Theories Flashcards

Question

How did Rutter challenge Bowlby's view on the importance of primary caregivers? (psychosocial theory)

Answer 1

multiple attachments were important for children rather than sole attachment to the mother

Answer 2

focuses on the individual as a whole proposes that personal growth and fulfilment are main life goals assumes that emotional and mental well-being comes from achieving fulfilment treats every individual as being unique focuses on how an individual sees their own behaviour (self-concept) proposes that individuals choose how to behave behaviour is not caused by external or biological factors considers how an individual interprets events and their feelings places importance on an individual’s free will to make personal choices underpins person-centred therapy

Answer 3

Physiological needs: sources needed to stay alive Safety: physical, psychological and economic safety Love/Belonging: affection, acceptance and belonging being most important Esteem: focus on achieving and gaining respect Self actualisation: an individual reaching their fullest potential and becoming the best they are capable of being.

Answer 4

there are differences between how an individual sees themselves (self-concept) and how they would like to be (ideal self) self-concept is created and develops depending on if an individual receives unconditional positive regard or whether conditions of worth are set for them if an individual has unconditional positive regard and receives love and acceptance they will experience congruence and become a fully-functioning person if an individual has set conditions of worth, then their ideal self becomes different to their self-concept and the individual will experience incongruence many psychological problems are caused by incongruence = a mismatch between self-concept and ideal self) He developed client-centred therapy/person-centred therapy that aimed to remove the incongruence. all people try to achieve self- actualisation for a person to fully develop, they need to be in an environment that would provide them with genuineness, acceptance and empathy. Without such an environment, healthy personalities and relationships would no be able to grow.

Answer 5

Self-actualisation should be everybody’s goal. By achieving self-actualisation, the individual gains a strong sense of awareness, a fully accepting view of themselves, resilience and a sense of creativity. Relevant in modern day life Acknowledges that basic human nature demands more as lower level needs are satisfied, e.g. suppose a small child is hungry and is given two options, one being food and the other toys, they will not select the toys but will eat the food first and then play with the toys.

Answer 6

Based on the study of a narrow segment of the human population. The terms in the hierarchy, such as "self-esteem" and "security," have different definitions in cultures around the globe. The hierarchy also fails to take into account individual differences. Not everyone has the ability to reach self-actualisation.

Answer 7

Focuses on the positivity and goodness of human nature. Less restrictive – allows a wider understanding of the complex nature of human behaviour. Easy to understand and apply to successful therapy. Empowers individuals to develop their own inner resources to address issues. Does not rely on therapist to find causes/treatments/ cures.

Answer 8

Lacks a specific approach. Difficult to apply to individuals with many personality or mental health disorders. Humanistic theory is based on reality and a need to be healthy psychologically. Individuals need to take responsibility for their actions, whether they are positive or negative.

Answer 9

a.k.a learning theory focuses on how we learn from our experiences and how they influence our behaviour.

Answer 10

1. Nearly all behaviour: is learnt except for a few reflexes (e.g. blinking) and instincts (running away from danger) 2. Animals and humans learn in the same way: – e.g. we can learn to drive a car through the same principles as a cat learning to use a cat-flap – this is based on stimulus-response associations 3. the mind is irrelevant: we are unable to observe and measure what an individual thinks. Measurable data can only be obtained by studying behaviour.

Answer 11

learning to repeat actions that have a reinforcing outcome Skinner’s theory proposed that: learning is caused by the consequences of our actions individuals learn to associate actions with the pleasure or discomfort that follows Operant conditioning – learning to repeat actions which have reinforcing outcome life experiences cause conditioning reinforcement involves things getting better for the individual that receives it positive reinforcement refers to pleasurable outcomes for the individual who is reinforced negative reinforcement refers to a situation where something unpleasant ends punishment refers to an outcome that feels bad and is the opposite to reinforcement and will weaken or inhibit a behaviour. Rewards and sanctions are widely used in education to influence behaviour.

Answer 12

Scientifically proven theory. Easy to understand and combine with other approaches, e.g. cognitive approach. The theory and approach are successful in changing behaviour. Results from using the approach may be quick and inexpensive. Can be used with young children and those living with learning difficulties where talking therapies may be ineffective. Does not label individuals as ‘abnormal’.

