Refresh your memory! Using coloured pens, match up the defence mechanism with its description and example! Activity

Size: px

Start display at page:

Download "Refresh your memory! Using coloured pens, match up the defence mechanism with its description and example! Activity"

Cassandra Fields
6 years ago
Views:

1 Refresh your memory! Using coloured pens, match up the defence mechanism with its description and example! Activity

2 Cognitive Perspective An approach to psychology that focuses on the ways in which we perceive, store and respond to information. Psychodynamic Humanistic Notably, the cognitive perspective represents the most dominant approach to psychological research today! Behavioural Biological Sociocultural Cognitive

3 Social Learning Theory Albert Bandura (1977) Albert Bandura agrees with the behaviourist learning theoriests of classical conditioning and operant conditioning. However, he adds two important points: 1. Mediational processes occur between stimuli and responses Mediational learning Processes? 2. Behaviour is learned from the environment through the process of observational learning

4 Observational Learning Children observe the people around them behaving in various ways. Individuals that are observed are called Models Parents within the family Characters on children s TV shows Friends within their peer groups Teachers at schools Social Learning Theory

5 The Bobo Doll Experiment

6 The study Sample: Bandura, Ross and Ross (1961) tested 36 boys and 36 girls from the Stanford University Nursery School aged between 3 to 6 years old. The researchers tested the children for how aggressive they were by observing the children in the nursery and judged their aggressive behaviour on several 5-point rating scales. Bobo Doll Experiment It was then possible to match the children in each group so that they had similar levels of aggression in their everyday behaviour. This is an example of a matched pair design

7 The study (continuous) Method: The lab experiment was used in which the independent variable (type of model) was manipulated in three conditions: Aggressive model shown to 24 children Non-aggressive model shown to 24 children No model (control group) 24 children Bobo Doll Experiment

8 The matched pair design model 72 children 24 aggressive role model 24 nonaggressive role model 24 control group [no model] Female model Male model Female model Male model 6 boys 6 boys 6 boys 6 boys 6 girls 6 girls 6 girls 6 girls

9 Experimental Stages The experiment took place at three stages: 1. The modelling stage 2. The aggressive arousal stage 3. The test for delayed imitation stage Bobo Doll Experiment

10 Experimental Stages 24 children watched a male or a female model behaving aggressively towards a toy called a Bobo doll. The adults attached the Bobo doll in a distinctive manner they used a hammer in some cases and in other they threw the doll in the air and shouted Pow Boom. Stage 1: Modelling Another 24 children were exposed to non-aggressive model who played in a quite and subdued manner for 10 minutes (playing in a tinker toy and ignoring the bobo-doll). The final 24 children (12 boys and 12 girls) were not exposed to any model. They remain in a room full of toys and they plaued there independenty

11 Experimental Stages At this stage, all children (including the control group) were subjected to mild aggression arousal. Each child was (separately) take to a room with relatively attractive toys. As soon as the child started playing with these toys, the experimental told the child that these were the experimental favourite and thus has decided to reserve them for other children! Stage 2: Aggressive Arousal

12 The next room contained some aggressive toys and some non-aggressive toys. The non-aggressive toys included: A tea set Crayons Plastic farm animals Three Bears The aggressive toys included: Dart guns Mallet Peg Board Three foot Bobo Doll The child was in the room for 20 minutes and their behaviour was observed and rated trough a one-way mirror. Observations were made at 5-second intervals therefore giving 240 responses for each child The experimenters also noted other behaviours that didn t imitate that of the model such as punching the Bobo doll on the nose! Stage 3: Test for delayed imitation

13 Experimental Results Children who observed aggressive model made far more imitative aggressive responses than those who were in the non-aggressive or control group There was more partial and non-imitative aggression among those children who has observed aggressive behaviour, although the differences for non-imitative aggression were small The girls in the aggressive model condition also showed more physical aggressive responses if the model was male, but more verbal responses if the model was female. However, the exception to this general pattern was the observation of how often they punched the bobo doll and in this case the effects of gender were reversed Boys were more likely to imitate same-sex model than girls. The evidence for girls imitating same-sex model is not statistically significant. Boys imitated more physically aggressive acts than girls. There was little differences in the verbal aggression between boys and girls Bobo Doll Experiment

14 Evaluation: There are three advantages of an experimental method: 1. Experiments are the only means by which cause and effect can be established 2. It allows for precise control of variables. Many variables were controlled such as the gender of the model, the time children observed the model and the behaviour modelled and so on. 3. Experiments can be replicated. By using standardised procedures and instructions, replicability is possible.

