Issues and Debates Flashcards

1
Q

Gender Bias - Alpha Bias

A

Differences between the sexes are real, enduring, fixed and inevitable. These may enhance/ undervalue members of either sex, typically females.

E.G. Wilson: Sociobiological theory of relationship formation - Sexual promiscuity in females seen as going against their nature, females preserve genes, males try to impregnate as many women as possible.

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2
Q

Gender Bias - Beta Bias

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Ignoring or minimising differences between sexes (such as not including women in research).

E.G. Fight or Flight response - based exclusively on male animals as female hormones fluctuate.
Taylor et al: female biology has evolved to inhibit the fight or flight response. Females exhibit a tend and befriend response governed by the hormone oxytocin.

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3
Q

Gender Bias - Androcentrism

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Consequence of beta bias. Female behaviour is misunderstood and even pathologised. Normal behaviour is judged according to a male standard.
Feminists object to pre-menstrual syndrome - medicalises female emotions, such as anger. But male anger is seen as a rational response to external pressures.

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4
Q

Evaluation of Gender Bias

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✗ Gender biased research validates discriminatory practices - may provide a scientific justification to deny women opportunities within the work place/ wider society.
✗ Promotes sexism in research process - male researchers are more likely to have work published. Creates a bias in theory and research.
✓ Understanding of gender bias leads to reflexivity - may lead to greater awareness of the role of personal bias in shaping future research - embracing bias as an important aspect of the research process.
✗ Worrell argues gender bias can be avoided - women should be studied in meaningful, real-life contexts, genuinely participate, and have diversity in groups of women.

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5
Q

Cultural Bias

A

Psychological research often ignores differences between cultures.

  • In 1992, 64% f the world’s 56,000 psychologists were American, most studies were conducted in America.
  • Universality is assumed for results of Western research. Cultural differences in behaviour are seen as ‘abnormal’ and ‘inferior.’
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6
Q

Cultural Bias - Ethnocentrism

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The belief in superiority of one’s own culture. Any behaviour that doesn’t conform to the (usually Western) model is deficient or underdeveloped.

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7
Q

Cultural Bias - Ainsworth’s Strange Situation

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  • Reflected only norms and values of American culture in attachment research. Misinterpretation of child-rearing practices in other countries which deviate from American norms.
    E.G German mothers = cold, rejecting, rather than encouraging independence.
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8
Q

Cultural Bias - Respecting Cultural Relativism

A

Norms and values can only be meaningful and understood within specific social and cultural contexts.

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9
Q

Cultural Bias - Berry (1969)

A
  • An ETIC approach looks at behaviour from outside a given culture and identifies behaviours that are universal.
  • An EMIC approach functions from within certain cultures and identifies behaviours specific to that culture.

e.g. Ainsworth’s research = imposed etic.

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10
Q

Evaluation of Cultural Bias

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✗ Distinction between individualism and collectivism - individualist cultures (US) value the individual and independence. Collectivist cultures (India) value the group and interdependence. However, this is too simplistic.
- Takano and Osaka found 14/15 studies comparing the US and Japan found no evidence of a distinction between the two types of culture.
✓ Cross-cultural research challenges Western assumption - promotes greater sensitivity to individual differences and cultural relativism. Conclusions are likely to have more validity if they recognise the role of culture.
✗ Cross-cultural research is prone to demand characteristics - in cultures without historical experience of research, local populations may be more affected by demand characteristics than Western participants - threatens validity.

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11
Q

Free Will

A

Humans can make choices and aren’t determined by biological/ external forces.

E.G. Humanistic approach.

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12
Q

Hard Determinism

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(Fatalism) implies free will isn’t possible - all human behaviour is caused by internal or external events beyond our control.

E.G. Skinner - Free Will is an illusion.

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13
Q

Soft Determinism

A

All human action have causes, but behaviour can also be determined by our conscious choices.

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14
Q

Biological Determinism

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Control from physiological (influence of autonomic nervous system on anxiety), genetic (mental disorders), hormones (role of testosterone in aggression) factors.

