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FlashCards por James Dobson, atualizado more than 1 year ago
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Copiado por James Dobson
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| Questão | Responda |
| Behaviourist Approach main idea | Behaviour is learned, and therefore can be un-learned |
| Behaviourist Approach Classical conditioning | Learning through association - The UCS produces an UCR - The NS produces no response - The UCS is paired with the NS to produce an UCR - After conditioning, the NS is nw the CS which produces the CR |
| Behaviourist Approach Evaluation point 1 (Phobias) | I: A strength of classical conditioning is that it's led to the development of treatments for phobias. J: For example, systematic desensitisation is based on classical conditioning which works by eliminating the leaned anxious response. E: Therefore, Pavlov's findings are useful for phobia treatment. |
| Behaviourist Approach Evaluation point 2 (Animals learn for survival) | I: Different species have different capabilities to learn through classical conditioning. J: It has been found that animals are prepared to learn only associations that are essential for survival. E: This is a limitation of classical conditioning |
| Behaviourist Approach Skinner's research of operant conditioning | - Rat moves around cage and accidentally presses lever which puts food (reinforcer) in cage - The rat then presses the lever to get more food |
| Behaviourist Approach Positive reinforcement | When a behaviour produces a consequence that is positive/pleasant and so makes it more likely for the behaviour to reoccur |
| Behaviourist Approach Negative reinforcers | They remove something unpleasant and so restore something to its pre-aversive state, e.g. turning an alarm off |
| Behaviourist Approach Evaluation point 1 (Experimental method) | I: Operant conditioning relies on the experimental method J: Skinner's box was a good example of this approach in practice because he could manipulate the IV to see if it affected the DV E: Therefore, he could establish a cause and effect relationship |
| Behaviourist Approach Evaluation point 2 (Animals not humans) | I: Skinner's research was criticised for his study being on animals and not humans J: Critics claim that his reliance on rats shows us little about human behaviour E: Therefore this is a limitation of operant conditioning because it doesnt take into account human's free will |
| Social learning theory main idea and psychologist | Bandura We learn behaviour from imitating other people |
| Social learning theory Modelling | - Someone must model an attitude or behaviour to be learned - Live models: parents, teachers - Symbolic model: people on TV |
| Social learning theory Imitation | - When a model is present whole patterns of behaviour can be rapidly acquired - Key factors: characteristics of the model, observers perceived ability to perform that behaviour, observed consequences of the behaviour |
| Social learning theory Identification | - The extent to which an individual relates to a model - Someone identifies with a model if they that they're similar enough to experience the same outcome of the situation that the model did - Children are more likely to identify to same sex models - Behaviour is more likely to be imitated and therefore social learning will be more effective |
| Social learning theory Vicarious reinforcement | - Children who observe a model being rewarded for aggressive behaviour are more likely to imitate it - Individuals don't need experience direct rewards/punishments to learn, but they can observe a model's outcome and judge if they'd experience that outcome too |
| Social learning theory The role of the mediational process | - In order for social learning to take place, the observer must form mental a mental representation of the models behaviour and what might happen in situations in the future - In the future, the individual may show the observed behaviour if the expectation if the positive consequence is greater than the negative consequence |
| Social learning theory Key Study | Bandura et al |
| Social learning theory Procedure | - Half exposed to models being aggressive to bobo doll and other half exposed to models not being aggressive - Children were frustrated after being shown toys they couldn't play with - Taken to room with toys in, including bobo dol |
| Social learning theory Findings | - Children who observed aggressive model: good deal of physical and verbal aggression resembling model - Children who observed non-aggressive model: virtually no aggression towards bobo doll |
| Social learning theory Evaluation point 1 (Criminal behaviour) | I: The SLT helps is understand criminal behaviour J: Research suggests that the probability of someone engaging in criminal behaviour increases when they are exposed to models committing that behaviour E: Therefore, there is useful applications of this theory |
| Social learning theory Evaluation point 2 (Similar models) | I: There is research support for identification J: Research shows that people were more likely to copy virtual models exercising that looked similar to them than a dissimilar model E: Therefore learning is more effective from simial models |