15 Evaluation: limitation Many psychologists are very critical of laboratory studies of imitation - in particular because they tend to have low ecological validity. The situation involves the child and an adult model, which is a very limited social situation and there is no interaction between the child and the model at any point; certainly the child has no chance to influence the model in any way. Also the model and the child are strangers. This, of course, is quite unlike 'normal' modeling, which often takes place within the family. LOW Ecological Validity

16 Mediational Processes The social learning theory is often described as the bridge between traditional learning theory (i.e. behaviourism) and the cognitive approach because it focuses on how mental (cognitive factors) are involved in learning. Unlike Skinner, Bandura (1977) believes that humans are active information processors, and think about the relationship between their behaviour and its consequences. Observational learning could not occur unless cognitive processes were at work. These mental factors mediate (i.e. intervene) in the learning process to determine whether a new response is acquired.

17 Cognitive Perspective The Behavioural Perspective: only studies observable/external behaviour stimulus in the environment The Black Box cannot be studied response behaviour Behaviourist versus Cognitive Perspectives The Cognitive Perspective: scientifically studies internal processes through experimental methods Input in the environment Mediational Processes mental event (e.g. memory) Output behaviour

18 Compare! Behavioural Cognitive Focuses on the observed behaviour itself Learners respond to environmental stimuli (e.g. food, toy, an image) Focuses on the knowledge underpinning learning Learners initiate learning experiences Behaviourist versus Cognitive Perspectives Knowledge is acquired Knowledge is constructed Reinforcements strengthen the behaviour Reinforcements are sources of feedback

19 Cognitive Perspective The computer analogy The use of the computer as a tool for thinking about how the human mind handles information.

20 Cognitive Perspective The computer analogy INPUT Process OUTPUT The Computer Analogy

21 Cognitive Perspective The computer analogy In this process, hardware would be and software would be

22 Cognitive Perspective The computer analogy In this process, hardware would be the brain and software would be mental processes In which ways do the brain and computer differ?!

23 Cognitive Perspective Mental Processes studied by cognitive psychologists Perception Attention Memory Language Thinking Problem Solving

24 Cognitive Perspective Mental Processes studied by cognitive psychologists Perception Attention Memory A primary focus of research Language Thinking Problem Solving

25 Cognitive Perspective

26 Ready to be a witness in court! Let us answer a few questions A man went into the shop up the road. How was he dressed? Dark clothes Light clothes Jeans I'm not sure Well done if your choice was dark cloths, if Not do not worry, most people did not focus on this bit!

27 Ready to be a witness in court! A woman parked her car in the street shortly before the crime took place, did you notice her car? Was it one of these? It was the Renault Scenic

28 Ready to be a witness in court! What colour hair did the woman in the video have? Blonde hair Dark hair Red hair I am not sure! She was blonde

29 Ready to be a witness in court! Here are some mugshots, can you pick the first man you saw ran out of the shop?!

30 Ready to be a witness in court! Let us answer a few questions The criminal is none of them!

31 Cognitive Perspective Aims: to establish whether people may be persuaded by misleading questions to remember false details, Loftus specifically wanted to see whether mentioning an object that was not present in a film they participants watched would influence participants remember it later as present. Methods: 150 students were shown a short piece of film showing a white car that was involved in a crash. They then answered ten questions about the film. Nine of these questions were the same for all participants but one question differed. Half the participants received the question: how fast was the white car going when it passed the barn?, the remaining participants instead received: how fast was the car going while travelling along the country road? One week later the participants returned and were given a further ten questions about the film, one of which was did you see a barn? Key Application: eyewitness testimony NOTE: there was no barn in the film and the question mentioning a barn was meant to mislead participants Loftus (1975) Leading Questions and the Eyewitness Report. Cognitive psychology 7,

32 Cognitive Perspective Results: as expected, participants who had previously had the question how fast was the white car going when it passed the barn? where much more likely to respond that they had seen a barn. Seventeen percent of these reported seeing a barn as opposed to less than three percent of the control group who had received the questions not mentioning a barn. Key Application: eyewitness testimony Discussion: this study shows clearly how witnesses can be deliberately misleading. Indeed, it casts doubt generally on the reliability of eyewitness testimony Loftus (1975) Leading Questions and the Eyewitness Report. Cognitive psychology 7,

33 Cognitive Perspective How do we process information The most widely accepted informationprocess model within this approach is called the stage theory which is based on the work of Atkinson and Shriffin (1968). The multistore model

34 Cognitive Perspective The multi-store memory/info process model

35 The multi-story memory model The Multi Store memory model is a structural model composing of 3 completely separate memory stores where information passes across in a linear way. The 3 stores are: The Sensory memory store The Short-term memory store The Long-term memory store

Cognitive Perspective Sensory memory is the shortest-term element of memory. It is the ability to retain impressions of sensory information after the original stimuli have ended.

