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Psychology Paper 2 > Approches > Flashcards

Approches Flashcards

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1
Q

Wundt farther of psychology

A

First to be called a psychologist
Opened a psychology lab in Germany 1879
Explore human mind

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2
Q

Introspection

A

Means looking into
Examination of one’s thoughts
Presented with a problem to solve or memories and report back inner experiences
Should be obtained during task performance rather than after to avoid memory problems

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3
Q

AO3 introspection

A

Report may be distorted deliberately may pretend to have positive ones

Deley between concocoius experience and reporting the existence forget parts

Can’t be replicated not reliable

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4
Q

Scientific method in psychology

A

Emperical
Objective
Replicable
Controlled
Theory

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5
Q

AO3 introspection not particularly accurate

A

Lacks validity not very accurate
Argue human little knowledge of causes of their own behaviour so dosent have much value
So introspection as a method very vague difference to use in study’s

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6
Q

AO3 introspection Wunt method unreliable

A

Behaviourist criticised argue to unscientific
Report consciousness experiences but process themselves e.g memory considered unobservable lack emepericissm and reliability key element of scientific method

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7
Q

Strength of scientific approach to psychology

A

Relie on objective and systematic methods of observation better than just passive acceptance of facts
Can establish cause and effect behaviour method that are empirical

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8
Q

Weakness scientific approach to psychology

A

Very controlled create unrealistic environment tell us little how people act in real world

Subject matter in psychology unobservable can’t be measured accuracy it’s most inferential of all sciences

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9
Q

Main assumption psychodynamic approach

A

Sigmund Freud
Theories based on principle that unconscious drives have major influence on our lives how we behave

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10
Q

The conscious

A

The small amount of mental activity we know about

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11
Q

The pre conscious

A

Things we could be aware of if we wanted or tried

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12
Q

The unconscious

A

Things we are unaware of and can not become aware of

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13
Q

3 assumptions

A

Role of the unconscious

Tripartite model of personality

Psychosexual development

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14
Q

Assumption 1 role of the unconscious

A

Unconscious thoughts Sometimes reveal themselves through Freudian slips in creativity and neurotic symptoms

Unconscious extended its influence every part of our lives and sleep

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15
Q

Assumption 2 tripartite model of personality

A

ID - instincts (pleasure principle) innate from birth

Ego - reality principle develop 1 year old

Superego morality conscience develop around age 5

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16
Q

Personality development

A

ID and super ego conflict with eachotner
Ego manages the conflict
Depend on strength how well it does
Key to healthy personality good balance between the Id and superego

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17
Q

How does who strength develop

A

Naturally with age damage or enhanced life experiences
Child taught right and wrong have strong ego
Life experience important and relationship with parents

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18
Q

Assumption 3 psychosexual development

A

Libido driving force express sexual energy in development
Each stage person life force or lobido attached particular organ of the body

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19
Q

Oral stage 0-1

A

Libido focuses on mouth
Pleasure gained eating sucking
At this stage the Id In control

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20
Q

Anal stage 1-3

A

Libido focussed on the anus
Pleasure to or whithholding going the toilet
Ego beggins to develop

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21
Q

Phallic stage 3-6

A

Libido focused on the genitals
Exploration and interest in genitals
ID ego fully formed
Super ego created end of this stage resolution of the opedious or electra complexes

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22
Q

Opedious Complex

A

Boy develops sexual desires for mum posses mum get rid of dad if dad found out take what he loves most (penis) develop castration anxiety resolve problem imitating copying joining dad behaviour take on mate gender role

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23
Q

Electra complex

A

Girls believe don’t have a penis mum already castrated them turn to dad for love to regain penis
Suffer penis envy rest for lives resolve this by male baby male lover or career

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24
Q

Latency stage 6 - puperty

A

Girls friends girls boys friend sour boys
All earlier conflict repressed into unconscious

