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43 Cards in this Set
- Front
- Back
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Types of Conformity |
Compliance - conforming to gain approval Internalisation - conforming because of an acceptance of their views Identification - accepting influence because of a desire to be associated with a group |
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Explanations for Conformity |
Normative Social Influence - based on a desire for approval Informational Social Influence - based on an acceptance of information from others as evidence about reality |
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Asch 1956 |
Lines of varying length, 5 confeds 1 participant, confeds wrong on 12/18 Conformity Rate - 33% with confeds, 1% without "Child of it's Time", independent behaviour not conformity |
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Stanford Prison Experiment |
Male students assigned either guard or prisoner, prisoners referred to by number, guards can make rules and have power Guards became tyrannical and abusive, prisoners were submissive Conformity to Roles isn't automatic, very unethical, strong demand characteristics |
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Milgram Study |
40 volunteers, teacher and learner(confed), teacher gave shocks for wrong answers 65% went to 450v in voice feedback Proximity, Location, Power of the Uniform Unethical, Low internal validity, no gender difference |
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Explanations for Obidience |
The Agentic State - a person acts as an agent to carry out another's wishes Legitimate Authority - Person must perceive an individual in a position of social control Agentic state or cruelty, legitimacy can serve as the basis for justifying harm to others |
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The Authoritarian Personality |
20 'obedient' & 'defiant' participants, MMPI and F-scale test Little difference in MMPI but higher F-scale score for obedient participants Lacks flexibility, f-scale suggests bad parent relations but this isn't true |
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Resistance to Social Influence |
Social Support - breaks the unanimity Internal Locus of Control - less reliant on others External Locus of Control - acceptance of outside influences LOC = normative not informational, support doesn't have to be valid to be effective |
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Minority Influence |
Must be consistent, committed and flexible Wood et al. - minorities who were especially consistent were most influencial Flexibility more effective than rigid arguements |
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Moscovici et al. 1969 |
4 participants and 2 confeds, shown blue slides but confeds called them green, one group was consistent and the other wasn't The consistent group had a conformity rate of 8%, inconsistent group had little influence Minority 'opens the mind', Xie et al. 10% of people needed to 'tip' the majority |
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Social Change |
Minority Influence - attention to an issue, more influential when they are consistent, causes a split within the majority, leads to the snowball effect Majority Influence - If something is perceived as the norm people will alter their behaviour, corrects misconceptions about 'actual' norms |
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Caregiver-Infant Interactons |
Reciprocity - taking turns as in a conversation Interactional Synchrony - coordinated behaviour Testing infant behaviour is hard as they are in constant motion, intentional - no response to an inanimate object |
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Development of Attachment |
Stage 1: indiscriminate attachments Stage 2: beginnings of attachment Stage 3: specific attachment Stage 4: multiple attachments Men can be primary caregiver but it will most likely be the mother, biased sample as all working class from 1960's |
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Lorenz 1935 |
Goose eggs incubated so they either saw their mother or Lorenz first Goslings imprinted on Lorenz and followed him, imprinting doesn't happen after the critical period, it's irreversible and related to mate choice |
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Harlow 1959 |
2 wire mothers, one cloth mother and one feeding mother Monkeys spent most time with the cloth mother, the attachment must be formed within 6 months All motherless monkeys were socially abnormal |
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Learning Theory |
All behaviours are learned Classical: new conditioned response learned through association of neutral stimulus with the unconditioned stimulus Operant: the reduction of discomfort of hunger is rewarding so food becomes a primary reinforcer Lacks external validity as it's simplified, attachment isn't based on food |
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Bowlby's Monotropic Theory 1969 |
Attachments form around 3-6 months, primary attachment figure is determined by sensitivity, monotropic as the primary attachment has a special emotional role, internal working model of how to form relationships (continuity hypothesis) Attachment is adaptive, a sensitive period rather than a critical one, multiple attachments can form |
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Ainsworth's Strange Situation 1971,1978 |
Systematic test of attachment to one caregiver, observations every 15 seconds, behaviours assessed, filtered into 3 types of attachment: Secure Insecure Avoidant Insecure Resistant High reliablity due to inter-observer checks, real world applications |
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Cultural Variations |
Van Ijzendoorn and Kroonenburg did a meta-analysis of 32 studies from 8 countries Secure attachment was the norm in all, the biggest variation was within the country rather than between countries Cultural difference within a country rural vs. urban, uses tools developed in one country in a different setting where it has a different meaning |
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Bowlby's Maternal Deprivation Theory |
Children need a warm and intimate relationship with a mother or mother replacement, frequent or prolonged separations from a mother will have a negative effect before the age of 2 1/2, could lead to depression |
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Bowlby 1951, 1953 |
Bowlby did a study in 44 juvenile thieves, he found that 86% of affectionless thieves had frequent seperations before the age of 2 compared to 2% of the control group
Emotional rather than physical separation is harmful, support for long term effects |
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Rutter et al. 2010 |
Study into 165 Romanian orphans in physical, cognitive and social development tests At age 11 those children adopted before 6 months showed good recovery Some children appeared to recover despite no apparent attachments within the sensitive period |
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Hazan and Shaver 1987 |
Placed a 'Love Quiz' in a newspaper and got 620 responses There was a positive relationship between attachment type and love experiences in adult life (internal working model) Retrospective meaning that it could be inaccurate, overly determinist |
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Abnormality |