36 Cognitive Perspective Sensory memory is the shortest-term element of memory. It is the ability to retain impressions of sensory information after the original stimuli have ended. It acts as a kind of buffer for stimuli received through the five senses of sight, hearing, smell, taste and touch, which are retained accurately, but very briefly. For example, the ability to look at something and remember what it looked like with just a second of observation is an example of sensory memory. Sensory Memory (<1 second)

37 Cognitive Perspective The multi-store memory/info process model

38 Examples of Sensory learning problems Visual discrimination issues Visual motor processing issues Visual spatial issues Letter and symbol reversal issues Dyslexia Dyscalculia Dyspraxia ADHD Autism

39 Cognitive Perspective Remember these figures in the same order! $?$*#*$? * ##?$?*?*# #$

40 Cognitive Perspective Jot as much as you remember! Short-term memory

41 Cognitive Perspective Compare! Short-term memory $?$*#*$? * ##?$?*?*# #$

42 Cognitive Perspective Try again! Short-term memory $$$$$?????*****

43 Cognitive Perspective Jot down as much as you remember! Short-term memory

44 Cognitive Perspective Any better?! Any idea why is that? Short-term memory

45 Cognitive Perspective Long-term memory is, obviously enough, intended for storage of information over a long period of time. Scope: Facts on matters you are interested in and have read about The direction to school or grandma s house The names of countries in the world The function of hundred's of objects you use daily Characters of your favourite TV shows Players in your favourite sports teams Foods from different parts of the world Birthdays and important events Travel experiences you have enjoyed or not! Mathematical concepts you have learnt at school Long-term memory

46 Sub-types of the long-term memory Long-term Memory Explicit Memory Implicit Memory Declarative Procedural Memory Episodic Memory Semantic Memory

47 Sub-types of the long-term memory Long-term Memory Life time Explicit Memory conscious Declarative Memory Facts and Events Implicit Memory unconscious Procedural Memory Tasks and Skills Episodic Memory Events and experiences Semantic Memory Facts and concepts

48 Long-term versus Short-term Memory Short-term Memory Very fast input Limited capacity 5-20 seconds duration Contains words, images, ideas and sentences Immediate retrieval Long-term Memory Relatively slow input Practically unlimited capacity Practically unlimited duration Contains networks and schemata Retrieval depends on connections

49 Let us play another memory game! 1.Evening 13. Love 2. Country 14. Bargain 3.Salt 15. War 4. Easy 16. Cold 5. Peace 17. Hate 6. Morning 18. Wet 7. Pretty 19. Rich 8. Expensive 20. Nurse 9. Poor 21.Peper 10. Doctor 22. Hate 11. City 23. Hart 12. Dry 24. Love

50 Activity: Provide an example of each type of memory! Sensory Memory (<1 second) Short-term Memory (<1 minute) Long-term Memory Life time Working Memory Operating Explicit Memory conscious Implicit Memory unconscious Declarative Facts and events Procedural Memory Tasks and Skills Episodic Memory Events and experiences Semantic Memory Facts and concepts

51 What have you done! The most basic definition: thinking about thinking Another one is the concept of learning how to learn! What would help you remember the facts for today?! (Mnemonics) Metacognition What about the notes you have taking, have you used colour codes, simples and even words from your native language to help you understand and recall these?

52 Cognitive Perspective Strengths: Like the behavioural perspective the cognitive approach is scientific; theories are testable and are backed up with a solid body of research Has numerous practical applications such as eyewitness testimony in courtrooms Introduces mediational mental processes that bridges between stimulus and response Has been successfully combined to other approaches in order to design intervention and programmes: - behaviourism+ cognition: cognitive behavioural therapy - biology + cognition: evolutionary psychology Strengths and Limitations of this approach

53 Cognitive Perspective Limitations: The metaphor of man as machine is seen as simplistic and reductionist, ignoring emotional, motivational and social factors in human behaviour The emphasis on laboratory experiments means that the findings may not reflect everyday life; lacking ecological validity The approach explains how cognitive processes happen but tends to ignore why It can be difficult to establish cause and effect correlations when applying cognitive models of psychology. For example, Beck s model of depression sees faulty information-processing as the cause of depression when it may be as much one of the symptoms Strengths and Limitations of this approach

54 Combining perspectives in psychology Cognitive behavioural therapy (CBT) is a talking therapy that can help you manage your problems by changing the way you think and behave. It is most commonly used to treat anxiety and depression, but can be useful for other mental and physical health problems. Cognitive Behavioural Therapy How does a depressed mind process information?

55 Beck s Model of Depression

56 The components of therapy Cognitive Behavioural Therapy

57 CBT techniques - SMART Goal Setting; - Challenging core beliefs - Downward Arrow Technique; - Positive Data Log

58 CBT techniques - SMART Goal Setting; - Challenging core beliefs - Downward Arrow Technique; - Positive Data Log

59 Example of A CBT session downward arrow and thought challenging techniques

SUSSEX DOWNS COLLEGE A LEVEL PSYCHOLOGY AQA

SUSSEX DOWNS COLLEGE A LEVEL PSYCHOLOGY AQA This booklet has a variety of A01, A02 and A03 exam questions. Identify which question is which A0 down the side of the q s You should aim to complete at least 3 questions a week, Highlight / tick them