Debates in Psychology
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- Created by: A_b_i_g_a_i_l
- Created on: 30-10-20 15:23
NATURE
>Sees genetic, biological factors for the explanation for thinking and behaviour
>Baron Cohen (1997)
>His findings about ppl with autism indicate role of nature, which has implications for the workplace, social ability hard to change, Diffs accomadated
>Baron Cohen (1997)
>His findings about ppl with autism indicate role of nature, which has implications for the workplace, social ability hard to change, Diffs accomadated
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NURTURE
>Sees behaviour as learned or acquired through experiences in the environment
>Chaney (2004)
>Children learnt to use inhaler correctly due to positive reinforcement (whistle & spinner toys)
>Chaney (2004)
>Children learnt to use inhaler correctly due to positive reinforcement (whistle & spinner toys)
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INTERACTIONIST
>Accepts both nature and nurture factors is interconnected and human behaviour is a product of both
>Blackmore and Cooper (1968)
>Development of visual orientation in cats...
Nature: neurones with a preferred orientation
Nurture: restricted visual environ
>Blackmore and Cooper (1968)
>Development of visual orientation in cats...
Nature: neurones with a preferred orientation
Nurture: restricted visual environ
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FREEWILL
>Human beings are entirely free to act as they choose and bear responsibility for their outcome of their behaviour
>Casey (2011)
>Everyone has a choice of resisting temptation or not. Important practically people encouraged to take responsibility for acti
>Casey (2011)
>Everyone has a choice of resisting temptation or not. Important practically people encouraged to take responsibility for acti
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DETERMINISM
>We lack control of our behaviour and are controlled by our genes or past experience
>Casey (2011)
> Early behaviour seems to predict adulthood ability to resit temptation
>Casey (2011)
> Early behaviour seems to predict adulthood ability to resit temptation
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REDUCTIONISM
>Attempts to break down complex behaviours into parts too simplify it, and using single factors such as individual genes
>Maguire (2000)
>Provide evidence for underlying causes. Brain structures have direct consequence on cognition and behaviour. Impr
>Maguire (2000)
>Provide evidence for underlying causes. Brain structures have direct consequence on cognition and behaviour. Impr
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HOLISM
>Sees human behaviour as too complex to be reduced and so looks at things as a whole. Humans seen as more than sum of individual parts.
>Lee (1997)
>Considers diversity of Influences on children’s behaviour worldwide, shows in practical generalisation i.e
>Lee (1997)
>Considers diversity of Influences on children’s behaviour worldwide, shows in practical generalisation i.e
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INDIVIDUAL
>Looks at the person as the cause of behaviour, specifically their personalities or dispositions
>Baron Cohen (1997), Hancock (2011)
>Practical ways of helping high functioning ppl with autism to manage condition, to give clear visual and verbal cues of
>Baron Cohen (1997), Hancock (2011)
>Practical ways of helping high functioning ppl with autism to manage condition, to give clear visual and verbal cues of
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SITUATIONAL
>Draw on circumstances around the individuals, e.g. group membership or environmental context.
>Milgram (1963), Moray (1959)
>Prevention of air and road accidents. In milgram situational factors of authority role, also individual as ppl differ in obedienc
>Milgram (1963), Moray (1959)
>Prevention of air and road accidents. In milgram situational factors of authority role, also individual as ppl differ in obedienc
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USEFUL
>Research that adds to our knowledge and can be applied to real world situations
>Loftus & Palmer (1974)
>Reliability of eyewitness testimony Relevant to diff contexts e.g. improving police interview techniques
>Loftus & Palmer (1974)
>Reliability of eyewitness testimony Relevant to diff contexts e.g. improving police interview techniques
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LIMITED USEFULNESS
>Research that may lack credibility or difficult to apply outside research settings
>Gould (1982)
>Mass IQ testing, highlights limited usefulness as there was issues of credibility w/ method and materials, findings were less valuable
>Gould (1982)
>Mass IQ testing, highlights limited usefulness as there was issues of credibility w/ method and materials, findings were less valuable
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RESPECT
(Ethics)
(Ethics)
>Valuing the dignity and worth of all individuals. Includes awareness of how psychologist influence and appear to have authority, ppls rights to privacy & self determination. Particularly: informed consent, right to withdraw and confidentiality.
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INFORMED CONSENT
RIGHT TO WITHDRAW
RIGHT TO WITHDRAW
>Having sufficient knowledge of a study to know if you want to participate
>Participant aware They can remove the self form study at any point
>Participant aware They can remove the self form study at any point
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CONFIDENTIALITY
>Individuals results and personal info should be kept safely and not released to anyone outside of study
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COMPETENCE
>Valuing continuing development and maintenance of high standards of work. Includes functioning optimally and within limits of ones own knowledge, skill, training and experience
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RESPONSIBILITY
>Valuing responsibility’s of being a psychologist - to clients, profession and science of psych. Involves avoidance of harm and prevention of misuse, or abuse of ones contribution to society. Specifically standards of protection pttps and role of the debr
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PROTECTION OF PTTPS
DEBRIEF
DEBRIEF
>Pttps should not be put at any greater risk than day to day life
>Explanation of aims and potential consequences to ensure they understand intentions and leave in at least as positive a condition as they arrived
>Explanation of aims and potential consequences to ensure they understand intentions and leave in at least as positive a condition as they arrived
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INTEGRITY
>Valuing honesty, accuracy, clarity and fairness in interactions & seeking to promote these in scientific & professional work as a psychologist. Importantly the adherence to standard relating to deception
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DECEPTION
>Pttps should not be deliberately misinformed about aims or procedure. If unavoidable, steps should be taken before to ensure they’re unlikely to be distressed, and after to ensure they’re not.
