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Approaches in Psychology
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Approaches in Psychology1)Origins of Psychology
Introspection- systematic experimental attempt to study mind-breaking up conscious awareness
into basic structures
Wundt and introspection
Wundt’s lab
-1879, Leipzig, marked beginning of scientific psychology
-Aim- analyse nature of human consciousness
Standardised procedures
Main objective- develop theories about mental processes.
Would divide stimuli into thoughts, images and sensations
Evaluation:
-methods well controlled (done in controlled environment in lab). Procedure standardised (done
fairly) .Therefore research considered forerunner to later scientific approaches.
-Research considered unscientific today (Wundt’s participants self-reported- subjective results).
Therefore flawed results would not meet current criteria.
1900s behaviourists- Watson + Skinner started studying observable behaviour and
measurable phenomena.
1950s cognitive approach- tested predictions about memory using experiments
1980s biological approach- Investigating physiological processes using technology.
Understand relationship better between genes + behaviour
Evaluation:
-modern psychology claims to be scientific (Learning approaches rely on use of scientific
methods) Suggests psychology has established itself as a scientific discipline
-not all approaches use objective methods (Humanistic approach rejects scientific approach.
Psychodynamic doesn’t use representative samples. Humans- demand characteristics)
Therefore approach of human thought may not be possible
2) Learning approaches: behaviourist approach
Classical conditioning- occurs when two stimuli repeatedly paired together. UCS + NS. NS
produces same response that UCS produced alone
Operant conditioning- way behaviour is shaped and maintained by its consequence.
Behaviourist approach- explains observable and learnt behaviour
Reinforcement- behaviour consequence increasing likelihood of repeated behaviour
Behaviourist approach
Pavlov’s research-classical conditioning
Pavlov- conditioning dogs to salivate when bell rings
US ----> UCR UCS= food, UCR= salivation ] before conditioning
NS----> no response NS= bell
NS + UCS bell + food ] during
, CS---> CR CS = bell, CR= savilation ] after
Skinner’s research-operant conditioning
Skinner- rats + pigeons in cages. When rat activated lever, rewarded with food pellet. Desirable
consequence led to repeated behaviour.
Positive reinforcement- receiving reward when behaviour is performed
Negative reinforcement- avoiding something unpleasant when behaviour is performed
Punishment- unpleasant consequence of behaviour (finding way to avoid neg reinforcement)
Evaluation:
-well-controlled research (Approach focused on careful measurements of observable behaviour
in controlled lab settings, all extraneous variables were removed) Suggests behaviourist
experiments have scientific credibility.
Counter- may ignore important influences on behaviour. Suggests learning is more complex
than what we can observe.
-Principles of conditioning applied to real-world behaviours and problems (token economy
system successfully used in institutions rewarding appropriate behaviour) Increases value of
behaviourist approach as it has widespread application.
-Approach sees all behaviour as determined by all past experiences (actions are based on
reinforcement history, conditioning history determines outcome. ignores any free will influences)
Extreme position + ignores influence of conscious decision.
-(Ethical issues- animals housed in harsh conditions + kept below natural weight)
3) Learning approaches: Social Learning Theory
SLT- explains behaviour that includes direct + indirect reinforcement
Identification- observer associates themselves with + wants to be role model
Modelling- observer imitating behaviour of role model
Vicarious reinforcement - occurs via someone else being reinforced
Social learning theory
Bandura- Learning takes place via observation and imitation of others’ behaviour via pos + neg reinforce
Children observe other people’s behaviour and note the consequences
4 mediational processes
1) Attention - whether behaviour is noticed
2) Retention - whether behaviour is remembered
3) Motor reproduction - being able to do it
4) Motivation - the will to perform the behaviour
Identification
More likely to imitate role models you identify with (e.g.attractive, high status)
Bandura’s Research
Children watched adults behave aggressively or non towards bobo doll. When given their own
doll to play with, children who saw aggression, were aggressive.
Study suggests children are likely to imitate violence if observed in role model.
Modelling aggressive behaviour is likely if behaviour is rewarded.
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