification - learns his gender identity , and is also how he fully devolops his superego
57
phallic stage - electra complex
| psychodynamic approach - psychosexual stage
* girls believe they have been castrated
* devolps penis envy
* blame their mother
* hostile towards her
* unconsciously sexually attached to their father
* see mother as their riveral
* can get their father attention by identifiying with their mother
* develops gender identity and superego
* grils dont identify as stronly so have a weaker superego
* replaces their penis envy with a desire for a baby
58
**,4. LATENT PHASE**
| psychodynamic approach - psychosexual stage
* 7-13 years
* have friends of same sex
* our labido is compressed
* our sexual energy is used for life skills (friends ect)
* superego strengthens - understand right and wrong
59
**,5. GENITAL PHASE**
| psychodynamic approach - psychosexual stage
* puberty - death
* libido become active again and have sexual desires
* fight with superegos and id to go with social norms
* try to get a balance ego
60
freuds evidence - little hans
| psychodynamic approach - psychosexual stage
* 5 year old who had a fear of horses
* dad took him to freud for therapy
* freud said that hans had a fear of horses bc it reminded him onf his dads black moustache
* blinders - dads glasses
61
postives of the psychodynamic approach
| psychodynamic approach
* **very influential**
* hugh shift in thinking
* first one to suggest the use of case studies - little hans
* moved to observations rather than introspection
* explained many things such as gender devoplment and perosnality development
* **practical applications** - created psychoanalysis
* the orginal talking therapy
* found significant improvaements in sysmtoms and was maintained years after treatment
62
weakness of the psychodynamic approach
| psychodynamic approach
* **untesatble concepcts** - largly in the unconcious
* cannot be observed and cannot prove that it exists
* **psychic determinism** - explains all behaviours from childhood experiences
* if this was true then free will is an illusion and we have no choice
* there are implications
* **gender bias** - women and female sexuality were less well developed than his views on male sexuality
* remain ignorant of female sexulality and how it may differ from male sexuality
* extreme adrocentrism - assuming male behaviour as nomral and anyting different is weird
* alpha bias - exagerating the differnces between men and women
63
humanistic approach assumptions
| humanistic approach
* rejects scientific approach
* people have free will - not determined by biological or external factors
* people are basically good
* poeple are motivated to self actualize
* individuals experiences are most important
* extremely subjective - view as an individual not as a whole
64
maslows hierarchy of needs
| humanistic approach
* triangle
* **self-actualisation** - a persons motiviation to reach their full potential
* morality , ctreativity , spontaneous , problem solving , lack of prejudice , acceptance of facts
* **self-esteem** - self esteem , confidence , achievement , respect for others , respcect from others
* **love/beloning** - friendsship, familiy , sexual intamcy
* **safety** - secruity of body , or employment , of resources , of morlaity , of familiy , of health , of property
* **physiological** - breathing , food , water , sleep , sex , homostasis , excretion
65
maslows self acqualisation characteristics
| humanistic approach
* used rich white men
* accuarte perspective of reality
* comfortbale acceptance
* reliant on own experiences
* task centering
* good loving relationships
* comfort with solitude
66
evaluations of maslow
| humanistic approach
* not generalisable
* beta bias
* gender bias
* androcentric bias - men persepective is correct
* no scientific research
* cant disprove
* real life application
67
carl rogers idea in the humanistic approach
| humanistic approach
* we thrive to achieve our ideal selfs as we are motivated towards self improvement
* two basic needs - feel nutured and have feeling of self worth
* starts in childhood - if loved by parents without conditions you will have healthy self worth , conditions of love - parents limit their love
68
car rogers ideas on humanistic approach
| humanistic approach
* **personal growth is achieved by concept of self being equvilant to their ideal self**
* if to big of a gap inconguence and self actualisation wont happen
* rare for complete inconguence as we have defence mehcanisms
* **client centured therapy**
* issues as adults are rooted from childhood
* lack of unconditional psotive regard
* client driven - encouraged to dicovoery own solutions
* called clients instead of patients
* redice incongruence between self and ideal self
69
self actualisation
| humanistic approach
a perosns motivation to reach their full potentioal
70
incongruence
| humanistic approach
the difference of conept of self and ideal self
71
conditional postive regard
| humanistic approach
when an individual is only regarded under certain circumstances
72
positves of maslows in the humanistic approach
| humanistic approach
* **support conditons of worth** - research into sdolescents show that those who experience condtional postive regar are likly to display more false self behaviour
* doing things to meet others expections even if it clashes with their values
* people who are pretending to be kind to people who their parents would have liked are more likly to have depression
* **client centured therapy** - transformed psychotherapy
* new therapy sessions across the uk and usa
73
negatives of carl rogers in the humanistic approach
| humanistic approach
* **limited application** - loose set of rather abstract concepts
* no a comprehensive theory - cannot explain a wide variety of conceps
* **scientfically difficult - evidence can not establish a casual relationship between variables** - non experimental reserach methods
* some show therapy didnt help at all
* **overly idealised and unrealisitc view of himan nature** - poeple are not as inherintantly good and growth orinated
* doesnt look at the bad in people
* over simplified
* jahodas 6 charactersitcs
* thinking all self actualisation is the same for everybody
* unrealistic
