Approaches Key Terms

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Psychology
The scientific study of the human mind and its functions, especially those functions affecting behaviour in a given context.
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Introspection
The first systematic experimental attempt to study the mind by breaking up conscious awareness into basic structures of thoughts, images and sensations.
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Behaviourist Approach
A way of explaining behaviour in terms of what is observable and in terms of learning
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Classical Conditioning
Learning through association, occurs when 2 stimulus are repeatedly paired together until they produce the same response that was produced by the unlearned stimulus alone
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Operant Conditioning
Learning through reward/punishment, behaviour will continue or be extinguished bases on the consequence they have.
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Positive Reinforcement
Receiving an award when a certain behaviour is performed e.g. praise from a teacher
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Negative Reinforcement
When something unpleasant is avoided e.g. by handing in homework you won't get told off
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Punishment
An unpleasant consequence that decreases the likelihood of a behaviour being repeated e.g. being told off
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Social Learning Theory
A way of explaining behaviour that includes both direct and indirect reinforcement combining learning theory with the role of cognitive factors
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Imitation
Copying the behaviour of others (likely to be a role model)
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Identification
When an observer associates themselves with the role model and wants to be like the role model
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Modelling
Precise demonstration of a specific behaviour that may in turn be imitated by the observer
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Vicarious Reinforcement
Reinforcement which is not directly experienced but occurs by watching someone else be either reinforced or punished for their behaviour to see if it is worth imitating
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Mediational Processes
Cognitive factors that influence learning and come between stimulus
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Attention
The extent to which we notice certain behaviours
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Retention
How well the behavior is remembered
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Motor Reproduction
The ability of the observer to perform the behaviour
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Motivation
The will to perform the behavior which is often determined by whether the behaviour was rewarded or punished.
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Cognitive Approach
Focus on how our mental processes e.g. thoughts, perceptions etc affect our behaviour
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Internal Mental Processes
'Private' operations of the mind such as perception and attention that mediate against stimulus and response
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Schema
A mental framework of beliefs and expectations that influence cognitive processing, they are developed from experience and known as 'pockets of knowledge'
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Inference
Process in which conclusions are drawn about the way mental processes operate on the basis of observed behavior
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Cognitive Neuroscience
The scientific study of biological structures that underpin cognitive processes.
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Biological Approach
Emphasises the importance of physical processes on the body e.g. physical inheritance
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Genes
Transmitted from parents to their offspring making containing codes of their physical features e.g. height and psychological features e.g. intelligence
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Biological Structure
An arrangement or organisation of parts to form and organ, system or living thing
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Neurochemistry
Chemicals in the brain that regulate psychological functioning
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Genotype
The particular set of genes that a person possesses
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Phenotype
The characteristics of an individual determined by both their genes and their environment
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Evolution
Changes in inherited characteristics in a biological population over successive genotypes
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Psychodynamic Approach
A perspective that describes how the unconscious operate the mind and direct human behaviour and experience
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The Unconcious
The part of the mind we are unaware of but which continues to direct much of our behaviour
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Id
Entirely unconscious, the Id is made up of selfish aggressive instincts that demand immediate gratificationq
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Ego
The 'reality check' that balances the conflicting demands of the id and the superego
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Superego
The moralistic part of our personality which represents the ideal self (how we ought to be)
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Defence Mechanisms
Unconscious strategies that the ego uses to manage the conflict between the id and the superego
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Repression
An unconscious mechanism employed by the ego to keep disturbing or threatening thoughts from becoming conscious e.g. feelings about their same sex parents in the Oedipus complex
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Denial
Blocking external events from awareness e.g. smokers refuse to believe that smoking is bad for their health
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Projection
Individuals attribute their own unacceptable thoughts, feelings and motives onto another person e.g. if you hate someone your superego will tell you it is unacceptable so you will believe that they hate you instead
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Displacement
Satisfying an impulse e.g. aggression with a substitute object e.g. if you are frustrated you may go home and kick the dog
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Regression
A movement back in psychological time when faced with stress e.g. a child may begin to **** their thumb again
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Sublimation
Satisfying an impulse e.g. aggression with a substitute object in a socially acceptable way e.g. taking up a sport such as boxing
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Psychosexual Stages
5 developmental stages that all children pass through, each stage has a different conflict which determines future development
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Oral Stage
0-1 years, focus of pleasure in the mouth, if conflict is unresolved there will be oral fixation e.g. smoking
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Anal Stage
1-3 years, focus of pleasure in the anus, if conflict is unresolved child will become anal retentive (perfectionist) or anal expulsive (messy)
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Phallic Stage
3-5 years, focus of pleasure in the genital area, if conflict is unresolved they will have a phallic personality (narcissistic)
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Latency Stage
6-11 years, earlier conflicts are repressed, n/a if conflict is not resolved
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Genital Stage
12+ years, sexual desires become conscious alongside the onset of puberty, if conflict is unresolved they will have difficulty forming heterosexual relationships
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Humanistic Approach
An approach to understanding behaviour that emphasises the importance of subjective experience and each person's capacity for self-determination viewing each person as a whole other than separate factors.
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Free Will
The notion that humans can make choices and are not determined by biological or external forces
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Self Actualisation
The desire to grow psychologically and fulfil one's full potential (becoming what you are capable of)
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Hierarchy of Needs
A 5-levelled hierarchical sequence in which basic needs (such as hunger) must be satisfied before higher psychological needs (esteem and self-actualisation) can be achieved
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Self
The ideas and values that characterise 'I' and 'Me' including perception of valuing of 'what I am' and 'what I can do'
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Congruence
The aim of Rogerian therapy; when the self-concept and ideal self are seen to broadly accord or match
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Conditions of Worth
When a parent places limits or boundaries on their love of a child e.g. a parent saying 'I will only love you if... you study medicine'
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Card 2

Front

The first systematic experimental attempt to study the mind by breaking up conscious awareness into basic structures of thoughts, images and sensations.

Back

Introspection

Card 3

Front

A way of explaining behaviour in terms of what is observable and in terms of learning

Back

Preview of the back of card 3

Card 4

Front

Learning through association, occurs when 2 stimulus are repeatedly paired together until they produce the same response that was produced by the unlearned stimulus alone

Back

Preview of the back of card 4

Card 5

Front

Learning through reward/punishment, behaviour will continue or be extinguished bases on the consequence they have.

Back

Preview of the back of card 5
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