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62 Cards in this Set
- Front
- Back
BLA: outline principles that define the biological level of analysis and explain how they may be demonstrated in research |
1) Cognitions, emotions, and behaviors are products of the anatomy and physiology of the nervous and endocrine systems. Harlow (1948) with Phineas Gage, Money (1974) as counter |
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BLA: discuss how and why particular research methods are used in the biological level of analysis |
1) Animal studies to make generalizations with humans. Rosenzweig and Bennett (1972), Martinez and Kesner (1991). |
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BLA: discuss ethical considerations related to research studies at the biological level of analysis |
1) Money (1974), no withdrawal, no debriefing, no confidentiality, no informed consent (use of minors), harm of participants, deception |
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BLA: explain one study related to the localization of function in the brain |
1) Harlow (1848), Phineas Gage and frontal lobe, area damaged controls personality and inhibitions |
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BLA: using one or more examples, explain the effects of neurotransmission on human behavior |
1) Serotonin affects sleep, libido, associated with depression and aggression if deficient, secreted by pineal glands. Kasamatsu and Hirai (1999) higher levels during pilgrimage caused hallucinations, changed perception |
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BLA: using one or more examples, explain functions of two hormones in human behavior |
1) Adrenaline, secreted by the adrenal glands, responsible for fight or flight response, deals with external threats, increases oxygen to brain. Schacter and Singer (1962), those not told about adrenaline had stronger emotions |
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BLA: discuss two effects of the environment on physiological processes |
1) Bidirectional relationship |
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BLA: examine one interaction between cognition and physiology in terms of behavior |
1) Memory and brain function can be affected by physiology, localization |
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BLA: discuss the use of brain imaging technologies in investigating the relationships between biological factors and behavior |
1) fMRI (functional magnetic resonance imaging), uses magnetic fields to produce 3D image of brain, can distinguish between tissue types, can see structures. Excellent resolution, non invasive, can be used repeatedly, but correlation without causation, false positives, cannot be used with metal objects (pacemakers, etc.), used by Milner and Scoville (1957) to study HM's brain damage |
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BLA: with reference to relevant research studies, to what extent does genetic inheritance influence behavior? |
1) Bouchard and McGue (1981), closer kinship shows higher intelligence correlations, supports influence of genetics on intelligence (and behavior) |
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BLA: examine one evolutionary explanation of behavior |
1) Disgust reactions prolongs life, leads to passing on genes |
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BLA: discuss ethical considerations in research into genetic influences on behavior |
1) Confidentiality (Clive Wearing), privacy, security, protection from harm, withdrawal, deception, etc. as ethical considerations in all research |
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CLA: outline principles that define the cognitive level of analysis and explain how they may be demonstrated in research |
1) Humans are information processors, and mental representations guide behavior. Attentional processes by Stroop (1935) |
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CLA: discuss how and why particular research methods are used at the cognitive level of analysis |
1) Experiments to determine cause and effect relationship by manipulating variables. Loftus and Palmer (1974) |
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CLA: discuss ethical considerations related to research studies at the cognitive level of analysis |
1) Protection of participants, consent, right to withdraw, confidentiality, no deception, debriefing |
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CLA: evaluate schema theory with reference to research studies |
1) Schema theory, the cognitive theory stating that humans are active processors of information who therefore integrate new information into existing, stored information (schemas) |
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CLA: evaluate two models or theories of one cognitive process with reference to research studies |
1) Multi-store memory model by Atkinson and Shiffrin (1968) has sensory, short term, and long term memory stores. Based on idea of brain as a computer, progresses linearly between stores |
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CLA: explain how biological factors may affect one cognitive process |
1) Biological factors in relation to localized brain functions affect cognitive processes. Highlights interaction between physiology and memory |
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CLA: discuss how social or cultural factors affect one cognitive process |
1) Effect of sociocultural factors (schemas and methods for learning) affect resulting memories, may produce emotional reaction or selective memory |
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CLA: with reference to relevant research studies, to what extent is one cognitive process reliable? |
1) Memories can be huge in volume, but are changeable and unreliable to a large extent |
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CLA: discuss the use of technology in investigating cognitive processes |
1) Brain imaging technologies may be used to examine covert processes in cognitive research |
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CLA: to what extent do cognitive and biological factors interact in emotion? |
1) Emotions are somewhat dependent on or are initiated by physiological or cognitive factors |
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CLA: evaluate one theory of how emotions may affect one cognitive process |
1) Emotions may influence memory formation and retrieval processes |
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SLA: outline principles that define the sociocultural level of analysis and explain how they may be demonstrated in research |
1) Humans are social animals and can be influenced by social situations, Asch (1951) conformity experiment, do not want to be seen dissenting as outsiders |
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SLA: discuss how and why particular research methods are used at the sociocultural level of analysis |
1) Experiments that control variables, determine correlation (and cause and effect), Asch (1951) in a laboratory setting |