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15
Q

Environmental Determinism

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We are determined by conditioning.
E.G. Bandura: children with violent parents are likely to become violent themselves, as a result of observation and imitation.

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16
Q

Psychic Determinism

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Behaviour caused by unconscious conflicts that we cannot control.
E.G. Freud - unconscious conflicts repressed in childhood. Human behaviour is a result of innate drives (id, ego, superego).

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17
Q

Evaluation of Determinism

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✓ Consistent with the aims of science: the notion that human behaviour obeys laws places psychology on equal footing with other established sciences.
✓ Prediction and control of human behaviour: development of treatments and therapies (e.g. treatments to manage schizophrenia). Experience of schizophrenia suggest some behaviours are determined.

✗ Hard determinism isn’t consistent with the legal system - offenders are morally accountable for their actions in law. This isn’t falsifiable - causes of behaviour will always exist even though they may not have been found yet.

18
Q

Evaluation of Free Will

A

✓ We make choices in everyday life - gives face validity to the concept. Has a positive impact on mind and behaviour.
- Roberts et al. found adolescents with a strong belief of fatalism are more at risk of depression.

✗ Not supported by neurological evidence - brain studies of decision-making shows that our actions are determined before we are aware of them.

19
Q

Nature-Nurture: Nature

A

Early nativists - Descartes - argued that human characteristics are innate, the result of heredity (Usually 0.5 heritability). Genetics and the environment are both important factors in IQ.

20
Q

Nature-Nurture: Nurture

A

Environmental influences. Empiricists - Locke - argue the mind is a blank slate at birth upon which experience writes.
Lerner: different levels of the environment = defined in narrow prenatal forms, defined more generally through postnatal experiences.

21
Q

Nature-Nurture: Interactionism

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(e.g. attachment) A child’s innate temperament influences how the parent behaves towards them. Parent’s responses influence the child’s behaviour.

22
Q

Nature-Nurture: Diathesis-stress model

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Suggests mental disorder is caused by a biological vulnerability which is only expressed when coupled with an environmental trigger.

23
Q

Nature-Nurture: Epigenetics

A

A change in genetic activity without changing the genetic code. Lifestyle and events we encounter (smoking, pollution, poverty) leave epigenetic ‘marks’ on our DNA - tell our bodies which genes to ignore - may influence the genetic code of our children
= third element of debate = life experience of previous generations.

24
Q

Evaluation of Nature-Nurture

A

✓ Real world implications - recognising that human behaviour is both nature and nurture is a more reasonable way to approach the study and ‘management’ of human behaviour.
✓ Understanding nature-nurture relates to other debates: nativist perspective suggests ‘anatomy is destiny.’ Empiricists argue interaction with environment is all. These equate to biological and environmental determinism.
✓ Evidence for the gene-environment interaction: Scarr and McCartney: outlined 3 types of gene-environment interaction - passive, evocative, active. Interaction is different for each (e.g. passive = parents genes influence how they treat children)

✗ Confounding variable = unshared environments: even siblings raised within the same family will not have identical upbringings. Dunn and Plomin: individual differences mean siblings may experience life events differently (e.g. age, temperament).

25
Q

Holism

A

People and behaviour should be studied as a whole system - shared by humanistic psychologists who see successful therapy as bringing together all aspects of the whole person.

26
Q

Reductionism

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Breaking down behaviour into constituent parts. Scientific principle = parsimony - should be explained using the most basic and simplest principles.

27
Q

Holism and Reductionism: Different ways of viewing the same phenomena in psychology

A

E.G. OCD:

  • Socio-cultural level: involves behaviour most people find odd (excessive hand washing).
  • Psychological level: individual’s experience of having obsessive thoughts.
  • Physical level: sequence of movements involved in washing one’s hands.
  • Physiological level: hyper sensitivity of the basal ganglia.
  • Neurochemical level: underproduction of serotonin.
28
Q

Biological Reductionism

A

A form of reductionism which attempts to explain social and psychological phenomena at a lower biological level.

29
Q

Environmental Reductionism

A

The attempt to explain all behaviour in terms of stimulus-response links that have been learned through experience.