| Social learning theory Evaluation point 3 (Problem of causality) | I: There is a problem of causality in the SLT J: Research suggests that young people who possess deviant attitudes and values seek out peers with similar views E: Therefore deviant behaviour may not be to do with imitation of role models |
| Cognitive approach main ideas | - Focuses on how people perceive, store and manipulate info, e.g. memory - Looks at internal mental processes e.g. thinking |
| Cognitive approach The study of internal mental processes | - The role of schemas - The role of theoretical and computer models |
| Cognitive approach Schemas | A cognitive framework that helps to organise and interpret information in the brain |
| Cognitive approach The role of schemas | - Schemas help an individual make sense of new information - Useful because they allow us to take shortcuts when interpreting big amounts of info - They help us fill in the gaps of info |
| Cognitive approach The role theoretical and computer models | - Theoretical models in psychology such as the multi store model of memory are simplified, pictorial representations of a particular mental process based on current research evidence - Computer models refer to the process of using computer analogies as a representation of human cognition |
| Cognitive approach The emergence of cognitive neuroscience | - Cognitive neuroscience is an area of psychology dedicated to the underlying neural bases of cognitive functions - The use of non invasive neuroimaging techniques such as PET and MRI scans help psychologists understand how the brain works |
| Cognitive approach Evaluation point 1 (Application to psychopathology) | I: A strength of the cognitive approach is that it has many applications in psychology J: In psychopathology this has been used to explain how dysfunctional behaviour can be linked to faulty thinking processes E: This has therefore lead to treatments of people suffering from illnesses such as depression and OCD |
| Cognitive approach Evaluation point 2 (Scientific conclusions) | I: The approach is scientific J: The use of experimental method gives data that can help reach evaluations/conclusions about how the mind works E: This means the conclusion are more than common sense |
| Cognitive approach Evaluation point 3 (Fails to say why cognitive processes take place) | I: A problem is that is fails to tell us why cognitive processes take place J: This is because the approach ignores emotion and motivation E: This may be because of too many information processing analogies, as motivation is clearly irrelevant to a computer |
| The biological approach main idea | Behaviour can be explained through inheriting characteristics from one generation to the next |
| The biological approach Genotype | The genetic make-up of an individual that is passed down through generations and creates a phenotype |
| The biological approach Phenotype | The characteristics of an individual, these can be physical, behavioural or psychological |
| The biological approach Influence of biological structure | Includes: - Neurons and the nervous system - The central nervous system comprises the brain and spinal chord - The peripheral nervous system comprises the somatic and autonomic nervous systems |
| The biological approach Lobes in the brain and their functions | - Frontal lobes: speech, thought, learning - Parietal lobes: touch, temperature, pain - Occipital lobes: visual information - Temporal lobes: hearing and memory |
| The biological approach Influence of neurochemistry | - Nerve impulses reaches end of one neuron and a chemical transmitter is released - Neurotransmitter travels from one neuron to the next across a synapse - Stimulate brain into action = excitatory - Calm brain down = inhibitory |
| The biological approach Evolution | Charles Darwin: - The change over successive generations of the genetic makeup of a particular population - The genotype is changed rather than fixed which is called natural selection |
| The biological approach Evaluation point 1 (Scientific method) | I: A strength of the biological approach is that it uses the scientific method J: Studies take place in a highly controlled environment which makes it easy to replicate E: This shows that the biological approach his high reliability |
| The biological approach Evaluation point 2 (Neurochemical imbalance in depression) | I: A strength of the biological approach is that it provides clear predictions J: For example research into the neurochemical imbalance in depression has lead to the development of drug treatments E: This therefore is a real world application |
| The biological approach Evaluation point 3 (Need to take into account other influencing factors) | I: A limitation of this approach is that it breaks down complex human behaviour into smaller things J: Critics argue we cant fully understand behaviour without taking account of the other factors that influence it, e.g. cognitive and cultural E: This suggests the biological approach is reductionist |
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