Unit 3: Issues and debates in psychology Flashcards

(35 cards)

1
Q

What is universality:

A

any characteristic of humans that is capable of being applied to all, despite differences in experience or upbringing. Gender and cultural bias threatens universality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What is gender bias?

A

a tendency to treat one individual or group in a different way from others. In the context of gender bias psychological research may offer a view that doesn’t justifiably represent the experience of both sexes.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What is androcentrism?

A

where ‘normal’ behaviour is centred to the male standard

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What is alpha bias?

A

psychological theories that suggest there are real and enduring differences between men and women. These may enhance or undervalue members of either sex, typically females

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is beta bias?

A

theories that ignore or minimise differences between the sexes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Evaluations of gender bias:

A
  • essentialism
    most gender differences are based on an essentialist perspective, that gender differences is inevitable and fixed in nature. Walkerdine (1990) reports how in the 1930s ‘scientific’ research revealed how intellectual activity would shrivel a women’s ovaries. Such accounts are politically motivated. Creating a double standard in the way that the same behaviour is viewed from a male and female perspective.

+ feminist psychology
Worrell and Remer (1992) put forward a criteria that should be followed to avoid gender bias. Women should be studied in real life contexts and participating in research. Diversity within women should be examined rather than just comparing between men and women. Also greater emphasis should be placed on collaborative research that collects qualitative data.

  • implications of gender bias
    may create misleading assumptions about female behaviour, fails to challenge negative stereotypes and validate discriminatory practises. It may create ‘scientific justification’ to deny women opportunities. Carol Tavris (1993) ‘it becomes normal for women to feel abnormal’ not just a methodological problem but may effect lives ( women twice as likely to be diagnosed with depression)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What is ethnocentrism?

A

judging other cultures by the standard of one’s own. May led to the belief of superiority which can lead to prejudice and discrimination.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What is cultural relativism?

A

The idea that norms and values, as well as ethics and moral standards, can only be meaningful and understood within specific social and cultural contexts.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Evaluations of cultural bias:

A
  • unfamiliarity with research tradition

when conducting research in Western culture the participants’ familiarity with the general aims and objectives of scientific enquiry is assumed. However the same knowledge and trust in scientific testing may not extend to other cultures that don’t have the same historical experience of research. So demand characteristics may be exaggerated when working with members of the local pop (Bond and Smith 1996). This may have an effect on validity.

  • operationalisation of variables

variables under review may not be experienced in the same way by all participants. E.G in China the invasion of personal space is seen as normal whereas in the west this may be seen as threatening or confrontational. These issues may affect our interactions between researchers and participants or between western and non-western in cross-cultural studies.

+ individualism + collectivism

critics argue in this age of global communication and increased interconnectedness the divide between the two no longer applies. Takano + Osaka (1999) 14 out of 15 studies comparing the USA + Japan found no evidence of a distinguish between individualism and collectivism. Less of an issue than once was?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What is hard determinism?

A

implies freewill is not possible as our behaviour will always be caused by internal / external forces beyond our control

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What is soft determinism?

A

all events have causes, but behaviour can also be determined by our conscious choices in the absence of coersion. Contrasts with hard determinism

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What is biological determinism?

A

the belief that behaviour is caused by biological influences that we can’t control

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What is environmental determinism?

A

the belief that behaviour is caused by features of the environment ( such as systems of rewards and punishment ) that we can’t control.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What is psychic determinism?

A

behaviour is caused by unconscious conflicts that we can’t control.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Evaluation for determinism:

A

+ Consistent with aims of science + places psychology on equal footing with other more established sciences

led to the development of treatments, therapies, and behavioural interventions that have benefitted many ( psychotherapeutic drug treatment in managing schizophrenia ). In terms of mental illness, behaviours would appear to be determined.

  • not consistent with the way our legal system operates

unfalsifiable: suggests it may not be as scientific as it first appears

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Evaluations for free will:

A

+ everyday experience ‘gives impression’ that we exercise free will, giving it face validity, it makes cognitive sense. Robert et al (2000) demonstrated adolescents with a strong belief in fatalism, our lives are out of our control, were at a greater risk of developing depression. Suggesting even if we don’t have free will thinking that we do may have a positive effect on our mind and behaviour.

  • neurological studies of decision making have revealed evidence against free will
    Benjamin Libet (1985) and Chun Siong Soon et al (2008) have demonstrated that the brain activity that determines the outcome of simple choices. Even our most basic experiences of free will are decided and determines by our brain before we become aware of them.

we can see a compromise in the interactionist and position which says they both play a role.

17
Q

What is the interactionist approach?

A

the idea that nature and nurture are linked to such an extent that it doesn’t make sense to separate the two, so researchers instead study how they interact and influence each other

18
Q

What are diathesis-stress models?

A

models of mental illness which emphasis the interaction of nature and nurture. Model suggests that psychopathology is caused by a biological/genetic vunrability (the diathesis) which is only expressed when paired with a biological or environmental ‘trigger’ (the stressor)

19
Q

What are epigenetics?