Answer 13

Many of the behavioural experiments were carried out on rats and dogs. Cannot assume that humans will act the same way as animals under laboratory conditions. Little account taken of an individual’s free will, or other biological factors. Approach can be described as manipulative and de-humanising. A narrow focus; trying to change behaviour is a waste of time without understanding why the behaviour occurs. People are thought of as ‘mechanisms’ and are de-humanised. Techniques used can be easily misinterpreted which may result in abuse unless therapists/staff are trained

Answer 14

examines how an individuals interprets the world and looks at the internal workings of the mind and how we think. Different theoretical models are used to explain the mental processes that lead to different behaviours.

Answer 15

It explains behaviour through cognitive processes and compares the human brain to a computer. The human mind takes in information, changes it to make sense of it, stores it and recalls it when needed. It can also apply to learning new information and skills which require the brain to make connections and store new memories.

Answer 16

Scientifically proven theory. Easy to understand and combine with other approaches, e.g. behavioural approach. Useful approach for understanding and treating memory loss. Provides much of the basis for theories of child development and education. Considers mental processes.

Answer 17

Relies on scientific evidence to back up theories. What happens in experiments can be difficult to apply to real-life humans. Little account taken of realities (humans get tired and emotional) and ignores the role of biology and genetics. Approach can be described as de-humanising, treating humans like machines with no consideration of free will. A narrow focus; trying to change behaviour is a waste of time without understanding why the behaviour occurs Doesn’t account for individual differences, assumes individuals all process information in the same way

Answer 18

as an individual develops, they gain units of knowledge (schemas) that shape the way they understand the world. Every time an individual encounters something new, they use previous knowledge to understand it and learn from it.

Answer 19

Age: 0-2 years Action: Children’s knowledge limited to what senses tell them about their environment. Object permanence develops (if you cover a toy, they know it’s still there)

Answer 20

Age: 2-7 years Action: Some language is acquired but child makes logic mistakes. Imagination and intuition are strong, complex, abstract thought is difficult. Egocentric. Develop conservation.

Answer 21

Age: 7-11years Action: Use of logic improves, concepts are applied to concrete situations. Time, space, quantity and class inclusion are understood.

Answer 22

Age: 11+ years Action: Abstract reasoning and theoretical principles used to solve problems. Concepts learned in one context can be applied to another

Answer 23

Children from all backgrounds progress through developmental stages in the same way. Provides much of the basis to theories of child development and education. Development comes before learning.

Answer 24

Piaget underestimated the abilities of children at different stages. Some children belong in more than one stage. Underestimates the importance of language in development. Piaget said that practice and teaching would not speed up progress through the stages this is not true. Piaget's research methods were not reliable and the theory was formed from a biased sample. The theory fails to acknowledge the influence of social setting and culture.

Answer 25

culture is significant in learning language is the root of culture individuals learn and develop within their role in the community.

Answer 26

This is the difference between the problem solving ability of a child on their own and what they can do with the help of others who are more able, e.g. a teacher. If a teacher has an idea of a child’s ability and potential they can help the child achieve this by guiding them through scaffolding. It is the interaction with the teacher that is important, unlike Piaget’s idea that progression happens on its own.

Answer 27

Children learn language as a means of communication with adults and to guide their behaviour through self-talk (inner voice). Adults communicate social and cultural information to children, which drives cognitive development.

Answer 28

Learners actively engage in the acquisition of knowledge through social interaction. The concept of instructional scaffolding, which allows learning to build connections based on social interaction. Theory can be successfully applied to education. Language is important in cognitive development.

Answer 29

Lack of experimental tests. Vygotsky relied widely on observation of his subjects to prove his findings as he believed that social interaction was a key factor to learning. Over-emphasises social and cultural factors in intelligence but ignores biological factors. No suggestions of the cognitive processes that might underlie development.

Answer 30

purpose of education was to facilitate a child's thinking and problem-solving skills through discovery learning and the spiral curriculum. knowledge is organised through different modes of representation (thinking). Modes of representation are the way in which information or knowledge are encoded in memory; they merge into each other (not distinct).

