Download EXAMINATION REVISION GUIDE FIRST: READ THE UNIT

EXAMINATION REVISION GUIDE
FIRST: READ THE UNIT OBJECTIVES - MANY QUESTIONS HAVE BEEN
DIRECTLY DRAWN FROM THESE
1. Explain how cultural, ethical, gender and methodological
considerations may affect the interpretation of behaviour
*note – you must address ( at least one) of the bolded areas in
the extended response - if not, the maximum mark you get is
5/20
2.
Describe, compare and evaluate historical and cultural contexts,
frameworks, methodologies and applications for each perspective
(i.e., the content top ics)
*note – when you sit down at your exam you should be able
to reproduce your own version of a table addressing each of
the content topics for each perspective (see my attached
exemplar ; the time spent doing this and PLANNING your
responses in the exam will make a huge difference to the
quality of your answer (and your subsequent mark)
3.
Describe and evaluate theories and empirical studies of each perspective
DO YOU KNOW WHAT A THEORY IS? If not – find out
DO YOU KNOW WHAT AN EMPIRICAL STUDY IS? If not – find out
*note – in the introductory section of ANY response you need
to STATE the key theory(ies) of a perspective (use the Crane
site if you do not know); if you have a theory – you must
have a THEORIST; Can you identify and explain the work of
at least 3 key theoristslpsychologists from each of these
perspectives (and the one you are doing for your IA)? can
you DISCUSS theories from 2 - 3 perspectives in an extended
response?
Biological
Sperry and Gazzaniga, Hobson and McCauley, Donald Buss, Simon
LeVay, Paul Broca, Flourins and Lashley, Greenough, Fred Gage, Joe
Martinez, Hans Seyle
Learning Theory
B F Skinner, Albert Bandura, Edward Thorndike, Ivan Pavlov, John
1
Watson, Tolman, Harry Harlow, Kohler, Garcia, Mary Cover Jones.
Cognitive
Eleanore Maccoby, Jean Piaget, Martin Seligman, Leon Festinger,
Renée Baillargeon, C S Dweck,, Deregowski, Elisabeth Loftus,
Howard Gardner, Hermann Ebbinghaus, F. C. Donders, Alfred Binet,
Julian Rotter, Robert Rosenthal, Carol Gilligan, Lawrence Kohlberg,
Atkins and Schiffren, Craik and Lockhart, Tversky and Kahnemann,
4. Identify and explain the strengths and limitations of explanations
of behaviour for each perspective
See the following tables from the Crane site for material
guidance re strengths andlimitations
http://cranepsych.com/Psych/index.html
SECOND: READ THE SPECIFIC OUTCOMES for each perspective and be
able to write an extended response to each of these; for the purpose
of this exam – focus on the highlighted questions:
Learning
1. Assess the extent to which learning can be explained by alternatives
to traditional behaviourist approaches
2. Assess the extent to which cognitive and biological factors have
been added to traditional approaches of beh aviour within
the learning perspective
Cognition
1.
Assess the extent to which concepts and models of
information processing have helped the understanding of the
cognitive perspective
2. Assess claims that some research within this perspective lacks
ecological validity, and be able to consider alternative research
methods
Biological
1. Explain and evaluate claims that correlates exist between
physiological processes and behaviour
2. Discuss controversies surrounding a reductionist approach, as
adopted by many biological psychologists
2
COGNITIVE PERPSECTIVE FROM CRANE’S SITE – KNOW THIS BY HEART – AND BE ABLE TO EXPAND
HIGHLIGHTED SECTIONS
Content:
Historical Development and Cultural Context
Application
 Challenges to behaviourism
 The use of the computer model
 The development of brain scan technology
 Cognitive restructuring therapy
 Rational Emotive Therapy
 Improving your study skills
KeyConcepts
Methodology
 Schema theory
 Information processing
 Memory
 Heuristics and problem solving
 Cognitive dissonance
 Laboratory experimentation
 Clinical interviews
 Verbal protocols
 Ethical considerations
Basic Assumptions Strengths and weaknesses
 Mental processes can and should be investigated scientifically.
 Models of psychological functions can be proposed.
 Cognitive processes actively organize and manipulate information that we receive - humans are not
passive responders to their environment. Soft determinism.
 Non-human animals may be used to help understand human behaviour.
 It investigates many areas of behaviour ignored by the learningperspective, usingrigorousscientific
methods.
 Explanations at a functional, psychological level rather than a reductionist approach.
 It has combined with other perspectives to strengthen its explanations e.g. neuropsychology.
 Overly simplistic - computer model disregards the complexity of human behaviour.
