Psychology Stuff Flashcards
(35 cards)
Assumptions of the biomedical model
- Treats the mind and body separately: mind/body dualism (being mentally ill can have a direct impact on the physical health, which is not considered in this model)
- Body can be repaired: mechanical metaphor (as much as it took in the biological aspects, sometimes other factors can be overlooked in this model)
- Prioritises technological responses (although you can pinpoint what disease it is, can miss out on the holistic approach)
- Focuses on the biological: reductionist at the expense of other expenses
why do we need the biopsychosocial model
• Not simply the result of biochemical factors
• Influences by work, stress, environment, poverty, etc
• Therefore, we need to consider the role of a person’s mind and wider societal factors.
• We need to acknowledge that the choice to engage in the curative and preventive activity is very much dependent on people’s beliefs
We need to consider how social factors may influence access to medical care and the disease profile.
strengths of biopsychosocial model
• It sets the patient in their wider social, cultural and economic context- holistic
• It affords empathetic practice, and a toolkit for improving communication
• It enables patient-centred care and practitioner reflexivity.
It enables medical practitioners to tailor their approach and advice.
Limitations of the biopsychological model
• Can places responsibility for health on individuals.
• Might be regarded as being scientifically feeble
• Qualitative mythology- dominant in biopsychosocial research- sometimes regarded as inferior to quantitative mythology
The incorporation of biopsychosocial medicine topics into the curriculum vary across clinical conditions (e.g., low for renal medicine, high for cardiovascular disease).
placebo effect
Placebo effect is measurable, observable, or felt improvement in health not attributable to treatment.
nocebo effect
Occurs when inert substance produces symptoms congruent with anticipated harm.
Epigenetics
the percent your genes are expressed which can serve as a bridge between the social sciences and the biological sciences, allowing a truly integrated approach to human health.
Neuroplasticity
Similar paradigmatic shift in the brain sciences as in genetics. Brain Sciences are not deterministic- can instead talk about ‘neuroplasticity’. Brains can be re-organised or ‘rewired’- new connections can form, old ones can be rewired.
Classical conditioning
Stimulus and reflex (salivation, muscle responses, perspiration, affect)- involuntary
Unconditioned stimulus
Something which can initiate a reflexive response (no learning required, e..g, heat-perspiration, eating food- salivation)
Unconditioned response
A reflex which is (as yet) unpaired (perspiring, crying salivating)
Conditioned stimulus
a stimulus that becomes associated with an involuntary response which would not (usually) initiate that reflex
Conditioned response
a response contingent on a stimulus within the environment
Operant conditioning
Voluntary. Through operant conditioning, an association is made between a behavior and a consequence (whether negative or positive) for that behavior.
Reinforcement
Behaviours can be associated with reinforcers which promote a behaviour (i.e., make if more likely to happen)
Positive reinforcement:
Child comes to hospital for injection and is anxious (never has an injection before). They are told they will receive a sticker (already positive reinforcement).
Negative reinforcement:
Adult experiences excruciating back pain when they bend over. Take paracetamol but has little effect (very unlikely to have effect as reinforcer of taking paracetamol for pain).
Influences on imitation and observation:
• Status: Crossing against red light, Others most likely to follow ‘respectable’ model.
• Trustworthiness: Children more likely to imitate adults who had previously been more reliable and trustworthy
• Power: Children more likely imitate adult who they believed would be teacher.
Similarity: Over-imitation in children who perceive other’s to be in the same in-group. Influence of doctors, parents, etc., as role models
Similarity: Over-imitation in children who perceive other’s to be in the same in-group. Influence of doctors, parents, etc., as role models.
Types of Memory:
- Sensory: e.g., visual memory after images
- Short-term memory (STM): remembering a telephone number for the time it takes to dial it (remembering it only to use for a task)
- Long-term memory (LTM): remembering your own telephone number
Short-term memory
Short-term memory = Working memory
• Active neural nodes and process
• Limited capacity of 7(+ or - 2) items
• Attention is crucial
Long-term memory
Depends on the formation of associations between nodes when they have been activated in working memory.
• Can be split into declarative memory (recollection of facts) and non-declarative memory (relates to skills that you have picked up, i.e., driving = becomes implicit and you struggle to consciously declare the processes)
Storage: • Interference
• To reduce interference, effort must be made to establish clear links to/from new material (there can be confusion between the old info and new info and important to establish those link to redefine the path)
Three stages to memory:
- Encoding: getting information in
- Storage: keeping the information
- Retrieval: getting the information out when needed.
Encoding
- Rehearsal and level of processing.
- Level of processing thought to be key (e..g, thinking of meaning behind facts/information, more important than repeating facts)
Storage
• Primary- Recency effect ( we remember things at the top and bottom of a list, but not in the middle. See graph)
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• Early- no competition (for e.g., if I say bike, you remember bike, when you add more words to it, it provides as competition, like a conveyer belt. So new word pushes off the old world, unless there is a rehearsal)
• Most recent- not yet replaced
