Approaches

Cognitive Approach (Basic Assumptions - AO1)

Internal mental processing can be studied scientifically, but some areas such as memory or perception have to be studied through inferences

Cognitive Approach (Schemas - AO1)

They are ‘packets of information’ that help prepare for different situations

They are developed from prior experience and allow short cuts when interpreting lots of information

However they promote biases which cause us to ignore information which does not fit with existing schemas

Cognitive Approach (Theoretical Models - AO1)

Psychologists use computer models to explain information processing through ‘input’, ‘process’ and ‘output’, viewing the brain as a central processing unit

Cognitive Approach (Strengths - AO3)

Practical applications, contributed to the development of Cognitive Behavioural Therapy by challenging negative or irrational thoughts

Scientific, development of multistore model of memory collected through lab experiments

Cognitive Approach (Limitations - AO3)

Machine reductionist, explains human behaviour like a computer when other factors like the mind forgetting things means humans are vulnerable to retrieval failure while computers are not

Learning Approach (Basic Assumptions - AO1)

We are born tabula rasa (blank slate) so all behaviour is learned

We have very limited free will or personal responsibility as all behaviour is determined by the enviornment

Behaviourists only focus on observable behaviour and use scientific research methods

Learning Approach (Classical Conditioning - AO1)

Suggests that human and animal behaviour can be learned by association

Learning Approach (Classical Conditioning Procedure - AO1)

Pavlov harnessed dogs and tubes to measure salivation level.

Pavlov rang a bell (NS) which produced no response.

When the dogs saw food (UCS) they salivated as a natural response (UCR)

Pavlov rang the bell every time the dogs were fed

Learning Approach (Classical Conditioning Findings - AO1)

The dogs associated the bell with the food so they salivated to the bell alone

The bell had become a CS which produced salivation, a CR

Learning Approach (Operant Conditioning - AO1)

Suggests all human behaviour can be learned through consequence, through:

Positive reinforcement, provides a pleasant consequence which makes behaviour more likely

Negative reinforcement, removes an unpleasant consequence which makes behaviour less likely

Punishment, provides an unpleasant consequence which makes behaviour less likely

Learning Approach (Operant Conditioning Procedure - AO1)

Skinner designed a controlled lab experiment for rats - Skinner box

The box contained a lever which would either deliver food, or remove a shock

He measured the frequency of lever presses

Learning Approach (Operant Conditioning Findings - AO1)

Rats who were given a food pellet were more likely to press the lever repeatedly in anticipation of the same reward

Rats who removed an electric shock were more likely to press the lever repeatedly in anticipation of the same consequence

Rats who were shocked were less likely to press the lever in anticipation of the same consequence

Learning Approach (Strengths - AO3)

Practical application, led to systematic desensitisation as a treatment for phobias

Learning Approach (Limitations - AO3)

Enviornmentally determined, some children will choose to continue behaviour despite punishment showing the role of free will

External validity, can not be generalised because animals were used and assumed to be the same for humans + however Little Albert Study

Social Learning Theory (Basic Assumptions - AO1)

Human behaviour can be learned by imitation and vicarious reinforcement (seeing someone else rewarded for a behaviour)

Social Learning Theory (Mediational Processes - AO1)

Bandura suggested four mediational processes that determine if observed behaviour is reproduced

Attention being paid to a role model

Retenrion, memorising the behaviour

Morivation to repeat behaviour through vicarious reinforcement and identification/self efficacy

Reproduction, the repetition of a behaviour

Social Learning Theory (Procedure - AO1)

72 children across 3 conditions

1. An adult entered and aggressively punched/kick/throw the bobo doll for 10 minutes

2. An adult entered and calmly played with a toy for 10 minutes

3. No adult entered

The children were then allowed to play for 20 minutes on their own

Social Learning Theory (Findings - AO1)

Children who had seen the agressive role model were more likely to show the same aggressive behaviour

Boys were more aggressive than girls

Imitation was greatest of the adult observed was the same gender as the child

Social Learning Theory (Strengths - AO3)

Scientific, Bandura used laboratory experiments + may lack ecological validity

Practical application, led to more effective health campaigns using role models

Social Learning Theory (Limitations - AO3)

Enviornmentally determinist, ignores factors like biology (testosterone) having a role in aggression

Biological Approach (Basic Assumptions - AO1)

Suggests all behaviour is inherited, humans have little free will and determined by genetics, biological structure, neurochemistry and evolution

Biological Approach (Genetics - AO1)

Genotype is your genetic makeup to determine physical and psychological characteristics

Phenotype is the combination of genes and the enviornment

Biological Approach (Genes Study - AO1)

Holland found a 56% concordance rate for anorexia in MZ twins, and only 5% in DZ twins

This shows phenotypes such as bullying or social media have an influence as well as genes

Biological Approach (Biological Structures - AO1)

Correlation analysis of brain scans between normal participants and those with a mental disorder suggest behaviour is caused by abnormal brain structures

Biological Approach (Biological Structures Study - AO1)

Schizophrenics have 20% larger ventricles than norma, suggesting brain damage causes schizophrenia

Phineas Gage

Biological Approach (Neurochemistry - AO1)

Investigations of biochemistry as a cause of behaviour

Correlation analysis showing faulty biochemistry like neurotransmitter levels causing mental abnormality

Biological Approach (Neurochemistry Study - AO1)

