AQA A-Level Psychology: Approaches

• Introspection


  First attempt to examine one's own thought processes
• Standardised instructions


  The instructions given to each participant are kept identical - to help prevent experimenter bias.
• When was Wundt's lab established?

  1879
• Genotype


  An organism's genetic makeup, or allele combinations.
• Phenotype


  The set of observable characteristics of an individual resulting from the interaction of its genotype with the environment.
• Concordance rates - MZ


  100%
• Concordance rates - DZ

  50%
• Genetic Tests


  reveals an individuals genotype, but will only show whether a person has predispositions to developing a specific conditions
• Evolution


  Genes have adapted to become useful to our survival and are passed onto offspring
• Nervous System


  System of nerves which allows you to register touch, move, breathe, feel and think. Made up of neurons
• Central Nervous System (CNS)


  consists of the brain and spinal cord
• Neurochemistry


  Relating to chemicals in the brain that regulate psychological functioning
• Nuerotransmitters

  Chemical messengers, across the synapse, bind with receptors
• BA: Supporting Evidence (Strength)

  Lots of supporting evidence; supports the assumption that genetics are involved in causes of behaviour because when there is a higher proportion of genes shared, the disorder is MORE likely
• BA: Practical Applications (Strength)

  Real-life applications to support the approach. This means that there is evidence for the biological basis of some disorders.
• BA: Correlational Data (Weakness)


  Correlation between neurotransmitter levels and mental disorders. This means it is only a relationship. Cannot be concluded that neurotransmitter levels cause the behaviour.
• BA: Contradictory Evidence (Weakness)

  Concordance rates in twin studies are never 100%. This suggests that behaviour is not purely genetic. Approach fails to recognise the role of the environment on behaviour.
• BA: Deterministic View (Weakness)


  Suggests no conscious control over human behaviour. This means that individuals do not have free will over their behaviour.
• Classical Conditioning (Pavlov)


  learning occurs through the pairing of a neutral stimulus and an unconditioned response that produces an automatic response.
• Operant Conditioning (Skinner)


  assumes that behaviour is based on learning through consequence.
• 3 Consequences (OC)

  1) Positive Reinforcement - behaviour is MORE LIKELY to occur due to positive consequences

  2) Negative Reinforcement - behaviour is MORE LIKELY to occur due to negative consequences

  3) Punishment - behaviour is LESS LIKELY to occur because of the negative consequences
• variable-ratio schedule

  In operant conditioning, a reinforcement schedule that reinforces a response after an unpredictable number of responses
• BEA: Scientific Methods (Strength)


  Focuses on observable behaviour within controlled settings. This means it was an influential approach in the development of psychology as a science.
• BEA: Real-life Applications (Strength)


  Principles of conditioning have been applied to real-world behaviours. This means the approach has led to therapies to treat disorders.
• BEA: Use of Animal Research (Weakness)


  Lack of validity due to differences in physiology/brain structure. This means findings may not generalise to humans as thought processes are underestimated
• BEA: Lack of Biology (Weakness)


  Emphasis is on environmental factors affecting behaviour. This means it is not a complete approach
• BEA: Deterministic Approach (Weakness)


  Emphasis on environmental factors affecting behaviour. This means the approach views free will as an 'illusion'. Suggests no conscious control over behaviour.
• Social Learning Theory


  Bandura believed people learnt behaviour in a social context through observation of other people and the reinforcement or punishment they receive.
• Stages of Social Learning Theory

  Identification

  Modelling

  Vicarious Reinforcement
• Identification


  Observer associates themselves with a role model because they idolises them and their behaviour
• Modelling


  the process of observing and imitating a specific behaviour
• Vicarious Reinforcement

  Imitation is more likely to occur if the model is positively reinforced for their behaviour
• Mediational Processes

  Attention: The extent to which we are exposed/notice the behaviour.

  
  

  Retention: How well the behaviour is remembered

  
  

  Reproduction: This is the ability to perform the behaviour that the model has just demonstrated

  
  

  Motivation: The will to perform the behaviour.
• SLT: Supporting Evidence (Strength)

  Supporting evidence from controlled research that demonstrates social learning occuring
• SLT: Focus on Cognitive Processes (Strength)


  Emphasises role of mediational processes. This means the approach suggests people have more free will over their behaviour.
• SLT: Cultural Differences Accounted For (Strength)

  Explains differences observed across different cultures. This adds credibility to the theory as an explanation of human behaviour.
• SLT: Unrealistic Evidence (Weakness)

  Lacks ecological validity due to the controlled environment. This limits the conclusions that can be drawn about social learning in the real-world
• SLT: Biological Roles Ignored (Weakness)


  Emphasises environmental impact. Doesn't account for biological factors eg. gender difference. This means it is not a complete explanation for behaviour.
• Biological Approach: Key Assumptions

  -Everything psychological is at first biological

  -Behaviour originates from biological structures: genes, nervous system and neuroochemistry

  -The mind is within the brain so all behaviour has a physical basis
• Learning Approach: Key Assumptions

  -Behaviour is learnt from experience and is not inherited

  -It is valid to study animals as the same principles apply to humans and non-human animals

  -Only observable behaviour should be studied