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research methods approaches - Coggle Diagram

- - - - the id- present at birth; this is the pleasure principle. it is the instinct and basic drives towards sex and aggression (life and death drives)
      - the superego- develops after socialisation and is in our conscious and moral standards
      - the ego- acts as a 'referee' to resolve conflict between the Id and the superego
  - - - fixation= smoking and overeating
      - the primary source of pleasure is the mouth and sucking
    - - fixation= being overly messy or fastidious ("anally retentive")
      - the primary source of pleasure involves the membranes of the three anal region
      - toilet training is the major demand
      - ego starts to develop, children become e aware of the demands others are placing on them
    - - fixation= masturbation
      - the primary source of pleasure involves the genitals
      - major conflict- Oedipus complex (develops castration anxiety)
      - development of the super-ego due to identification with the parents and internalisation of their moral standards (to resolve anxiety)
    - - the development of other activities means less concentration on sexual area
      - previous conflict repressed, resulting in little being recalled from childhood
    - - previous stages worked through, the primary source of pleasure is now through the pursuit of heterosexual relationships
      - fixation and conflict may prevent this with the consequence that sexual perversions may develop
      - for example, fixation at the oral stage may result in a person gaining sexual pleasure primarily from kissing and oral sex rather than sexual intercourse
  - - - a defence mechanism used by the ego where traumatic memories are forced into the unconscious (so they can no longer cause pain or guilt)
      - still 'break through' and affect behaviour
    - - deny an event so it cannot cause anxiety
      - e.g., a drug addict may claim they are in control of their problem and are not addicted
    - - the redirection 0f an emotion at an 'easier' target e.g., angry at your boss, want to keep your job, shout at an intern
      - this is an unconscious process
  - - - considered to be androcentric- his views on women and female sexuality were less developed than his views on male sexuality
      - no scientific evidence for Freuds theory and that it is not scientific or falsifiable
      - based on case studies- intensive studies of single individuals who were often in therapy
      - observations were detailed and carefully recorded however critics have suggested that it is not possible to make such universal claims about human nature based on studies of such a small number of individuals who were psychologically abnormal
      - interpretations were highly subjective; it is unlikely that any other researcher would've drawn the same conclusions
    - - contributions to psychology via his psychoanalysis therapies
      - Used to explain a wide range of phenomena including personality development, abnormal behaviour, moral development, and gender
      - has helped to draw attention to connection between experiences in childhood such as our relationships with our parents, and later development- this matters as it suggests the theory has explanatory power, helping countless people to overcome mental health issues
- - - - presented a piece of raw meat
      - rang a bell
      - presented with meat and bell together
      - when dog saw the meat he drawled so eventually when the bell was just rung on its own the dog drawled to just the bell sounds as it was conditioned to associate the sound with the meat
- - - - Attention - whether we notice the behaviour
      - Retention - whether we remember the behaviour long term
      - Reproduction - whether we are able to physically perform the behaviour
      - Motivation - whether the perceived rewards outweigh the perceived costs
  - - - sample
        
        used children aged 3-5
        
        36 boys and 36 girls
      - procedure
        
        Put an adult in the room with a child and got them to be really aggressive with the doll and then leave the room and leave the child unattended
        
        the child was left with the same things in the room as the adult had and they were observed to see what they did
        
        pre-procedure
        
        The researchers pre-tested the children for how aggressive they were by observing the children in the nursery and judged their aggressive behaviour on four 5-point rating scales
        
        It was then possible to match the children in each group so that they had similar levels of aggression in their everyday behaviour
        
        The experiment is therefore an example of a matched pairs design
        
        To test the inter-rater reliability of the observers, 51 of the children were rated by two observers independently, and their ratings were compared. These ratings showed a very high-reliability correlation (r=0.89), which suggested that the observers had a good agreement about the behaviour of the children.
        
        groupings
        
        Aggressive model shown to 24 children
        
        Non-aggressive model is shown to 24 children
        
        No model is shown
      - findings
        
        Child would be aggressive towards the doll displaying the same behaviours as the adult they observed
        
        A child who was put in the room with an adult of the same sex had the closest copying of the adult’s behaviour
        
        Children who did not observe aggressive behaviour towards the doll did not display aggressive behaviour when then left alone
- - - - What we think & feel about ourselves. Rogers believed feelings of self-worth developed in early childhood and were formed from the interaction of the child with the mother and father.
    - - How we see ourselves, which is important to good psychological health. Self-image includes the influence of our body image on inner personality. At a simple level, we might perceive ourselves as a good or bad person, beautiful or ugly. Self-image has an effect on how a person thinks, feels, and behaves in the world.
    - - This is the person who we would like to be. It consists of our goals and ambitions in life and is dynamic – i.e. forever changing. The ideal self in childhood is not the ideal self in our teens or late twenties etc.
    - - If there is similarity between a person’s ideal self and self-image, a state of congruence exists. A difference represents a state of incongruence.
- - - - Perception
      - Attention
      - Memory
      - Language
      - Thinking
      - Problem solving
- - - - Inhibitory- it is thought to inhibit aggressive responses to emotional; stimuli and increase self-control.
    - - Regulates mood and attention and is linked to schizophrenia.
    - - Released when we feel pain or stress.
    - - Produced in the pituitary gland and produces feelings of contentment and calmness.
    - - Excitatory- linked to fight or flight.
    - - Produced by the pineal gland and helps to regulate sleep-wake cycles.
    - - Stress hormone released by the adrenal cortex in response to a stressor.
  - - - The genetic basis of behaviour: Genes make up chromosomes and consist of DNA which code for
        the physical features of an organism (e.g. eye colour/height/shoe size) as well as the psychological features (intelligence/mental health). Genes are transmitted from parents to offspring (genes are inherited).
    - - A particular set of genes a person has (their actual genetic make-up)