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25
Genital stage puperty
Libido on genitals opposite sex Adult personality set problem earlier stage return Focus on development of independence
26
Fixation
Overindulge or frustrated in stages lead to issue as adult Overindulge- reluctant to leave psychological benefit of a particular stage overly satisfied Frustrated need of developing indervidual particular stage may not been adequately met
27
AO3 strength
Application to therapy Assumption unconscious and childhood importan determine behaviour lead psychotherapies develop e.g dream therapy psychoanalysis well used treatment for issues demonstrates utility of approach improve lives
28
AO3 strength
Research support Little hans phobia horses but displament phobia of dad and fear of castration experience Oedipus complex Does have some supportive evidence but limited
29
Behaviourist main approach
All born blank slate All we have at birth is the capacity to learn All behaviour learned from the environment Focus of the approach - observable behaviour
30
Classical conditioning
Learning by association
31
Classical conditioning method
Before conditioning : food. Salvation UCS - UNR During condition : Bell Food. Salvation NS. - UCS. - UCR after conditioning bell Salvation CS. - CR
32
Other important features of classical conditioning
Timing Extinction Spontaneous recovery Stimulus generation
33
Timing
Timing of the pairing of the NS with the UCS needs to be right or conditioning may not take place
34
Extinction
The CR does not always become permanently established if the CS is presented a few times without the UCS then the behaviour disappears
35
Spontaneous recovery
If CS and UCS are paired quickly back together again then the link between them is made much more quickly
36
Stimulus generation
Once animal been conditioned will also respond to other stimuli that are similar to the CS
37
Operant conditioning
Learning through rewards and punishments
38
Positive reinforcement
Giving a reward for behaviour that encourages the behaviour to continue
39
Negative reinforcement
Taking away something negative to encourage a behaviour to continue
40
Rat in a Skinner box
Demonstrated pigeon or rat in a Skinner box randomly moves around box Occasionally leads to accidentally pressing lever and food pellet being delivered Rat soon learned through positive reinforcement continue pressing the lever show behaviour can be learnt
41
Other important features of operant conditioning
Schedule of reinforcement Punishment
42
Schedules of reinforcement
Continuous reinforcement schedule most effective e.g good pellet given to ray when press lever
43
Punishment
Decrease behaviour be positive add something unpleasant ground child or negative taking away something pleasant fave toy
44
AO3 strength behaviourism
Been applied to therapies been created to treat phobias E.g systematic desensitisation eliminate learned fear response replace with another matter demonstrates utility of behaviourist approach help improve lives of people with phobias
45
A03 strength behaviourist approach
Research support little Albert conditioned fear of white rats strike steel bar behind his head whne he reached for them so formed association of fear with white rats highlights behaviour term way we learn it e.g CC
46
One weakness of behaviourism
Over looks other factors e.g cognitions other rage could be a product way we think e.g stem from illness such as depression result faulty thinking so can’t offer complete explanation human behaviour
47
Humanistic approach main assumptions
Focus on conscious experience free will topic meaningful to humans strive personal growth/fulfilment Make significant personal choices within the constraints imposed by these other factors (external influences)
48
Maslow theory
Interested not what went wrong but what went right with a person Hierarchy of needs - personal growth/fulfilment Movement in psychology- positive psychology happiness
49
Maslow hierarchy of needs
Self actualisation Esteem needs Love and belonging Safety needs Physiological needs
50
Hierarchy of needs summary
Basic needs at bottom most advanced at top Each level fulfilled to reach self actualisation More basic a need more powerfully is experienced more difficult to ignore
51
Self actualisation
People reach it share certain characteristics- creativity accepting accurate perception of world Experience moment inspiration ecstasy leave behind fears
52
Focus on the self
How we regard ourselves as a person people got 2 basic needs Positive regard- from others Self worth Develop during childhood parent and friend Closer self concept and ideal self greater self worth and psychological health
53
Congruence
Similarity person idea self and how they perceive themselves to be in real life Most people feel state of incongurence
54
