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Pschology > Approaches > Flashcards

Approaches Flashcards

1
Q

John Locke (1632-1704)

A

Locke proposed empiricism which later formed the basis of the behaviourist approach

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2
Q

Empiricism

A

The idea that all experience can be obtained through the senses, and that human beings inherit neither knowledge or instincts

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3
Q

Introspection

A

The process by which a person gains knowledge about his or her own mental and emotional states

Allows us to observe our inner world

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4
Q

What did Wundt believe introspection could do

A

Allow us to observe mental processes such as memory, feelings and perception

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5
Q

Problem using introspection to investigate ‘non-observable’ responses

A

It is subjective
People may lie, reducing validity and reliability
Many mental processes do not happen consciously

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6
Q

What was the new scientific approach to psychology based on

A

All behaviour is seen as being caused
If behaviour is determined by a cause then it should be possible to predict how humans would behave in different conditions

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7
Q

Behaviourist approach

A

Studying behaviour that can be observed and measured
Uses lab experiments to create a controlled and objective environment
Suggested that the basic processes that govern learning are the same in all species

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8
Q

Types of conditioning

A

Classical conditioning

Operant conditioning

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9
Q

Classical conditioning

A

Known as stimulus response learning

Works by building up an association between two stimuli

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10
Q

Strengths of classical conditioning

A

Therapies - aversion therapy or systematic desensitisation

Advertising - link emotion with a product even when seen separately

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11
Q

UCS in Pavlov’s study

A

Unconditioned stimulus - food

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12
Q

UCR in Pavlov’s study

A

Unconditioned response - salivation

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13
Q

NS in Pavlov’s study

A

Neutral stimulus - Bell

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14
Q

CS in Pavlov’s study

A

Conditioned stimulus - Bell

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15
Q

CR in Pavlov’s study

A

Conditioned response - Salivation

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16
Q

Before conditioning

A

UCS —> UCR

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17
Q

During conditioning

A

UCS + NS —> UCR

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18
Q

After conditioning

A

CS —> CR

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19
Q

Operant conditioning

A

Skinner believed that ‘behaviour is shaped and maintained by consequences’, which were reinforcement or punishment

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20
Q

Skinners experiment

A

Skinner taught rats to learn a specific response. He developed ways of reinforcing rats using food pellets, since rats were hungry he rewarded them. E.g. food was only released when the red light was on and not the green light. Rats quickly learnt to press the lever when the red light was on

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21
Q

Consequences according to Skinner

A

Positive reinforcement
Negative reinforcement
Punishment

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22
Q

Positive reinforcement

A

Receiving a reward when a certain behaviour is performed

E.g. praise from a teacher when answering a question

Increases likelihood of behaviour

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23
Q

Negative reinforcement

A

When a person avoids something unpleasant. The avoidance of that thing is the negative reinforcement

E.g. a student hands in an essay so as not to be told off

Increases likelihood of behaviour

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24
Q

Punishment

A

An unpleasant consequence of behaviour

E.g. being shouted at by a teacher during a lesson

Decreases likelihood of behaviour

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25
Q

Neutral stimulus

A

Any environmentally stimulus that does not produce a behavioural response

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26
Q

Unconditioned stimulus

A

Any stimulus that produces a natural, unlearnt behavioural response

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27
Q

Unconditioned response

A

Any response which occurs naturally without learning

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28
Q

Conditioned stimulus

A

A stimulus that has been associated with an UCS. It now produces the same response as the UCS on its own

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29
Q

Conditioned response

A

A learnt behaviour that is shown in response to a learnt stimulus

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30
Q

Social learning theory

A

Different way in which people learn through observation and imitation of others within a social context
Bridge between behaviourism and cognitive approach

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31
Q

Steps in SLT

A 
Modelling 
Observation 
Imitation 
Identification 
Vicarious reinforcement
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32
Q

Attention

A

The extent to which we notice certain behaviours

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33
Q

Retention

A

How well the behaviour is remembered

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34
Q

Motor reproduction

A

The ability of the observe to perform the behaviour

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35
Q

Motivation

A

The will to perform the behaviour which is determined by whether or not the behaviour was rewarded or punished

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36
Q

Strength of classical conditioning

A

Based on scientific and empirical evidence —> reproducible (higher validity)
Tangible explanation —> easier to understand and apply

