Please enable JavaScript.
Coggle requires JavaScript to display documents.
paper 1 - Coggle Diagram
paper 1
psychopathology
-
-
-
Aprroaches
Behavioural approach
Explaining phobias
AO1
Two process model - MOWRER
- We learn our phobias through (classical conditong) ie association.
- Then we maintain that phobia through (operant conditinong), ie maintenance through negative reinforcement.
Watson and Albert
the kid (Alb) was shown fluffy animals. And then the animals were shown to him with a loud banging noise that caused him to gt frightend.
At first he wasn't scared of the animals , but then that happened and then he associated the animals with the fear he felt ! (classical conditiong).
He'd avoid the fluffy animals , negative reinforcement of the phobia(operant conditioning )
Treating phobias
Systematic desensitisation is gradually exposing the patient to their phobia. The patient and the therapist will create an anxiety heirarchy that gets gradually more challenging for the patient. The patient is taught relaxation techniques to help decrease their anxiety towards the phobia. And then the patient is exposed to the phobic stimulus.
The aim : to create reciprocal inhibition , which is the idea to make it imposible to be afraid and relaxed at the same time
Flooding : instantily exposing the patient to the phobia. The aim is for extinction where the patient realises that there phobia is completly harmless
Cognitive aprroaches
On depression
Beck's triad depression can be explained through negative thoughts in 3 main categories.
- negative view of self
- a negative view of the world
- negative view of the future
Ellis's ABC Model : depresson is the result of someone's irrational beliefs. The B in the ABC model is beleif , the root of depression is musturbatory belief. Thinking that ideas/assumptions must be true.
REBT is an extention of Elli's ABC model and it includes D and E , standing for Dispute and effect.
- this part is to question/chalange an individuals irrational thoughts
treatment
CBT aims to change the way individuals THINK , so that we can change how they FEEL and so change the way they BEHAVE
- between each session the patient is given homework which is used to help them change how they think. This is called patient as scientist it's to help them replace their irrational thoughts.
Social influence
AO1
Types and explanations of conformity
Kelman
Internalisation : genuinly believe something
Indentification : somewhat accept the groups belief but chnage their behaviour in private
complaice : go along with the group , but secretly disagree with it. Explanations for conformity
ISI (informative social influence) :conforming to be liked
NSI (normative social influence) :conformiting to be right
- Support from Asch's study , conformity increased when the task got more difficult -
Asch's study.
Aim: examine how much social pressure can cause someone to conform.
Procedure : 123 American males , 3 lines (2 clearlythe same length , one longer than another line that was the same length as one of the lines given for ppts to choose from .
Findings : 36.8% gave a wrong answer. 75% conformed at least once. Asch variations:
G: group size : 3% conformity with one , 33% conformity with three , conformity did not increase b/c of group size past this %.
U:unanimity : conformity dropped by 5.5% when the confederate disagreed with the majority and chose the correct answer
T: task dificulty : when the lines got smaller the task got smaller the task got more difficult and conformity increased. this is proof of ISI. Asch AO3
Strengths: Todd + Locus 2006 Weakness: Artifical tasks/situation :lacks mundane realism = lack of external validity= can't generalise findings
- Ethnocentric Study= all 123 ppts were american males = collectivist cultures = can't be generalised to other groups.
Zimbardo Standford Prison Study.
Aim: to see if people would conform to social roles.
Procedure : volunter standford students , sample of 24 m/c American males , ppts were arrested from their homes , they were paid 15$ a day, experiment meant to last 14 days , ppts regarded as mentally fit via test, roles allocated to ppts were random.
Findings : 2 days in which pisoners rebelled , 6 days in the experiment was shut down because of the psychological harm they were facing , ppts conformed to their roles even Zimbardo as the superintendent. 904 of prisoners spoke 'prison life' .
Suggests people quickly confrom to their social roles even if goes against their moral principles. AO3
strength : contol over variables meant an increase in internal validity weakness : lack of mundane realism
- exaggerates of power roles a only 1/3 gaurds behaviour in a brutal manner
Milgram's obedience study.