Statistical Infrequency - the extreme ends determine what's not the norm Deviation from Social Norms - standards of what is acceptable Failure to Function Adequately - being unable to manage everyday life Deviation from Ideal Mental Health - Jahoda identified characteristics commonly used to describe competent people |
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Phobias, Depression and OCD |
Emotional - excessive fear, anxiety and/or panic Behavioural - avoidance, faint or freeze Cognitive - not helped by rational arguement Emotional - negative emotions Behavioural - reduced or increased activity Cognitive - irrational, negative thinking Emotional - anxiety and distress Behavioural - compulsive behaviours Cognitive - recurrent, uncontrollable thoughts |
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Behaviourist Approach for Explaining Phobias |
Two Process Model: Classical Conditioning - phobia learned through association between NS & UCS Operant Conditioning - phobia maintained through negative reinforcement People often report one incident that caused a phobia, not everyone bitten by a dog becomes afraid of dogs (diathesis-stress model) |
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Systematic Desensitisation & Flooding |
SD - counter-conditioning, relaxation and a desensitisation hierarchy 75% success rate, not for all phobias, self done Flooding - one long session, continues until anxiety subsides Can be very traumatic, can be more effective than SD as a treatment |
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Cognitive Approach to Explaining Depression |
Ellis' ABC model - Activation event->irrational Beliefs->Consequences Beck's Negative Triad - bad schema develops in childhood, negative views of the SELF, FUTURE and WORLD Support of irrational thinking, blames the client and ignores situational factors |
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Cognitive Behaviour Therapy |
Ellis' ABCDEF model: D - disputing irrational beliefs E & F - effects of disputing and feelings produced Behavioural activation - encouraging re-engagement with pleasurable activities 90% success rate over 27 sessions, CBT isn't for everyone (people who's stressors can't be changed) |
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Biological Approach to Explaining OCD |
COMPT gene - creates high levels of dopamine SERT gene - creates low levels of serotonin Diathesis-stress - genes create a vunerability High Dopamine - linked to compulsive behaviour Low Serotonin - antidepressants that increase serotonin levels most effective Worry circuit - damaged caudate nucleus doesn't suppress worry signals Genes aren't specific to OCD, twin studies 2x more likely |
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Treating OCD |
Antidepressants increase serotonin levels SSRIs - prevent re-uptake of serotonin by pre-synaptic neuron Tricyclics - block reuptake of noradrenaline and serotonin Anti-anxiety drugs - enhances GABA which slows the nervous system SSRIs are more effective than a placebo, drug therapies are preferred as they require little effort and time |
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The Origins of Psychology |
Wundt: Psychology is a science Breaking down behaviour into basic parts Introspection was his method of choice Gained general ideas about mental processes Psychology uses empirical methods Replications can leads to results being accepted as true Also requires the development of theories |
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The Behaviourist Approach |
Classical Conditioning - can be used to treat anxiety and other such conditions, different species have different capabilities of learning using CC Operant Conditioning - this relies on the experimental method which lends support to 'psychology as a science' argument, most research was done on non-human animals thus excluding free will |
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Social Learning Theory |
Bandura (1986) - children observed aggressive or non-aggressive models interacting with Bobo doll, children where then allowed to interact with the doll Children who observed the aggressive model acted aggressively towards the doll This lead to an understanding of criminal behaviour, SLT disregards outside influences |
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The Cognitive Approach |
Mental processes must be inferred, schemas help to organise and interpret information, neuroimaging can be used to study the brain Cognitive approach is scientific which supports the 'psychology as a science' argument, the cognitive approach ignores emotion and motivation levels |
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The Biological Approach |
Genes carry information for a characteristics, nervous systems: central & peripheral, excitatory and inhibitory neurotransmitters Biological approach uses the scientific method and produces clear predictions to be tested, it is very reductionist and simplified |
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The Experimental Method |
Aims clearly stated, the hypothesis states the relationship between the IV and the DV, causal conclusions can be drawn |
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Control of Variables |
Confounding variables - vary systematically with the IV meaning they could affect the DV Extraneous variables - nuisance variables and make harder to detect change in the DV Validity = legitimacy, genuineness Internal Validity - enhanced by controlling the confounding variables External Validity - generalising to other situations, people and historical periods |
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Hypothesis |
Directional = states whether it will be more or less State direction if indicated by past research |
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Sampling |
Small group of people selected from a population Opportunity - recruit those easily available Random - use a random technique Stratified - identify relevant subgroups Systematic - select every nth person Volunteer - people respond to an advert |
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Ethical Issues |
Researcher PoV: Informed Consent - may give away the aims Deception - acceptable when information is withheld The Right to Withdraw - biases the sample Protection from Harm - difficult to guarantee Confidentiality - publishing results may lead to identity Privacy - hard to protect Participant PoV: Informed consent - basic human right Deception - prevents from informed consent The Right to Withdraw - compensates deception Protection from Harm - risks no higher than normal life Confidentiality - a legal right Privacy - may not want to be observed |
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Dealing with Issues |
Ethical Guidelines - tell you what's acceptable Ethics Committees - approve studies or reject them Punishment - may bar psychologist from work Informed consent - sign a form Deception - debriefing The Right to Withdraw - part of informed consent Protection from Harm - stop the study Confidentiality - maintain anonymity Privacy - only acceptable in public places |
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Experiment Types |
Laboratory - study with an IV and a DV conducted in a controlled environment Field - study with an IV and DV conducted in a more natural environment Natural - the IV is varied whether the researcher is there or not and the DV is measured in a lab Quasi - the IV isn't a variable, it's a condition |
