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Summary - approches in psychology
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key notes needed for approaches in psychology - a level paper 2 content
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BEHAVIOURIST APPROACH- only unstressed in studying behaviour that is observable and measured
- Emphasis’ the role of environment and the role of learning in experiences
CLASSICAL CONDITIONING - PAVLOV AND HIS DOGS - learning by associa on
OPERANT CONDITIONING - SKINNERS BOX - learning through consequences
- posi ve reinforcement - is a reward as a posi ve consequence to the ac on
- nega ve reinforcement - removes something unpleased
- Posi ve punishment - punishment can be posi ve where an unpleasant ac on is given a consequence
e.g. slapping a child's hand when they are playing with a plug socket
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- Nega ve punishment - punishment can also be nega ve where something pleasant is removed as a
consequence of behaviour eg receiving a ne for parking in the wrong space
EVALUATIONS
SCIENTIFIC CREDIBILITY - objec vity and replica on, are very in uen al as they gave psychology
scien c credibility and most research conducted for behaviourism was in a lab
REAL LIFE APPLICATION - classical condi oning in phobias and rewarding appropriate behaviour with
rewards i.e. token economy
MECHANIC VIEW OF BEHAVIOUR - makes people seem machine-like and doesn't take into considera on
any other factors or approaches
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SOCIAL LEARNING THEORY
- we learn by observing others
- VICARIOUS REINFORCEMENT - If we see the behaviour of others being reinforced imitate someone's
behaviour if they are rewarded
- pay par cular a en on to role models and learn from their behaviour because we feel as if we iden fy
with them
- MEDITATIONAL PROCESS - a en on, reten on, mo va on, reproduc on - we no ced behaviour that is
done by others - a en on, and remember the behaviour - reten on, if the behaviour is rewarded -
mo va on, the behaviour may be copied later - reproduc on
- BANDURA RESEARCH - Bandura conducted research on the transmission of human behaviour
observa ons i.e. copying what we see others do. His work extended the behaviour theories because he
accepted the role of learning behaviour and the cogni ve process.
- AIM - to see if children would learn and imitate aggression from watching role models
- PROCEDURE - children observed either a role model being aggressive towards a Bobo doll or a
demonstra on of non-aggressive behaviour towards the doll. The children were then exposed
to mild frustra on before being le with a bobo doll in the room.
- RESULTS - many of the children who saw the adult being aggressive went on to imitate the
aggression on the doll. Less aggression was seen in the group that watched a non-aggressive
behaviour
- CONCLUSION - children exposed to aggressive role models are likely to imitate that behaviour
KEY EVALUATIONS
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, IMPORTANCE OF COGNITIVE FACTORS IN LEARNING - recognise more complexity than just classical and
operant condi ons like medita onal processes
OVER RELIANCE ON LAB STUDIES - bandura was a lab study, demand characteris cs - children behaved
in a way they thought the experimenter would want them to behave, low ecological validity
UNDERESTIMATES BIOLOGICAL FACTORS - boys have a higher amount of hormone called testosterone
which makes them naturally more aggressive than girls and this is not accounted for in the theory
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COGNITIVE APPROACH
- assumes that internal processes of the mind should be studied using controlled lab studies
- internal processes - our best studied in labs by inferring the ac ons of the mind from behaviour seen
- the human mind works like a complete up with input from senses and output in the form of behaviour
- THE ROLE OF A SCHEMA - schemas are unique packets of informa on that we use to interpret our world.
They come from experiences we have encountered and help us predict what will happen in a new
situa on. This means they form a unique way we all interpret the world
- THEORETICAL MODELS - only want to study things that we can measure, created the mul -memory
model and the wmm. The informa on processing approaches suggests that informa on ows through
sequence of stages this includes input, storage and retrieval as seen in the mul -store model
- COMPUTER MODEL - Computer models refer to the program that can be run on a computer to imitate
the human mind e.g. conversa onal machines to do with consumer enquiries. Running such programs
psychologist contest ideas about informa on processing.
- EMERGENCE OF COGNITIVE NEUROSCIENCE - cogni ve neuroscience is the scien c study of the
in uence of brain structures on mental processes.
- With advances in brain scanning technology in the last 20 years scien sts have been able to describe the
neurological basis of mental processing.
- This includes research into memory that has the link into episodic and seman c memories to opposite
sides of the pre-frontal cortex in the brain found by tulving
- Scanning techniques have also proved useful in establishing neurological basis of disorders for example
the parahippocampal gyros links with OCD
EVALUATION
SCIENTIFIC OBJECTIVITY - mainly controlled lab studies, credible scien c basis, neuroscience and
tulvings study
MACHINE REDUCTIONISM - ignores human emo on compares humans just like machines shows so
determinism
EVERYDAY APPLICATION - can only research behaviour that they can observe meaning everyday
behaviour shows that it's less determinis c
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BIOLOGICAL APPROACH
- suggest that human behaviour is caused by biological factors such as genes and physical structures
- a person's central nervous system has a strong in uence on their behaviour
- gene c make up of individuals in uence their behaviour this may also relate to the in uence of evolu on
on behaviour
- chemicals present in the body such as hormones in your transmi ers will also a ect behaviour
- CENTRAL NERVOUS SYSTEM - the structure of the central nervous system including the brain and the
spinal cord will in uence a persons behaviour. The central nervous system allows communica on
between the environment and the brain and the body past messages through the body
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