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ETHICS CASE STUDIES
Milgram: Deception, distress to ppts
Sperry: Consent
Bandura: Distress from being taken from nice toys
Freud: No right to withdraw, Hans recovered form phobia tho
Piliavin: No consent, Did have right to withdraw by moving away, drunk person not too distr
Sperry: Consent
Bandura: Distress from being taken from nice toys
Freud: No right to withdraw, Hans recovered form phobia tho
Piliavin: No consent, Did have right to withdraw by moving away, drunk person not too distr
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SOCIALLY SENSITIVE RESEARCH
STIGMA
STIGMA
> Aware that individuals or groups may feel shame & exclusion due to Sensitive issues explored in research such as race, illness...
>Gould (1982) Hancock (2011)
Stigmatise certain groups and lead to them being treated in a negative way
>Gould (1982) Hancock (2011)
Stigmatise certain groups and lead to them being treated in a negative way
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POLITICAL CONSEQUENCES
>Outcome of research may have implications for gov policy or change lives for those involved
>Hancock, Gould
>Hancock, Gould
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HARM
>Some issues controversial as too private or cause distress
>Freud (1909)
>Deals with private info and analysis of psychosexual behaviour, considered taboo
>Freud (1909)
>Deals with private info and analysis of psychosexual behaviour, considered taboo
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PSYCH AS A SCIENCE
STUDY OF C & E
STUDY OF C & E
>Investigation of casual relationship, search for a link between two variables, like the IV causing changes in the DV
>Blakemore & cooper
>Cause & effect; line orientation cause perceptual problems
>Blakemore & cooper
>Cause & effect; line orientation cause perceptual problems
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FALSIFICATION
REPLICABILITY
REPLICABILITY
>To demonstrate that something is not the case e.g a hypo is false
>Freud (1909) may have been other reasons Hans’ phobia disappeared
>Able to repeat original procedure in exactly the same way
>Baron Cohen (1997), eyes test, details of samples
>Freud (1909) may have been other reasons Hans’ phobia disappeared
>Able to repeat original procedure in exactly the same way
>Baron Cohen (1997), eyes test, details of samples
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OBJECTIVITY
INDUCTION
INDUCTION
>Taking unbiased external perspective not affected by individual or personal view, should be consistent between different researches
>Scientific method that uses observations to generate testable hypotheses made into theories
>Scientific method that uses observations to generate testable hypotheses made into theories
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DEDUCTION
HYPO TESTING
HYPO TESTING
>Scientific method That develops hypos from theories then tests these by “observation”
>Scientific evidence gathered by demonstrating objectivity that a testable statement is other supported or refuted by evidence
>Scientific evidence gathered by demonstrating objectivity that a testable statement is other supported or refuted by evidence
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MANIPULATION OF VARIABLES
>To test hypos in a valid and reliable way, IV and DV must be operationally defined
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CONTROL OF VARIABLES
>So extraneous variables don't account for Changes in DV, would make any affect of IV invalid
>Moray (1959) Tone & speed of voice in passages constant, all ppts wore headphones
>Sperry (1968) difference between ppts in time post operation
>Moray (1959) Tone & speed of voice in passages constant, all ppts wore headphones
>Sperry (1968) difference between ppts in time post operation
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STANDARDISATION
>Use of set procedures to limit effects of uncontrolled variables
> Bandura (1961) sequence of events, models behaviour & reward for child’s behaviour were all same for every ppts
> Bandura (1961) sequence of events, models behaviour & reward for child’s behaviour were all same for every ppts
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QUANTIFIABLE MEASUREMENTS
>Numerical ones, help to ensure DV is assessed in a objective way
>Maguire, (2000) MRI
>Maguire, (2000) MRI
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Other cards in this set
Card 2
Front
>Sees behaviour as learned or acquired through experiences in the environment
>Chaney (2004)
>Children learnt to use inhaler correctly due to positive reinforcement (whistle & spinner toys)
>Chaney (2004)
>Children learnt to use inhaler correctly due to positive reinforcement (whistle & spinner toys)
Back
NURTURE
Card 3
Front
>Accepts both nature and nurture factors is interconnected and human behaviour is a product of both
>Blackmore and Cooper (1968)
>Development of visual orientation in cats...
Nature: neurones with a preferred orientation
Nurture: restricted visual environ
>Blackmore and Cooper (1968)
>Development of visual orientation in cats...
Nature: neurones with a preferred orientation
Nurture: restricted visual environ
Back
Card 4
Front
>Human beings are entirely free to act as they choose and bear responsibility for their outcome of their behaviour
>Casey (2011)
>Everyone has a choice of resisting temptation or not. Important practically people encouraged to take responsibility for acti
>Casey (2011)
>Everyone has a choice of resisting temptation or not. Important practically people encouraged to take responsibility for acti
Back
Card 5
Front
>We lack control of our behaviour and are controlled by our genes or past experience
>Casey (2011)
> Early behaviour seems to predict adulthood ability to resit temptation
>Casey (2011)
> Early behaviour seems to predict adulthood ability to resit temptation
Back
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