Incongurnces
Difference between ideal self and actual self
55
Unconditional positive regard
Acceptance by others no matter what no condition of worth feel good no matter what
56
Conditional positive regard
Only accept based on what others want us to do develop conditions of worth Where we precieve others expect of us can see positive light
57
strength of humanistic approach
Application to treatment of mental health issues e.g depression and anxiety Led to development of counselling therapies that are utilised around the world treat mental health problems impacts r it has improved people’s lives such problems
58
Strength of humanistic approach
Research support back up concept with approach e.g Harter et al teens need to fulfil certain conditions meet parent approval end up not liking themselves create flase self lead to depression this shows good face validity and further demonstrate utility of approach
59
Social learning theory main assumption
Learning is primarily through observation Observe role models learn about consequences of behaviour through indirect or vicarious reinforcement
60
Role models
Live role model - parent teacher or mate Symbolic model - someone protrayed in media tv character
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Identification
Extent person relate to role model feel similar Children more likely identify model same sex Identification make learning more effective
62
Vicarious reinforcement
Learning consequence of an action and adjusting behaviour accordingly Try rewarded behaviour than punished Don’t have to experience reward or punishment directly
63
Bandura 4 meditatioal processes
Attention how much behaviour we notice Retention- how much we remember Motor production- ability of person to perform behaviour Motivation - was behaviour seen reward or punished
64
Imitation
What child learn is acquired imitation behaviour and attitude parents Faster process than conditioning Key factors Characteristic of model Ability to perform Observe consequences
65
Direct reinforcement
Person after seeing an action be vicariously reinforced then decides imitate behaviour may be directly reinforced (operant conditioning link) Potentially reinforce behaviour more
66
Bandora bobo doll study
Demonstrated theory how aggressiveness is learned through modelling Observing someone else behave aggressively later imitating it
67
BOBO doll procedure
Half children exposed to adult interacting with agressove behaviour others non aggressive Aggressive they display physical acts hitting throwing punching and verbal aggression (POW)
68
Findings of BOBO doll
Children exposed to agressove behaviour reproduced it and others virtually no aggression Follow up study found chid who saw model rewarded for aggressive behaviour more lily show high level aggression in own play
69
strength of SLT
Principals have been use to understand behaviour Probability someone engaging criminal behaviour increase whne identity with criminal model imitate behaviour they display help with early intervention stop negative influence change to more positive This matters because can be applied not only explaining behaviour but changing it
70
Strength SLT
Research evidence bandura Children exposed to aggressive behaviour themselves whne lkahing with Toys than those who weren’t exposed Demonstrated utility of SLT explaining human behaviour
71
Weakness STL
overlooks other factors like biology assume all behaviour learnt observation role model that we imitate others argue from genetic predisposition born with don’t learn behaviour Matters because can’t offer full explanation for behaviour
72
Main assumption cognitive approach
Explain behaviour terms of thoughts Beliefs and attitudes internal aspect of the mind How people store manipulate interpret info study process like perception memory thinking and problem solving
73
Schema
Cognitive framework we use to to organise and interpret info in the brain
74
Effect of schemas
Take short cuts when interpreting huge amount of info deal with on daily basis However can exclude info not conform to schema fill in gaps may not be true
75
Computer models
Using computer analogy we can argue info inputted through senses encoded in memory then compounds with previously stored info Humans could be seen to be same as computers terms of mental processing
76
Theoretical models
Used to explain how memory (mental processes) might work MSM WMM simplified representations based on current research evidence
77
Model of memory
Is a representation of memory help us to understand how our memory works and what our memory might look like
78
Emergence of cognitive neuroscience
Rapid advances latter 20th century in study of human brain Non invasive neuron imaging techniques help to understand how different part of the brain is linked to cognitive activities and taks
79
FMRI
