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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