Aim: understand why so many germans obeyed Hitler Procedure : volunteer sampling via newspaper ads , Yale, allocated roles , 15v-450v, there was a scientist (in a grey lab coat) , student, (confederate)and teacher (ppts). The student had to answer the questions given by the experimenter and every time they got it wrong they were electrocated. It would in increase V. Findings : 100% gave 300v , 65% gave 450v , 84% said they were happy to take part. Situational variables
P: (proximity) :obedience dropped to 40% when student was in the same room
U:(unanimity) :scientist had a grey lab coat , they took a 'call' and was replaced by ad average booking person who then played their role , obedience droped to 20%
L:(location) : from yale to a rundown office room. Obedience dropped to 47.5% AO3
strengths : research support from a french TV show = 80% of the ppts gave the maximum leave (450v) of shots = shown that MIlgram's findings were not due to special circumstances weakness : May not have tested what was intended = ppts behaved the way they did b/c they knew the shocks were fake = Gina perry listened to the tapes and found only half the ppts thought the shock was real = potential demand characteristics were in MIgram’s study.
- Milgram’s justification about blind obedience may not be accurate = all ppts obeyed the first three pods but none obeyed the last = suggesting that ppts obeyed when they knew of the scientific importance rather than the presence of an authority figure (bc they refused )= showing social identity theory is a more accurate explanation for obedience
- Minory influence : a form of social influence that pically leads to internalisation. -
Moscovici : blue and green slides , he had two confederates that had to say the wrong colours of the lines. The more people that said the wrong answer the more likely the particpiants were to conform. Link Title
Agentic state + Autonomy.
Agentic shift= switching from the autonomic state to the agentic state.
- This happens when someone is percieved to be more important / a person of authority.
Binding factors : aspects of the situation that allow an individual to minimise the seriousness of an incident so that they can bear with it.
- Autonomous state: someone who is in charge of their own behaviours and opinions. And is free thinking. Blames what happens to themselves on internal factors (themselves)
- Agentic state: someone who feels the action they are doing is because of somebody else , or external factors.
AO3
strengths : research support from Blass + Shmitt showed Milgram's study to a bunch of students. The students were asked who was to blame. Majority siad the experiment not the individal themselves. weakness :
Hofling et al Procedure : carried out a field experiment 22 real nurses , the 'doctor' told the nurses to give a 20 mg dose to a patient called Mr Jones
Findings: 21/22 obeyed without questioning who the doctor was.
The agentic state argues that the nurses would have felt anxiety , despite handing over the responsbility onto the 'doctor' b/c they didn't
Memory
Knowledge
-
AO1
Features of memory
Feautres of Memory
- coding : how information is stored , acoustically=STM , semantically=LTM
- duration : how long memory is stored , lifetime=LTM , 19 seconds =STM
- capacity : how much memry is stored , 7+/-2 miller's magic no=STM , unlimited =LTM
- Coding : how information is stored. STM= acoustically . LTM = semantically
- Duration : how long memory is stored , Lifetime=LTM 19sec=STM
- Capacity : how much memory is stored , 7+/-2 Miller's magic no = STM. Unlimited=LTM
Baddely ; 4 groups with a list of words, acoustically simillar/dissmiilar. Ppts were asked to recall either straight or after 20 mins the images they had seen.
Foundings: when asked to recall 20 mins later (LTM) they did worse semantically similar. When asked to recall immediately (STM) they did worse on acoustically similar.
Peterson+Peterson ; Aim ; find out the duration of the STM. Prcodeure ; 24 undergraduates , all were given a triagram eg BAM and three digits to recall backwards with pauses for a certain amount of time.
Findings ; on avrg 90% correct over a 3 second interval. 2% over an 18% second interval.
Bahrick et al. Aims= test LTM. Procedure = 392 graduates (17-74yrs old ). Group 1 : photo recognition , 50 photos from yrbook. Group 2 : free call, ppts recalled names from their graduating class.
Multi-store model
- the environmental stimuli goes to the sensory memory. for the information to be transfered to the STM the person needs to pay attention.
- With Maintenenace rehersal it can be remeberd and it with elaborate rehersal that info can go to the LTM
- But if the person doesn't do maintenace rehersal then they they'll forget(decay
-
Interference
- Retroactive : newer information interfers with the old
- Proactive : older information interfers with the new
AO3 : McGeoch and Mcdonald (1931) : ppts were given a list and they were given another list. And then after learning both the ppts had to recall a list.
Foundings : synanms recall of list A was poor (12%)
- nonsense syllables recall of list A had less effect (26%)
- numbersrecall of list A was highest in the condition
-
-