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psychology Flashcards

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1
Q

what is the agentic state

A

a state where people don’t take responsibility for their actions as they believe they are following someone’s orders.

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2
Q

why did Milgram want to study obedience

A

the trial of Adolf Eichmann

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3
Q

what is the autonomous state

A

where someone can act or behave based on their own principles and morals and feel responsibility for their actions.

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4
Q

what is the agentic shift

A

the shift from autonomy to agency

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5
Q

what was Milgram’s reasoning for agentic shift

A

a person believes someone else is a figure of authority and they have greater power, this causes the shift.

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6
Q

what are binding factors

A

aspects of the situation that allow a person to ignore or minimise the damaging effects of their behaviour

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7
Q

what do binding factors do to a person

A

they reduce the moral strain that the person feels by shifting the responsibility to the victim and denying the damage that they were doing.

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8
Q

what are some examples of people with authority

A

police, parents, teachers, security guards.

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9
Q

behaviourist approach

A

explaining behaviour in terms of what is observable in terms of learning

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10
Q

classical conditioning (pavlov)

A

learning through association

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11
Q

operant conditioning (skinner)

A

operate on environment, behaviour shaped by consequences.

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12
Q

positive reinforcement

A

receiving a reward when certain behaviour is performed

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13
Q

negative reinforcement

A

doing something to avoid an unpleasant outcome

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14
Q

strengths of behaviourist approach

A

highly controlled lab settings, other possibles variables removed, cause and effect relationships established, scientific credibility. real world application like token economy systems which is reinforcement to learn.

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15
Q

limitations of behaviourist approach

A

over simplified learning process, doesn’t take into account mental processes, social learning theory and cognitive approach do

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16
Q

ethical issues of skinner box

A

animals housed in harsh conditions and kept below normal weight so they are always hungry. also electrically shocked

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17
Q

social learning theory

A

people learn behaviour by observing others and imitating

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18
Q

SLT and behaviourist

A

agreed with behaviourist that behaviour is learnt from experience but in a different way, through observing and imitating others

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19
Q

vicarious reinforcement

A

someone observes the consequences of another person’s actions and then imitates those actions

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20
Q

4 mediational processes

A

attention , retention , motor reproduction , motivation

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21
Q

learning of behaviour and performance of behaviour

A

attention and retention - learning
motor reproduction and motivation - performance

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22
Q

attention

A

notice certain behaviours

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22
Q

retention

A

how well behaviour is remembered

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23
Q

motor reproduction

A

the ability to perform behaviour

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24
motivation
the will to perform the behaviour
25
identification and modelling
people, mainly children, are more likely to copy behaviour of someone they identify with. imitating a role model is modelling. the person showing the behaviour is also called modelling
26
banduras research study A
children watched an adult act aggressively towards a bobo doll, children then play with toys including a bobo doll and they acted more aggressively.
27
banduras study B
showed videos where adults acted aggressively towards the bobo doll, one group saw the adult praised, one saw the adult getting told off. first group acted more aggressive than the second
28
strengths of SLT
recognises importance of cognitive factors in learning, how humans and animals store info about behaviour of others to make judgements about when it is appropriate to perform certain actions. real world application. cultural differences and norms.
29
limitations of SLT
little reference on biological factors. recent research suggests observational learning may be the result of mirror neurons in the brain, allow us to empathise with and imitate other people
30
reciprocal determinism
person's behaviour both influences and is influenced by personal factors and the social environment
31
the cognitive approach
studies mental processes, such as attention, memory, perception, and decision-making, to understand how they affect behaviour and emotions
32
cognitive approach and behaviourist
internal mental processes should be studied, opposite to behaviourist approach.
33
schemas
cognitive frameworks that help people interpret new situations based on their past experiences. schemas become more developed and accurate as we get older due to new experiences
34
theoretical models
information goes through your brain into different stages
35
computer model
comparing the brain to a computer
36
strengths of cognitive approach
highly controlled methods of study in lab, cognitive neuroscience enabled 2 fields of biology and cognitive psychology to come together, enhance scientific basis of study , enabled study of brain to become more scientific. real life application, AI and treatment of depression
37
limitations of cognitive approach
too abstract and theoretical in nature, relies on inference of mental processes,no direct observation of behaviour,
38
origins of psychology
Wilhelm wundt, first lab for studying mind, Germany(1879)
39
behaviourist
behaviour learnt from environment
40
classical conditioning
learning through association, pavlov dog
41
operant conditioning
learning through consequences, reinforcement makes it more likely behaviour is repeated. Punishment makes it less likely behaviour is repeated.(BF skinner box)
42
strengths of behaviourism
well controlled research, lab setting. all stimuli removed. applied to real life problems
43
limitations of behaviourism
oversimplified learning process, ignoring human thoughts. ignores influence of free will on behaviour
44
ethical problems with skinner box
rats left underfed so constantly hungry, rats have not consented to being tested on
45
biological approach
influence of genes and biological structures on behaviour, genetic bases of behaviour.
46
twin studies
study twins to see if psychological characteristics have agenetic base
47
concordance rates
extent to which twins share the same characteristics
48
neurochemistry
chemicals in the brain, can lead to psychological disorders. lots of dopamine and less serotonin can lead to schizophrenia
49
strengths of biological approach
real life application. drugs made due to biological approach, depression treated with antidepressants that increase amount of serotonin in the synapses. uses scientific methods, FMRI scans and EEGs so are based on objective data
50
limitations of biological approach
antidepressants dont work for everyone, brain chemistry may not account for all cases of, depression. determinist, we have no choice its all up to our genetics. we know phenotype is influenced by the environment
51
nervous system
specialised network cells, communication system, collects, processes and responds to information
52
central nervous system
brain and spine. connects nerves to PNS
53
peripheral nervous system
transmits messages through millions of neurons. automatic and somatic nervous system
54
endocrine and autonomic system
hypothalamus activates the sympathetic branch of ANS. changes from parasympathetic to sympathetic (resting state to awake). adrenaline triggers physiological changes in the body, happens automatically after a threat detected.
55
parasympathetic
decreases breathing, stimulates digestion, relaxes rectum
56
asches study
cards with lines
56
sympathetic
increases heart rate, dilates pupils, inhibits saliva production
57
neurochemistry
action of chemicals in the brain, thought and behaviour relies n chemical transmission, chemicals transmitted by neurotransmitters
57
phenotype
the way genes are expressed through appearance and behaviour
58
genotype
the genetic makeup.
59
biological approach
process that emphasises the importance of physical processes in the body, inheritance and neural function
60
strengths of biological approach
rw application, drugs for treating mental disorders, based on scientific methods, measure physiological and neural processes without bias
61
limitations of biological approach
antidepressants do not work for everyone, brain chemistry can not account for all cases of depression, ignores phenotypes can be influenced by environment
62
nervous system
divided into central nervous system and peripheral nervous system, sends collects and responds to info in environment.
63
central nervous system
brain and spinal cord, sc is extension of brain, passes messages to and from the brain
64
peripheral nervous system
transmits msgs through neurons to and from CNS, divided into autonomic and somatic nervous system
65
endocrine system
secretes hormones, slower but more powerful than nervous system
66
endocrine and ANS
work together during stressful situations, hypothalamus activates pituitary gland which activates the sympathetic branch of the ANS. changes from resting state (parasympathetic state) to physiologically aroused state (sympathetic state)
67
sympathetic state
increase heartrate dilates pupils inhibits saliva production
68
parasympathetic state
decreases breathing stimulates digestion relaxes rectum

a levels (3 decks)

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