Approaches
- Created by: beckyyatess
- Created on: 13-12-17 14:29
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- Approaches
- The Cognitive approach
- Assumptions: argues that internal mental processes can be studied scientifically - investigates areas of human behaviour neglected by behaviourists and study them indirectly
- Theoretical and computer models: eg information processing approach (suggests info flows through is sequence of stages)
- computer models (mind compared to computer - similarities in ways info is processed
- models use concepts of central processing unit - models proved useful in development of artificial intelligence
- Theoretical and computer models: eg information processing approach (suggests info flows through is sequence of stages)
- Schema : cognitive processing affected by persons beliefs or expectations - schema are packages of ideas and info developed through experience - help us respond to things + enables us to process a lot of info quickly
- Emergence of cognitive neuroscience: scientific study of influence of brain structure on mental processes
- mapping area of brain specific functions has long history
- 1860s Broca identified how damage to frontal lobe could permanently impair speech production
- Emergence of cognitive neuroscience: scientific study of influence of brain structure on mental processes
- 1. scientific and objective methods
- highly controlled and vigorous methods - lab experiments - credible scientific basis
- 2. machine reductionism
- machine reductionism ignores influence of emotion and how it affects ability to process info
- 3. real-life application: probably most dominant approach - applied to a wide range of practical and theoreticalk contexts
- Important contribution to artificial intelligence
- Assumptions: argues that internal mental processes can be studied scientifically - investigates areas of human behaviour neglected by behaviourists and study them indirectly
- The Behaviourist approach
- Assumptions
- Not concerned with investigating mental processes
- Early behaviourist's rejected introspection - concepts difficult to measure
- Relied on lab experiments and suggests basic processes that govern learning are same in all species
- 2 forms : classical and operant conditioning
- only interested in studying behaviour that can be observed and measured
- Classical Conditioning : learning through association - Pavlovs dog's
- Features: extinction (behaviour dies out) - generalisation (respond in same way) - discrimination (only responding to stimulus present) - spontaneous recovery (extinguishing a CR it reappears)
- Operant Conditioning : Skinner - learning is an active process where humans/animals operate in environment
- 3 types: positive reinforcement, negative reinforcement and punishment (positive and negative reinforcement increase likelihood behaviour will be repeated
- 1. scientific credibility
- 2. ethical issues in animal research
- exposed to stressful conditions which may have affected how they reacted
- 3. real-life application
- principles applied to a wide range of real world behaviours and problems eg token economy systems - require less effort from participants
- - brings the language and methods of natural science into psych - scientific discipline
- 2. ethical issues in animal research
- Assumptions
- The Social learning theory
- Assumptions
- Bandura agreed with behaviourists that behaviourists that most behaviour is learned from experience
- learning through observation and imitation of behaviour
- occurs directly through classical and operant conditioning but also indirectly
- Vicarious learning
- individual has to observe behaviour of others and observe consequences of behaviour
- Role of mediational processes
- SLT often described as bridge between behaviourism and cognitive
- focuses on how mental factors are involved in learning
- factors intervene in 4 mediational processes: 1. attention 2. attention 3. motor reproduction (ability of observer to perform behaviour) 4. motivation (rewarded/punished)
- focuses on how mental factors are involved in learning
- identification
- people (especially children) more likely to imitate role models - modelling
- 1. The importance of cognitive factors in learning
- classical / operant cant offer account of learning on their own - SLT provides more comprehensive explanation by recognising role of mediational processes
- 2. over reliance from lab studies
- demand characteristics eg bobo doll tells us little about agression in real life
- 3. underestimates influence of biological factors
- eg, hormones not accounted for
- Assumptions
- The biological approach
- Assumptions
- everything psychological is at first biological
- in contrast to cognitive
- must look at biological structures to understand human behaviour
- Genetic basis of behaviour
- study whether behavioural characteristics are inherited in same way as physical characteristics
- twin studies used to determine traits with genetic basis by comparing concordance rates
- higher concordance rates than non identical twins for musical ability / schizophrenia etc - must have genetic basis
- Genotype and phenotype
- genotype - actual genetic makeup
- Phenotype - the way genes are expressed through physical and psychological characteristics
- expression influenced by environmental factors
- Evolution and behaviour
- fact - Charles Darwin - theory of natural selection (genetically determind behaviour that enhances survival with continue to further generations
- 1. scientific methods of investigation
- makes use of range of precise and highly specific methods - eg drug trials - not open to bias
- 2. real-life application
- development of psychoactive drugs - improves sufferers lives
- 3. Casual conclusions
- offers explanation for mental illness in terms of action of neurotransmitters
- eg. particular drug reduces symptoms of mental disorder
- discovering an association does not mean one causes the other
- eg. particular drug reduces symptoms of mental disorder
- offers explanation for mental illness in terms of action of neurotransmitters
- Assumptions
- The Cognitive approach
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