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37
Q

Weaknesses of classical conditioning

A

CR doesn’t become established —> after no. of times CS is seen w/out UCS it doesn’t produces CR

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38
Q

Strength of operant conditioning

A

Findings are simple enough to implement

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39
Q

Weakness of operant conditioning

A

Doesn’t always work —> people could lie

40
Q

Weakness of application of conditioning

A

Doesn’t take into account variables like individual difference

41
Q

Strength of applications of conditioning

A

Improves lives of others —> aversion therapy and systematic desensitisation

42
Q

Generalisability of behaviourist approach

A

Ignores internal process (scientific) —> stats produced
Artificial lab setting —> lack ecological validity
Reductionist (based solely on association and cause and effect) —> easy to manipulate evidence

43
Q

Ethical issues of behaviourist approach

A

Watson and Raynor (1920) - Little Albert

B.F. Skinner - rats can’t consent

44
Q

Strengths of SLT

A

Useful application e.g. in criminal behaviour

Research support by Fox and Ballenson

45
Q

Weaknesses of SLT

A

A problem of casualty
A problem of complexity
Ignores important influences on behaviour e.g. testosterone causing boys’ aggression

46
Q

Assumptions of cognitive approach

A

It is the internal mental processes that must be studied scientifically in order to understand behaviour e.g. memory, perception and thinking (using inference)
Many diff kinds of mental processes contribute to processing info - incudes attention, thinking, storing it in memory and retrieving

47
Q

Theoretical models

A

One way to study internal mental processes

Info processing approach suggests that info flows through a cognitive system that inputs, stores and retrieves info

48
Q

Computer Models

A

Mind is compared to a computer
Info is processed centrally in the brain, coding is then used to turn info into a useable format then the info is stored
Helped develop AI

49
Q

The role of schemas

A

‘Packages’ of ideas and info developed through experience
Based on beliefs and expectations
Act as mental framework for interpretation of incoming info
May distort interpretation of sensory info (Bugelski and Alampay (1962) - Rat Man)

50
Q

Cognitive neuroscience

A

Scientific study of influence of brain structure on internal mental processes
Non-invasive neuroimaging techniques help psychologists understand how the brain supports diff. emotions and cognitive processes by showing brain activity

51
Q

Strengths of cognitive approach

A

Uses experimental methods to research –> scientific rigour
Despite artificial nature, useful application (social psychology - eliminating biases and error influencing interpretation of behaviour)
Cognitive neuroscience removed reductive nature of approach with inclusion of bio

52
Q

Weaknesses of cognitive approach

A

Lacks in ecological validity
Use of theoretical models can be seen as over-simplifying human behaviour and cognitions
Limitations of computer models

53
Q

Assumptions of psychodynamic approach

A

Human behaviour has unconscious causes that individuals are unaware of
Childhood experience are important influences on the development of adult disorders
An individual experiences constant psycho dynamic conflict

54
Q

Conscious mind

A

Mental processes of which we are fully aware of

55
Q

Preconscious mind

A

Thoughts and ideas which we may become aware of through dreams of ‘Freudian slips’

56
Q

Unconscious mind

A

Biologically driven
Urges that influence our behaviour and personality
Repressed memories
All of which we are unaware

57
Q

Structure of personality

A

iD
Ego
Superego

58
Q

The iD

A

Instinctive part of personality
Acts on pleasure principle
Selfish - concerned with granting instant gratification

59
Q

The Ego

A

Rational part of personality
Acts on reality principle
Develops at 2 and is a mediator
Employs defence mechanism

60
Q

The Superego

A

Formed at end of phallic stage
Internalised sense of right and wrong
Based on morality and expectations of same sex parent
Punishes ego - guilt

61
Q

Psychosexual stages

A 
Oral
Anal
Phallic
Latency
Genital
62
Q

Oral stage

A

Birth - 18 months
Mouth is source of pleasure
Breast is main focus of desire

63
Q

Oral fixation

A

Smoking
Biting nails
Sarcasm
Critical

64
Q

Anal stage

A

18 months - 3 years
Anus is main source of pleasure
Pleasure from withholding or expelling faeces

65
Q

Anally retentive

A

Very tidy
Stubborn
Perfectionist
Obsessive

66
Q

Anally expulsive

A

Generous but disorganised
Messy
Thoughtless

67
Q

Phallic stage

A

3 - 5 years
Genitals are source of pleasure
Develop gender identity through Oedipus and Electra complex