Low levels of serotonin (a mood regulator) has been associated with depression

Biological Approach (Evolution - AO1)

Natural selection of behaviours that offer environmental advantage being passed down to aid survival

Biological Approach (Evolution Study - AO1)

Adaptive behaviours such as fight or flight to react to threats

Biological Approach (Strengths - AO3)

Scientific, makes use of scanning techniques, twin studies, genetic testing and drug trials

Practical Application, development of drugs that adjust serotonin levels to treat depression

Biological Approach (Limitations - AO3)

Hollands reseach shows the enviornment does play a big role, showing these other factors have been ignored

Cognitive Neuroscience (Basic Assumptions - AO1)

Aiming to investigate neurological basis of thought processes and disorders

Emergence in technology to investigate the brain

Diagnosis and treatment of neurological disorders, earlier diagnosis

Cognitive Neuroscience (Techniques - AO1)

Lesion studies, studying brain scans of patients with brain damage to see the impact on normal behaviour, Phineas Gage

Neuroimaging, using brain scans (PET or fMRI) to investigate brain activity, cocaine users have reduced frontal lobe activity

Cognitive Neuroscience (Strengths)

Scientific, uses scans to accurately portray brain structure and activity

Practical Applications, Tulving found different types of memory are located in different areas, episodic in the right and semantic in the left

Brain functions, found taxi drivers have larger posterior hippocampi (responsible for spatial amd navigation skills), size correlated to time spent as a driver

Psychodynamic Approach (Basic Assumptions - AO1)

The unconsious mind is the driving force behind all behaviour, abnormal behaviour is caused by unconscious conflict from childhood

Behaviour is motivated by our natural instincts

Early childhood experience is crucial in shaping the person we are today

Psychodynamic Approach (Role of the Unconscious - AO1)

The mind is made up of three layers

1. The conscious mind (thoughts and feelings we are aware of)

2. The preconscious mind (Memories we can access if we want to)

3. The unconsious mind (thoughts, feelings and memories that are locked away because they are painful) - driving force in behaviour

Pyschodynamic Approach (Structure of personality - AO1)

Personality is made up of three parts in constant unconsious conflict for libido

1. Id (pleasure principle, unconscious) - tries to gratify unconsious desire for sexual pleasure

2. Ego (reality principle, conscious) - seeks to grant tue ids needs only when rational to do so

3. Supergo (morality principle, half/half) - only grants the needs of the id if morally right

If libido is equal, normal behaviour occours

If the id is dominant, selfish behaviour occours, and if the superego is dominant it can result in depression or anxiety

Psychodynamic Approach (Ego defense mechanisms - AO1)

Conflict for libido causes anxiety, so the mind tried to protect us from anxiety

1. Repression - pushing hurtful memories out of conscious recollection

2. Denial - unconsiously pretending a problem doesn’t exist

3. Displacement - passing a strong emotion onto a more acceptable target

Psychodynamic Approach (Psychosexual stages of development - AO1)

5 stages which shape our personality, successful completion resulting in normal behaviour

1. Oral (0-18mths) exploration of mouth with toys etc, fixation from a dummy for too long or irregular feeding patterns leads to smoking, nail biting etc

2. Anal (18mths-3years) pleasure from expulsion or retentiom of faeces, fixation from overuse of potty leads to overly emotional adult, fixation from strict regime leads to overly organised adult

3. Phallic (3-6) boys have oepidus complex, entering a mental fight with father for motherly attention and fear of castration, girls experience elektra complex, developing closer affections for father due to penis envy. Fixation from no father figure causes homosexuality

4. Latency (6-12) dormancy of sexual desires

5. Genital (12+) sexual awakening

Psychodynamic Approach (Strengths - AO3)

Practical Applications, development of psychoanalysis for hypnosis and dream analysis used to treat depression, OCD

Supporting evidence, little hans

Psychodynamic Approach (Limitations - AO3

Psychic determinist, only focuses on conflict from childhood and ignores factors such as biology

Unscientific, based on concepts and can not be accurately tested

Humanistic Approach (Basic Assumptions)

Suggests scientific method is too objective, we should be viewed hollistically and treated uniquely

Focus on free will to make choices

Humanistic Approach (Maslow’s Hierarchy of Needs)

Suggests five things are needed to achieve personal growth

1. Physiological (food, water, sleep)

2. Safety (shelter, health, employment)

3. Love (family, friends, intimacy)

4. Esteem (confidence, respect for self and others)

5. Self actualisation (drive to meet full potential, satisfaction and completeness)

Those who reach self actualisation are tolerant, creativez accepting and moral

Only move a stage when the previous one has been met and maintained

Humanistic Approach (Carl Rogers Theory)

Suggests three selves which must work together

1. Self-concept - way you see yourself

2. Ideal Self - way you want to be

3. Real self - way you actually are

When there is similarity between self concept and ideal self, congruence causing good psychological health and self worth occours

When there is imbalance, discomfort occours

Unconditional positive regard (acceptance) is needed for conditions of worth to meet congruence

Humanisitic Approach (Strengths - AO3)

Hollistic, focuses on all parts rather than just small components

Humanistic Approach (Limitations - AO3)

Culturally biased, concepts such as personal growth are associated with collectivist cultures and may not relate on a wide scale

Unscientific, based on concepts which can not be accurately tested