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Approaches
Psych AQA
| Question | Answer |
|---|---|
| explain the findings of Seligman 1971 | biological preparedness. phobias of potentially harmful things are rapidly acquired/ heights, spiders, snakes are common as phobias of early man dangers |
| Why is forgetting an adaptive behaviour? | increases efficiency of cognition by preventing overload of information |
| What is a genotype? | the genes possessed by an organism which differentiates them from another. Unique genetic code that influences behaviour |
| What is a phenotype? | the expression of a person's genotype respondent to their environment |
| What is an interactionist approach? | looking at how behaviour is a result of both biology and environment |
| What is the diathesis-stress model? | theory which explains psychological disorders as a result of both genetic predisposition and environmental stressors e.g. schizophrenia |
| What are twin studies? | studies which compare Dz and Mz twins which share 50% and 100% of DNA, respectfully |
| Overview of Broca's area | responsible for speech production. located in left frontal lobe |
| Overview of Wernicke's area | responsible for speech recognition and comprehension. located in left temporal lobe |
| Outline Maguire (2000) | prosterior hippocampus in black cab drivers more dense grey area than non taxi drivers. time and grey matter density positively correlated |
| what is neurochemistry | chemical processes that occur in the brain - synaptic transmission |
| what are neurotrasmitters? | chemical messengers - transfer action potential between neurons |
| what are the three parts of the mind according to the psychodynamic approach? | conscious - thoughts we are aware of preconscious - memories and stored knowledge; accessible of needed unconscious - impossible to retrieve, biggest part of mind; fears, instincts, distressing/embarrassing experiences |
| What is the role of the unconscious? | directs and motivates behaviour, protects us from distressing material that would damage psyche if aware of it |
| Outline the three parts of Freud's Tripartite personality | Id - innate. pleasure principle, unconscious mind, controls base desires and immediate gratification Ego - 3 years old. reality principle, conscious mind, mediates between id and superego - delays gratification for realistic goals Superego - 5 years old |
| What are the four defense mechanisms? | repression regression displacement denial |
| What is the role of defense mechanisms? | to protect the ego from dangerous/harmful impulses, feelings, and behaviours by distorting reality |
| Explain displacement | unconscious displacement of impulse onto symbolic substitute |
| Explain repression | memory being pushed into unconscious by ego to protect individual from consciously experiencing negative implications of it |
| Explain denial | individual unconsciously refuses to acknowledge/accept reality |
| Explain regression | regressing back to carefree and happier time of life and behaving in this way |
| What are the psychosexual stages of development? | Oral Anal Phallic Latency Genital |
| Outline the oral stage of the psychosexual stages | ages: 0 to 1 pleasure source: mouth Personality: Id Conflicts: successful weaning Behaviours if unresolved: orally fixated behaviour - smoking, chewing |
| Outline the anal stage of the psychosexual stages | Ages: 1-3 pleasure source: anus personality: ego Conflicts: successful toilet training - overharh(retentive) overlax(expulsive) Behaviours if unresolved: retentive - meticulous, obsessive, perfectionist expulsive - generous, untidy, disorganised |
| Outline the phallic stage of the psychosexual stages | ages: 3-6 pleasure source: genitals personality: superego conflicts: oedipus or electra complex - identification with same sex parent behaviour if unresolved: phallic personality - narcissistic and wreckless, homosexuality and sexual fetishes |
| Outline the latency stage of the psychosexual stages | age: 6- earlier conflicts repressed |
| Outline the genital stage of the psychosexual stages | age: puberty onwards pleasure source: genitals behaviours if unresolved: difficulty forming heterosexual relationships and issues with gender identity |
| LITTLE HANS !!! | Fear of horses from seeing one collapse in the street. Freud said displacing his fear of his dads massive penis onto the horse which also has a massive penis. Supposedly horses were a symbolic of LITTLE HANS' fear of castration by his father |
| Oedipus complex | boys - intense love for mother - sees father as rival for affections - realises father is stronger - oh no castration! - anxiety resolved by identification with dad - gender roles |
| Electra complex | girls - intense love for father - sees mother as rival for affections - envy and blames mother for lack of penis - worry about losing mother love if go after dad - identification with mother - gender roles |
| tabula rasa | blank slate - products of environment |
| What three ways are behaviour learned (learning approach)? | consequences imitation association |
| Classical conditioning is.... | learning by association (Pavlov's dogs) |