 Overly hypothetical
 Objectification of its participants
 Question of mundane vs. psychological reality
 Sampling is YAVIS (Eyseneck)
LEARNING PERPSECTIVE FROM CRANE’S SITE – KNOW THIS BY HEART – AND BE ABLE TO EXPAND
HIGHLIGHTED SECTIONS
AppIication
 Criticisms of the Psychodynamic perspective
 Emphasis on scientific study
 Learning theory in education
 Behavioural therapies
Key Concepts
 Classical and operant conditioning
 The Law of Effect
 Social Learning Theory
 Learned helplessness
 Latent learning
 Instinctual shift
 Experimentation
 Observation
 Reliability - external and internal
 Ecological validity
 Use of animals in research
 Ethical considerations
 Though we are born with a genetic endowment which is the root of our instinctual behaviours,
the majority of behaviour is learned from the environment after birth.
 Psychology should investigate the laws and products of learning.
 Behaviour is determined by the environment, since we are the total of all our past learning
experiences, free will is an illusion.
 Only observable behaviours should be studied if psychology is to be objective.
 There is an innate predisposition to learning.
 Learning can take place in the absence of reinforcement.
 Behaviourism was very scientific, with high levels of reliability.
 The approach is reductionist - explaining a great deal of phenomena using only a few simple
principles.
 It has many practical applications which have
 been very effective.
 Heavy reliance on animal research - discounts
 the qualitative difference between humans and
 non-human animals.
 Ignores important mental processes involved in learning.
 Highly deterministic.
 Questionable ecological validity
BIOLOGICAL PERPSECTIVE FROM CRANE’S SITE – KNOW THIS BY HEART – AND BE ABLE
TO EXPAND HIGHLIGHTED SECTIONS
Historical Development and Cultural Context
Application
 A long history of interest in mind-body dilemma
 The influence of Darwin
 The development of genetics and scanning technology
 Paradigm shift toward the scientific method
 Drug therapy
 Stress management
Key Concepts Methodology
 Biological preparedness
 Diathesis stress model o Heredity
 Neurotranmission
 Localization vs. Lateralization
 Basic Assumptions
Strengths and weaknesses
 All that is psychological is first physiological; behaviour is biologically determined.
 Human genes have evolved over millions of years to adapt behavior to the environment.
Therefore, much
 behaviour has a genetic basis.
 Psychology should investigate the brain, nervous system, endocrine system, neurochemistry, and
genes.
 Animals may be studied as a means of understanding human behaviour.
 Correlational Studies
 Twin research (a type of correlational research)
 Experimentation
 Lab research vs. naturalistic research
 Reliability and validity of research
 Ethical considerations
 The approach is very scientific, and thus is reliable.
 Practical applications have been extremely effective.
 Reductionist - Biopsychological theories often over- simplify the huge complexity of physical
systems andtheir interaction with the environment.
 It has not explained how mind and body interact - consciousness and emotion are difficult to study
objectiv
HISTORICAL AND
CULTURAL
CONDITIONS
KEY
LEADINGCONCEPTS
TO THE
AND
THEORETICAL
DEVELOPMENT
OF
EXPLANATIONS
THE PERPSECTIVE
See
Conceptmap
map- See Concept
How
psychology
How
psychology
developed
(Weiten);
developed (Weiten)
handout – overview
of
contemporary
SCIENTIFIC
STUDY
theoretical
Text Chp2
perspectives
Research
(methodologies
EVALUATION
OF–
participants,
EFFECTIVENESS OF
design,materials,
CURRENT
procedure) & ethics
APPLICATIONS
ACROSS ALL :
LEARNI
Criticisms
NG of the
Psychodynamic
perspective.
Text
Chp7; on
READ
Emphasis
Schwartz
(1987) – the
scientific study.
conditioned reflex;
● Classical
conditioning –
Pavlov; Watson,
Mary
Cover
Jones Schwartz
READ
●(1987)
Operant
– psychology
Conditioning
–
and
Science
Skinner
READ
Smith 2002 –
● Observational
Conditioning
and
Learning
advertising
be
able to
Classical
= *describe
treating
FREE WILL
and
phobias; seeevaluate
Daly
theories;
*
evaluate
Learning
notes
explanations
Concord;
Ethics(ie
strengths
and
controversy
=
limitations)
aversion therapies
Operant
behaviour
modifiaction
=
COGNITION
READ
Schwartz
(1987) – Memory
BIOLOGICAL
Text Chp 8; Read
Neath (2003) The
modal model
Ecological validity *
Concord – unitsresearch
methodsreliability
and 2002
validity
READ Smith
–
article
Biases in Memory
AND
DETERMININSM