A

refers to a change in our genetic activity without changing our genetic code. It is a process that happens as a result of interactions with the environment ( lifestyle or events ) leaving epigentic ‘marks’ on our DNA. These ‘marks’ tell our bodies which genes to ignore and which to use and in turn may influence the genetic codes of generations after.
epigenetics therefore introduce a third element to the debate, the life experience of previous generations

20
Q

What is an study supporting epigenetics?

A

Dias and Ressler (2014) gave male mice electric shocks when exposed to the smell of acetophenone (perfume) - children and grandchildren also feared the smell - behaviourists expectation

21
Q

Evaluations of the nature nurture debate:

A

+ genotype - environmental interaction
Scarr and McCartney (1983) theory of gene-environmental interaction. 3 types: passive interaction ( parents’ genes influence the way they treat their children), evocative interaction ( the child’s genes influence and shape the environment which they grow up in), active interaction ( the child creates its own environment through people and experiences they select) .Points to a complex relationship between nature and nurture.

  • Constructivism
    genes and environment interact. People create their own ‘nurture’ by seeking out an environment that is appropriate for their ‘nature’. This environment then effects their development. Plomin (1994) refers to this as niche-picking - further evidence that it is illogical to separate nature and nurture influences on a childs behaviour.
22
Q

What is biological reductionism?

A

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

23
Q

What is environmental reductionism?

A

the attempt to explain all behaviour in terms of stimulus-response links that have been learnt through experience

24
Q

Evaluations for holism in the holism and reductionist debate:

A

+ for holism
there are aspects of social behaviour that only emerge within a group context. Effects of conformity to social roles and the de-individualisation of prisoners and guards in stanford prison experiment couldn’t be understood studying the participants as individuals - its the interaction that is important. Showing holistic explanations provide a more complex and global understanding of behaviour than reductionist approaches.

  • against holism
    doesn’t lend themselves to scientific testing and can become vague. For example humanism tends to be criticised for its lack of empiricial evidence and loose set of concepts. Practical dilemma - whats the most influential aspect to use in say therapy.
25
Evaluations for reductionism:
+ for reductionism forms basics of scientific research in order to create operationalised variables. Making it possible to conduct experiments or record observations ( behavioural categories ). Behaviourists use simple stimulus-response links to explain complex learning. Giving psychology greater credibility, placing it on an equal terms with natural sciences - against reductionism accussed over oversimplifying complex phenomena leading to a loss of validity - can only ever explain/ form a part of an explanation
26
Idiographic meaning?
an approach to research that focuses more on the individuals cases as a means of understanding behaviour, rather than aiming to formulate general laws of behaviour
27
Nomothetic meaning?
attempts to study human behaviour through the development of general principles and universal laws
28
Examples of an idiographic approach:
humanist and psychodynamic approaches
29
Examples of an nomothetic approach:
behaviourist, cognitive and biological approaches
30
Evaluations for idiographic debate:
+ case for idiographic qualitative methods of research provide a complete and global account of the individual - case against idiographic narrow and restricted. Freud Oedipus complex developed from a single case ( little Hans ) - generalisations cannot be made without further examples. Case studies are also the least scientific and can be subjectively interpreted and are open to bias
31
Evaluations for the nomothetic debate:
+ case for nomothetic more scientific - uses standardised procedures and data sets that provide group averages and statistical analysis. Enabled psychologists to establish norms of 'typical behaviour' giving the discipline of psychology greater scientific credibility - case against nomothetic may sometimes overlook the richness of human experience
32
What is social sensitivity?
Sieber and Stanley (1988) define it as ' studies in which there are potential consequences or implications, either directly for the participants in the research or for the class of individuals represented by the research.
33
What are ethical issues of socially sensitive research:
Sieber and Stanley (1988) have identified a number of concerns researchers should be mindful of: - implications - uses/ public policy - the validity of the research
34
Evaluations of ethical implications of research studies and theories:
- social control in America in the 1920s and 30s, a large number of US states enacted legislation that led to compulsory sterilisation of many 'feeble minded' citizens. A rational supported by many sections of the scientific and psychological community at the time, was that the feeble minded were 'unfit' to breed. Researcher been used to prop up discriminatory practises is an argument against its widespread adoption - framing the question Sieber and Stanley ( 1988 ) warn that the way in which research questions are phrased may influence the way in which findings are interpreted. Cross-cultural research may be blighted by cultural superiority and ethnocentrism by the researchers. Suggests that investigators must approach their research with an 'open mind' and be prepared to have their preconceptions challenges if they are to avoid misrepresenting minority groups. + benefits of socially sensitive research Scarr (1988) argues studies of under represented groups and issues may promote greater sensitivity - help reduce prejudice and encourage acceptance. Socially sensitive research has benefitted society in research into the (un)reliability of eyewitness testimony has reduced miscarriages of justice in the legal system. Socially sensitive research may play an important role in society.
35