Measure brain activity person performs a task by measuring blood flow indicate neural activity in brain activity more oxygen means area more active so rescuers able to map which area involved in mental activity
80
EEG
Measure electrical activity in the brain Electrode go on scalp detect electrical charges activity in brain cell graphed over period of time Used to detect disorder like epilepsy Spike on chart show epilepsy slow waves injuries or disease
81
Strength of cognitive approach
Application to treatment of depression Internal mental processes increased understanding why people develop depression faulty thinking negative schema led to cognitive behavioural therapy matter as it is an effective treatment for depression improve lives
82
Strength of cognitive approach
Research by psychologists found patient with depression more likely have misinterpreted info negatively and feel hopeless about future matters as it support ideas cognitions involved in development behaviours
83
Biological approach main assumptions
Explain all behaviour in term of physical bodily processes e.g Genetic basis behaviour passed generation to generation Role of neuro chem and nervous system Biological evolution
84
Assumption 1 influence of genes on our behaviour
Certain behaviours inherited by parents (nature ) Indervidual combo genetic instructions make personality intelligence about differ Determine eye colour or create genetic predisposition behave certain way More trait influenced by genes greater it’s hereditary
85
Genotype
Genetic code that is written in the DNA of an individual cell Genotype influenced by environmental factors- trauma event in life unbringing
86
Phenotype
Way a person genes are expressed through physical behaviour psychological characteristics
87
RM twin study
Mz - identical 100% same DNA Dz - non identical 50% DNA Higher concordance rate more a behaviour likely inherited and if inherited concordance rate MZ twins higer than DZ
88
Concordance rate
Term used in stats and by genetics to describe the rate of probability two people shared genes develop same disease
89
Offending behaviour
Christians examined over 3,500 town pairs in Denmark and identified concordance rate of criminal behaviour MZ - female 21 - male 35 DZ - female 8 - male 13
90
Finding of offending behaviour
Do indicate a degree of inheritance of offender behaviour But concordance rate are low indicate environment still play large part criminal behaviour
91
Assumption 2 influence of biological structures (neuroanatomy ) on behaviour
Nervous system Brain
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2 divisions of the nervous system
Central nervous system Pheripheral nervous system
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Central nervous system
Brain and spinal cord
94
Pheripheral nervous system
Somatic NS. Automatic NS Sympathetic NS Parasympathetic NS
95
6 lobes of the Brain
Frontal - thinking planning organising emotions Motor - movement Sensory - sensations Parietal - perception making sense of world spelling Occipital - Vision Temporal - memory understanding language
96
Clive wearing
Injured his brain Our memory can be spilt into STM and LTM he damages his STM but not LTM Had an effect on his behaviour
97
Assumption 3 neurochemistry
Neurotransmitters
98
Excitatory
Trigger nerve impulses in the receiving neuron stimulate brain action e.g dopamine associated with drive or motivation
99
Inhibitory
These inhibit nerve impulses in order to calm the brain down and balance mood Serotonin needs to be at the right level to maintain a stable mood
100
Assumption 5 Evolution and behaviour
Over time organism become adapted to their environment (bio evolution) Called natural selection Compete for resources Those wihr adaptibe traits win comp more likely survive and reproduce Trait passed onto off spring and become widespread in population
101
Criticism of Bio approach
Over looks other factors like learning that can explain behaviour Bio assume all behaviour inherited or product of biology behaviourist argue it come form environment what we learn Matters because bio not offer full explanation of human behaviour so it’s limited
102
Strength of biological approach
Evidence certain behaviour explain bio like schizophrenia Twin studies provide support genetic explanation of schizophrenia conducted large scale family found higher concordance rate MZ 48% DZ 17% Matters because it has high internal validity
103
Strength of biological approach
Application to treatment of illness such as OCD with drug therapy Neurochem increased our understanding why people liners like OCD low levels of seretonin thought to be associated OCD SSRI increase level reduced symptom Matters because help people with there mental health

Psychology Paper 2 (3 decks)

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