Answer 31

(0-1year) The first kind of memory. This mode is used within the first year of life. Thinking is based entirely on physical actions, and infants learn by doing, rather than by thinking.

Answer 32

(1-6 years) Information is stored as sensory images (icons), as pictures in the mind. This may explain why, when we are learning a new subject, it is often helpful to have diagrams or pictures to accompany the verbal information. Thinking is also aided by hearing, smell or touch.

Answer 33

(7 years+) This is where information is stored in the form of a code or symbol, such as language. Knowledge is stored as words, mathematical symbols, or in other symbol systems, such as music. Language is important for the increased ability to deal with abstract concepts.

Answer 34

Learners must construct their own knowledge, piece by piece, and teachers can assist them in this process by offering some structural support for the child's own learning (spiral curriculum). Children develop many cognitive abilities in unstructured ways through exploratory play and open-ended discussions about a wide range of topics (discovery learning). Language is important in cognitive development.

Answer 35

No distinct stages to development. A child follows a gradual development of cognitive skills and techniques. A general approach, giving no suggestions of the cognitive processes that might underpin development. Difficult to demonstrate modes of representation.

Answer 36

role models can influence a child’s behaviour positively or negatively if a child sees the role model being rewarded for their behaviour they are likely to repeat it children learn by copying others who serve as role models (Bobo doll experiment).

Answer 37

the individual must take notice of the role model’s behaviour.

Answer 38

the behaviour must be remembered in order to be repeated.

Answer 39

an individual will judge whether they are able to reproduce the behaviour and may practice the behaviour.

Answer 40

the individual evaluates the behaviour. If the behaviour results in a reward it is more likely to be imitated.

Answer 41

Accurate and easy to understand Accurate picture explaining how behaviour is learned Integrate social and cognitive theories learning is the cause of behaviour Explains a large number of behaviours Reinforcement is not needed for learning behaviour can be learned by observation

Answer 42

Little explanation of behavioural differences Doesn’t take in account that what one person views as punishment, another person may view as a reward Genetic influences are not considered Doesn’t explain all behaviour If reinforcement is observed it can have an effect which can be positive or negative

Answer 43

genetics are the main influence on personality and behaviour and takes into account nature and nurture. His theory argues that personality is influenced by: the balance between excitation and inhibition of the autonomic nervous system (regulates involuntary functions over which we have little conscious control, e.g. heartbeat, control of respiration) biological predisposition towards certain personality types combined with conditioning and socialisation during childhood to create our personality.

Answer 44

Extraverts, introverts and psychotics

Answer 45

are sociable and need excitement and become bored easily tend to be carefree, optimistic, impulsive, are more likely to take risks and be thrill-seekers have an under-aroused nervous system and seek stimulation to restore the level of optimum stimulation.

Answer 46

are quiet and reserved, plan their actions and control their emotions. tend to be serious, reliable and pessimistic have an over-aroused nervous system and shun sensation and stimulation.

Answer 47

are lacking in empathy, cruel, loners, aggressive and troublesome have high levels of testosterone.

Answer 48

children develop through similar and predictable sequences, at their own pace and development starts before birth the pace that the individual develops through the sequences is influenced by internal factors, such as physical and mental development and genetics if a child experienced delayed development, that, according to Gesell, would be due to heredity a child should only be taught to complete tasks when they are physically and mentally ready to do so – teaching a child to do something that is in advance of their developmental age would do them more harm than good.

Answer 49

A scientific approach that provides evidence to support theory. If biological causes can be found for mental health conditions or challenging behaviour, biological treatments can be developed to help individuals. This has enabled treatments for individuals living with conditions such as Parkinson’s disease, schizophrenia, depression and drug abuse.

Answer 50

Gives little importance to other influences on an individual (environment, family, childhood experiences, social situation). Eysenck is the exception – his theory acknowledges that conditioning and socialisation during childhood have some influence but this is not as important as inheritance. By using a biological explanation for negative behaviour, individuals or groups can avoid taking personal responsibility for their own behaviour.

Answer 51

how skilled an individual is in being in touch with their own feelings.

Theories Flashcards

(80 cards)