| Process of classical conditioning | Before: unconditioned stimulus = unconditioned response During: neutral stimulus + unconditioned stimulus = unconditioned response After: conditioned stimulus = conditioned response |
| Define extinction for CC | if conditioned stimulus is continually presented w/o UCS then conditioned response dies out |
| Define spontaneous recovery for CC | after conditioned response extinguished may suddenly reappear after rest period |
| Define discrimination for CC | conditioned response produced only by presentation of original stimulus, doesn't expand to similar stimulus |
| Define generalisation for CC | extension of conditioned response from original stimulus to similar stimulus |
| Define one trial learning for CC | when conditioning occurs immediately after one trial |
| Operant conditioning is.... | learning by consequences (Skinner's box) |
| What is a primary reinforcer? | anything fulfilling basic biological need e.g. food |
| What is a secondary reinforcer? | only becomes a reinforcer because it is associated with primary reinforcer - not inherent |
| What are schedules of reinforcement? | how regularly a behaviour is reinforced, e.g continuous or partial |
| What is a continuous reinforcer? | desired behaviour is reinforced every time it occurs |
| What is a partial reinforcer? | desired behaviour is enforced only part of the time can be fixed ratio or variable ratio |
| What is the difference between fixed ratio and variable ratio partial reinforcement? | fixed ratio - reinforced after certain amount e.g every 5 presses variable ratio - no consistent pattern |
| What are the types of reinforcement? | Positive reinforcement Negative reinforcement Punishment |
| What is positive reinforcement? | Providing a positive consequence to encourage higher frequency of desired behaviour |
| What is negative reinforcement? | Removing something unpleasant to increase the frequency of a desired behaviour |
| What is punishment? | Decreasing the frequency of a desired behaviour by providing an unpleasant consequence |
| Social learning theory is.... | learning by imitation |
| What is imitation? | Copying behaviour that an individual observed a role model performing |
| What is identification? | When observer admires role model and desires to be like them. It increases motivation to imitate them |
| What is modelling? | the behaviours of a role model e.g. actions, speech, etc. can be real life people or actors/athletes etc |
| What is vicarious reinforcement? | when individual observes role model being rewarded for behaviour so motivated to imitate it to receive same consequence |
| What is vicarious punishment? | when individual observes role model being punished for behaviour so reduces motivation to imitate behaviour to avoid same punishment |
| Name the four mediational processes? | Attention Retention Reproduction Motivation |
| Outline attention from the mediational processes | observer concentrating on role model behaviour to be bale to imitate it - must identify with role model |
| Outline retention from the mediational processes | behaviour must be remembered to be later imitated |
| Outline reproduction from the mediational processes | observer must be capable of replicating observed behaviour |
| Outline motivation from the mediational processes | observer must have reason to imitate behaviour e.g. reward |
| Outline the humanistic view of free will | - believes in it - acknowledges constraints - belief in free will more important than if actually possessed - important people perceive they have some influence over own life |
| Outline self-actualisation | - when full potential has been achieved - everyone has innate drive to meet full potential - peak state of existence - attainable for all - all strive for it, few reach it - inpermanent |
| What is Maslow's hierarchy of needs? | - steps to reach self-actualisation - all start at bottom of pyramid - only progresses when all needs in level are satisfied - order of stages is fixed - |
| What is the order of Maslow's hierarchy? (bottom to top) | physiological safety love and belonging esteem self-actualisation |
| What is the self? | how you perceive yourself as a person/how others perceive you |
| Outline the three selves | Ideal self - who we wish to be Actual self - who we really are - links with subjective experience Perceived self - how we see ourselves - similar to self esteem |
| Outline congruence | when the elements of the self are in alignment important for psychological health to achieve congruence one must raise real self or lower ideal self |
| Outline conditions of worth | conditions which one must fulfil to be awarded positive regard from significant people (parents, teachers, partners) |
| Who is Rogers? | Humanistic psychologist that claimed psychological problems were a direct result of conditions of worth and conditional positive regard |
| Outline three key aspects of client centred therapy | congruence - counsellor must be completely genuine unconditional positive regard - non-judgemental and valuing of client empathy - must strive to understand clients experience |
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Ziggyisweird
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