30
Q

Evaluation of Holism

A

✓ Can explain key aspects of social behaviour: some social behaviours only emerge with a group context and can’t be understood at the level of individual group members e.g. effects of deindividuation of prisoners and guards in Stanford prison study - interactions between people mattered.

✗ Impractical - explanations tend not to lend themselves to scientific testing and become vague and speculative as they become more complex. When it comes to finding solutions for real world problems, lower level explanations may be more applicable.

31
Q

Evaluation of Reductionism

A

✓ Scientific credibility: often forms the basis of scientific research. Target behaviours = reduced to constituent parts to create operationalised variables. Makes it possible to conduct experiments and record observations (behavioural categories) in meaningful ways. Gives psychology credibility.

✗ Lacks validity - reductionist explanations can only ever form part of an explanation.

32
Q

Idiographic Approach

A

Study of unique experiences: describes the nature of the individual. No attempt to compare them to larger groups standards or norms.
- Associated with qualitative research methods (e.g. case studies, self report measures - describes the richness of human experiences).

Humanistic psychology: Rogers and Maslow were interested only in documenting the conscious experience of the individual or ‘self’ rather than producing general laws.

Psychodynamic psychology: often thought of as idiographic - Freud’s use of case studies.

33
Q

Nomothetic Approach

A

Production of general laws: provides a benchmark against which people can be compared, classified and measured. Future behaviour can then be predicted and controlled.

  • Associated with questionnaires and psychological tests - methods defined as reliable and scientific.
  • Looks at findings from large numbers of people which are analysed for statistical significance.

Behaviourist, cognitive and biological: questionnaires that test characteristics, like IQ, are used to diagnose abnormality.

34
Q

Evaluation of Idiographic Approach

A

✓ Provides rich data: complete account of the individual, such as the study of HM in memory - helped understanding that some procedural memories are more resistant to amnesia. This approach helps to reveal important insights.

✗ Lack of scientific rigour: Freud’s key concepts (e.g. Oedipus complex) were developed from detailed case studies (e.g. Little Hans). Meaningful generalisations cannot be made without further examples - open to bias and subjective interpretations.

35
Q

Evaluation of Nomothetic Approach

A

✓ Scientific value of research - standardised procedures, statistical analyses give psychology greater scientific credibility.

✗ Loss of the whole person through production of general laws - in lab tests, memory participants are treated as a set of scores. Overlooks importance of human experience.

The two approaches may be complementary, not contradictory.

36
Q

Ethical Issues

A

Arise due to conflict - psychology’s need to be valid and valuable vs. preserving the rights and dignity of participants.
- Wider ethical implications of research are hard to predict.

37
Q

Ethical Issues: Socially sensitive research

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Research with social consequences - research investigating genetic basis of criminality might have far-reaching consequences for those who take part.

  • Aronson: Researchers shouldn’t avoid this type of research - psychologists may have a social responsibility to carry it out.
38
Q

Ethical Issues Concerns (Sieber and Stanley): Implications

A

Some studies may give ‘scientific status’ to prejudice and discrimination.

39
Q

Ethical Issues Concerns (Sieber and Stanley): Uses/ Public Policy

A

Could be used for the wrong purpose, e.g. findings may be adopted by the government for political ends or to shape public opinions.

40
Q

Ethical Issues Concerns (Sieber and Stanley): Validity

A

Some findings presented as objective in the past turned out to be fraudulent.
- Burt’s Research: IQ: had consequences for UK school children. Intelligence is considered to be genetic. However, he made much of the data up and invented research assistants. He influenced the 11+ examination in the UK and this remained for many years.

41
Q

Evaluation of Ethical Implications

A

✓ Benefits of socially sensitive research: Scarr - studies of underrepresented groups and issues may promote greater understanding to help reduce prejudice and encourage acceptance - benefitted society (e.g. research into unreliability of EWT has reduced the risk of miscarriages of justice within the legal system.)

✗ May be used for social control.

✗ Costs and benefits may be difficult to predict: assessments of ‘worth’ of such research are typically subjective, and the real impact of research can only ever be known once it has been made public.