68
Q

Phallic personality

A

Narcissism
Reckless
Possibly homosexual

69
Q

Latency stage

A

5 - 12 years

Conflicts and issues repressed

70
Q

Latent stage leads to …

A

Children being unable to remember much of their early years

71
Q

Genital stage

A

12 year plus
Sexual desires become conscious during puberty
Consequence of unresolved conflict - difficulty forming heterosexual relationships

72
Q

Strengths of psychodynamic approach

A

New form of therapies - psychoanalysis

Remained dominant force in psychology for the first half of the 20th century

73
Q

Weaknesses of psychodynamic approach

A

Case study
Based on males (penis envy, castration fear)
Concepts not falsifiable

74
Q

Assumptions of biological approach

A

Everything psychological is first biological, to understand behaviour look to biological structures and processes within body - such as genes
The mind lives in the brain – meaning that all thoughts, feelings and behaviour ultimately have a physical basis

75
Q

Influence of genes on behaviour

A

Twin studies used to determine likelihood that certain traits have a genetic basis. If concordance rates are higher in monozygotic twins than dizygotic twins, this would suggest a genetic basis of behaviour

76
Q

Genotype

A

What genes code for e.g. aggression levels

77
Q

Phenotype

A

What’s on display and can be changed by environment

78
Q

Evolution and behaviour

A

Charles Darwin – those with genes better suited to environment are more likely to survive and reproduce, pass on those genes to offspring -> will become more widespread in population -> successive generations will develop behaviours that are even more likely to survive in their environment

79
Q

Strengths of biological approach

A

Uses scientific methods

Real life applications

80
Q

Weaknesses of biological approach

A

Deterministic
Cannot separate nature and nurture
Reductionist
Shows several casual conclusions instead of cause and effect

81
Q

When did humanistic psychology emerge

A

In the US in the 1950’s from the work of Carl Rogers and Abraham Maslow as a reaction to the pessimism of the psychodynamic approach and determinism of the learning approach

82
Q

Assumptions of humanistic approach

A

Human beings have free will and full conscious control over their own destiny
Believes we are active agents who have the ability to determine our own development.
Believe we are all unique and psychology should concern itself with subjective experience of the individual rather than general laws

83
Q

Maslow’s hierarchy of needs

A

In ascending order:

Physiological 
Safety 
Love/ belonging 
Esteem 
Self-actualisation
84
Q

How can personal growth and psychological health be achieved

A

An individual’s concept of the self must be broadly equivalent to their ideal self

When the two are similar, a state of congruence exists

85
Q

What can be explained by a lack of unconditional positive regard

A

Issues many adults face e.g. low self-worth and self-esteem

86
Q

Client-centred therapy

A

Helps people cope with the problems of everyday life

Reduces the gap between the self and ideal self

87
Q

Aim of Rogerian therapy

A

Increase the person’s feeling of self-worth, reduce the level of incongruence between the self and the ideal self, and help the person become more fully functional

88
Q

How did Roger’s see the individuals he counselled as

A

Experts on their own condition. Thus, therapy is non-directive

89
Q

Weaknesses of humanistic approach

A

Includes no. of vague ideas that are abstract and difficult to test —> cause and effect can’t be established
Approach has had limited impact on the discipline of psych as a whole —> Roger’s didn’t use experimental research methods
Concepts within approach only relevant to certain groups of individuals —> autonomy and personal growth only in individualistic cultures, not collectivist

90
Q

Strengths of humanistic approach

A

Considered to be holistic —> believes subjective experience can only be understood by considering the whole person
Evidence to support Rogers —> Harter (1996)

91
Q

Conditions of worth

A

A child is only loved and accepted if their behaviour is deemed to be acceptable

92
Q

Mediating cognitive factors

A

Thought processes that lie between internal mental processes e.g. thinking, attention, memory

93
Q

Evaluation of behaviourist approach

A

Highly controlled
Application - behaviour modification therapy for autism
Deterministic - ignores free will
Reductionist - simplifies provesses, ignites internal mental processes
Testing on animals - BF Skinner
Watson and Rayner (1920) - little Albert

94
Q

Self actualisation

A

Innate tendency to reach one’s full potential

Highest in hiercarchy of need

95
Q

Why do cognitive psychologists use input-process-output model

A

Turns abstract concepts into concrete form

Pschology (6 decks)

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