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SLA: discuss ethical considerations related to research studies at the sociocultural level of analysis |
1) Protection of participants, consent, right of withdrawal, no deception, etc. with Zimbardo et al. (1995) |
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SLA: describe the role of situational and dispositional factors in explaining behavior |
1) Behavior can be attributed to situational (external) or dispositional (internal) factors |
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SLA: discuss two errors in attribution |
1) Fundamental attribution error, overestimation of dispositional attributions rather than situational factors |
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SLA: evaluate social identity theory, making reference to relevant studies |
1) Social identity theory, tendency to divide individuals into in and out groups, category accentuation effect (exaggeration of intra group similarities, and inter group differences), identity based on group membership, adopting group thinking, enhances self esteem so motivation to prove own group superiority |
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SLA: explain the formation of stereotypes and their effect on behavior |
1) Stereotypes formed through social categorization to simplify information, schemas made about individuals and all members of a group |
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SLA: explain social learning theory, making reference to two relevant studies |
1) Social learning theory as a way for societies and cultures to pass on norms to individuals within a group, developed by Bandura, humans learn from environment through observational learning, noting consequences of actions |
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SLA: discuss the use of compliance techniques |
1) Compliance as a form of social influence, result of direct pressure to respond to a request, conformity occurs when pressure to follow majority is indirect but still exerted. Compliance results from authority, commitment, liking, reciprocity, scarcity, and social proof, often used in marketing and sales tactics |
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SLA: evaluate research on conformity to group norms |
1) People naturally conform to group norms to appear part of the group |
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SLA: discuss factors influencing conformity |
1) Dispositional factors may have some influence on conformity, low self esteem, depression, higher need for social support and approval, high anxiety and feelings of low status in group, not wanting to upset 'harmony' may increase conformity |
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SLA: define the terms ‘culture’ and ‘cultural norms’ |
1) Culture is a dynamic system of rules, both implicit and explicit, established by groups to ensure their survival, involving attitudes, beliefs, values, norms, and behaviors |
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SLA: examine the role of two cultural dimensions on behavior |
1) Hofstede's cultural dimensions, studied over 100,000 IBM employees in different countries with surveys and content analysis to determine cultural variance |
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SLA: using one or more examples, explain ‘emic’ and ‘etic’ concepts |
1) Etic emphasizes similarities between cultures, considers behavior patterns invariant and universal, brings in the perspective of an outsider, female circumcision seen as barbaric practice that traumatizes women. Example, hikikomori is considered strange and abnormal by Westerners especially, and is somewhat more accepted in Japan, where it sometimes appears in the media. Westerners may not attempt to understand cultural context behind it |
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Abnormal: to what extent do biological, cognitive and sociocultural factors influence abnormal behaviour? |
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Abnormal: evaluate psychological research relevant to the study of abnormal behaviour |
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Abnormal: examine the concepts of normality and abnormality |
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Abnormal: discuss validity and reliability of diagnosis |
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Abnormal: discuss cultural and ethical considerations in diagnosis |
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Abnormal: describe symptoms and prevalence of one disorder from two of the following groups: anxiety disorders, affective disorders, eating disorders |
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Abnormal: analyze etiologies (in terms of biological, cognitive and/or sociocultural factors) of |
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Abnormal: discuss cultural and gender variations in prevalence of disorders |
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Abnormal: examine biomedical, individual and group approaches to treatment |
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Abnormal: evaluate the use of biomedical, individual, and group approaches to the treatment of one disorder |
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Abnormal: discuss the use of eclectic approaches to treatment |
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Abnormal: discuss the relationship between etiology and therapeutic approach in relation to one disorder |
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Developmental: to what extent do biological, cognitive and sociocultural factors influence human development? |
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Developmental: evaluate psychological research relevant to developmental psychology |
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Developmental: evaluate theories of cognitive development |
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Developmental: discuss how social and environmental variables may affect cognitive development |
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Developmental: examine attachment in childhood and its role in the subsequent formation of relationships |
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Developmental: discuss potential effects of deprivation or trauma in childhood on later development |
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Developmental: define resilience |
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Developmental: discuss strategies to build resilience |
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Developmental: discuss the formation and development of gender roles |
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Developmental: explain cultural variations in gender roles |
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Developmental: describe adolescence |
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Developmental: discuss the relationship between physical change and development of identity during adolescence |
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Developmental: examine psychological research into adolescence |
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