Approaches: Paper 2
Learning approach: Behaviourism
Pavlov's Research: Classical conditioning, learning through association.
Skinner's Research: Operant condition, learning through consequences
Tabula Rasa - Blank Slate at birth
Higher order conditioning - conditioning something over and over again to get the same effect
Stimulus generalisation - little Albert generalised his fear of white rats to anything white or fluffy
One trial learning - learning the behaviour after one time
Wundt and Introspection
His approach was to study the structure of the mind, known as structuralism. Structuralism tries to determine the cause of a behaviour instead of the behaviour itself.
Wundt's scientific method states 2 thing:
- All behaviour is caused (determined)
- If all behaviour is determined, we should be able to predict how humans will behave in situations
It refers to the use of objective, systematic and replicable investigation methods
In 1873, Wilhelm Wundt wrote the first psychology book and opened the first psychology lab in Germany. He is often known as the 'Father of Psychology'.
Psychology has a goal: description, explanation, prediction, and change
Pre 17th century, psychology was more focused on philosophy. John Locke's concept of empiricism suggests all knowledge can be derived from sensory experience. Charles Darwin's evolutionary theories set the groundworks for psychology that we know today.
Biological
Neuroanatomy: The structure of our brain effects our behaviour. There are aspects of our brain that are responsible for specific things.
Neurochemistry: Serotonin, dopamine, adrenaline all influence our behaviours
Genetics: Half your genes come from each parent. They pass on characteristics and genetics that determine our behaviours. Our environment triggers these off
Assumptions: Behaviours are pre-programmed by our genes. Our behaviour is influenced by the structure of our mind.
Evolution: Darwin's theory of natural selection. Those who are suited to their environment will survive over others. This is driven by our need to survive and reproduce.
Learning approach: Social learning theory
Vicarious reinforcement - seeing the consequences of other people's behaviours teaches us whether we should or shouldn't do something
Imitation - copying a behaviour but not adopting the beliefs/ mindset
Role model identification - identifying with someone who you look up to
Bandura:
Aim: To examine the effect of continual influence of a role model
Procedure: The 72 participants were split into 4 groups, 6 girls and 6 boys in each group. The first group saw an aggressive female, the second group saw an aggressive male, the third group saw a non aggressive female and the fourth group saw a non aggressive male.All groups had a modelling stage to get them comfortable in the setting before meeting the role model. In the aggressive model groups, the role model was physically aggressive to the toys in the room. In the non aggressive groups, the role model ignores the Bobo doll and plays with other toys calmly. Then the groups were moved to another room where they were all allowed to play with the toys, before the experimenter told them they couldn’t play with them anymore. In the last room, there were aggressive and non aggressive toys and the observers watched how the children behaved. They looked out for aggressive and non aggressive behaviours.
Conclusion: The conclusions drawn from this study show that children can learn behaviours from role models and that behaviour can be taught.
The idea that behaviour is learnt through role models.
Cognitive
Our schemas influence our processes. We have schemas about objects, the self, roles, and events
To change our schemas or make new ones, there are 4 steps. Assimilation, disequilibrium, adaptation, equilibrium
Input - Process - Model
Internal mental processes are about the way we think, they can't be seen.
The combination of biological and cognitive approaches has led to the emergence of cognitive neuroscience. It attempts to understand the biological processes that underpin our cognitive thinking
Psychodynamic
Structures of the mind:
The conscious (the small amount of mental activity we are aware of)
The preconscious (the brain activity that we could be aware of if we wanted to or tried)
The unconscious (the brain activity we are not and can't be aware of) this shows itself in dreams, freudian slips etc
Structure of the psyche:
Ego (the executive part, based on the reality principle, defends itself from super-ego and id conflict via defence mechanisms)
Super-ego (morality principle, responsible for guilt)
Id (selfish beast, pleasure principle, responsible for all our desires)
Defense mechanisms:
Denial, repression, regression, displacement
Psychosexual sexual stages: A theory suggested by Freud that dictates what we fixate on at each age
Oral - 0-1 years -
Anal - 1-3 years -
Phallic - 3-6 years -
Latent - 6-11 years -
Genital - 11 + years -
Humanism
Maslow's hierarchy of needs:
Physiological needs such as food and water
Safety and security
Love and belonging
Self esteem
Self actualisation
Carl Rodgers focus on the self:
The self concept - the person you believe you are
The real self - the person you actually are
The ideal self - the person you want to be
The smaller the gap between the real and ideal self, the higher congruence you have.
Self actualisation is the peak state of existence and is seen in Maslow's hierarchy of needs and the idea of self congruence. Happens for a brief moment and people can go back down the hierarchy. Very rare for people to reach
Rodgers states that in order to increase confidence, you must receive unconditional positive regard from others. Conditions of worth - characteristics that someone believes they must have to be loved.
Strong belief in free will and that everyone is unique. Humanism is extremely holistic and looks at behaviour as a whole
Influence on counselling - centers around the client, overcomes mismatch between the 3 selves, therapist gives unconditional positive regard and builds a good relationship with client