Unit 1: AS Psychology Past to Present Assumptions Relationships - PowerPoint PPT Presentation

Unit 1: AS Psychology Past to Present Assumptions Relationships One therapy Classic Evidence Evaluate Evaluate Assumptions Therapies Classic Research 1. Biological 1. Drug therapy or psychosurgery 1. Raine, A et al . (1997) Brain abnormalities in murderers indicated by 2. Behaviourist 2. Aversion Therapy positron emission tomography 3. Positive 3. Mindfulness 2. Watson, J.B. and Rayner, R. (1920) 4. Cognitive 4. REBT Conditioned emotional reactions. 5. Psychodynamic 5. Dream Analysis 3. Myers, D.G. and Diener, E. (1995) Who is happy? 4. Loftus, E. and Palmer, J.C. (1974) Relationships Reconstruction of automobile destruction: an example of the interaction between language and memory 5. Bowlby, J. (1944) Forty-four juvenile thieves: Their characters and home-life. Written examination: 1 hr30 Monday May 11 th 2020 WHS 1pm Each approach will be included at least once & the exam will cover assumptions, therapies & classic evidence at least once . Evaluate te DINOSAUR Command words Strengths Define Describe Discuss Demonstrate Explain what is meant Explain Weaknesses how Identify Name Outline State Suggest Analyse Assess Compare Compare to other approaches Contrast Critically assess Evaluate Examine With reference to

Unit 1: AS Psychology Past to Present Biological Classic Research Raine, A et al . (1997) Brain abnormalities in murderers Opportunity sample of 41 murderers – NGRI Assumption 1 Assumption 2 Range of disorders e.g. Schizophrenia and drug Evolutionary influences Localisation of Brain Function abuse. Control group used Human mind and behaviour PET scan to scan their brains while doing a Certain areas of the brain are responsible for different continuous task. have evolved and adapted functions. Cerebral cortex is responsible for higher order Findings – reduced activity in NGRI group in areas over millions of years cognitive functions. Frontal – inked to violence (prefrontal cortex and gyrus) Natural selection- genetics, thinking/personality/creativity Abnormal asymmetries – reduced left and greater genes, survival Temporal – memory/processing right e.g. Altruistic behaviour Parietal – sensory/pain/touch No differences - in brain structure between 2 EEA- Environment of Occipital – visual/eyes groups evolutionary addictiveness Suggests a link between brain dysfunction and a Broca ’ s area language e.g. Human brain has evolved predisposition towards violence Wernicke ’s area – left temporal lobe. Patients could speak over 2 million years in but couldn’t understand language Psychosurgery response to the complex Assumption 3 Neurotransmitters Prefrontal lobotomy – destroying nerve social organisation of humans. fibres in the frontal lobe. Used to treat OCD Humans who form good Neurons are cells that are the basis of the nervous system. and depression in 1940s and 50s. relationships are more likely to Neurons communicate at a synapse. Deep brain stimulation – using wires succeed GENES passed o Important in mental health. threaded through the skull to send a high Chemical messengers= Relat ations onships ps – LOVE VE frequency current. Many ethical issues. Can Neurotransmitters cause other irreversible damage. Severe • Parental Investment Drug therapies such as cases of OCD. theory (waist: hip, fertility, Antidepressants increase Stereotactic psychosurgery – More precise, health, resources) serotonin levels. using MRI scans. E.g. OCD – cingulotomy • Love chemicals- oxytocin, Antipsychotics increase dopamine interrupts activity in the thalamus. dopamine

Classic Research Watson & Raynor Unit 1: AS Psychology Past to Present Behavioural Could emotions be acquired through Assumption 2 Assumption 1 classical conditioning? CONTROLLED OBSERVATION involved one male baby. Behaviour is learned through conditioning Blank slate – Tabula rasa “Little Albert”. 5 sessions. Cl ass ical conditioning = new behaviours are learned Humans are not born with 1. Establishing conditioned emotional response by ass ociation. E.g. Pavlov’s dogs. Food = UCS in built mental content. to a white rat and loud noise. Salivation = UCR Neutral stimulus = bell. After 2. Testing - week late. Rat but no sound. Nurture over nature. 3. Generalisation – other white fluffy things conditioning bell ringing produced salivation. Environmental 4. Changing environment – freshening up Operant conditioning – new behaviours are learned determinism – our 5. Effect of time – Responded differently to through positive or negative reinforcement. E.g. behaviour is determined block that white furry toys. Albert showed no fear before or crying. Skinner’s box. Pigeon learned behaviour through by the environment in Suggest that phobia are acquired food rewards. Negative reinforcement = which we grow up and punishments such as detention. Skinner’s rats = experiences we have Aversion Therapy electric shock on lever. affect behaviour later on Classical conditioning can be used to reduce in life. or avoid undesirable behaviour pattern. Relationship Aversive stimulus (electric shock or a drug) Assumption 3 E.g. Alcoholic – nausea inducing drug External factors influence (tryptophan metabolites) when alcohol relationships. Operant Humans and animals learn in similar ways. We can consumed. Also, operant conditioning- as conditioning – attention & study animal behaviour in a lab and make patient would avoid once pleasant stimulus compliments – romantic generalisations about human behaviour. E.g. in pubs and social situations. Ethical issues relationships developing. Pavlov’s finding used to treat phobias. – treatment of homosexuality Google – Classical conditioning – “Cure me I’m gay” sharing positive experiences and events- romance.

Classic Research Unit 1: AS Psychology Past to Present Positive Myers and Diener (1995) Who is happy? Assumption 1 Assumption 2 LITERATURE REVIEW Findings of SWB (subjective wellbeing) . Acknowledgement of free will. Authenticity of goodness and excellence Traits of happy people: high self-esteem, Humans are self-directing and Feelings of happiness and goodness are as natural sense of personal control, optimism and adaptive. Contrast to biological as feelings of stress and anxiety – therefore require extraversion. FLOW – getting caught up approach, We are in control of equal attention. Inherent traits aka “Signature /engaged in activities such as work. our happiness and can choose strengths” such as kindness /generosity/humour Myths – No difference according to age or to engage in activities that make gender. Only modest correlation between can be nurtured. Focus on the positive traits rather us happy. Need to shift to focus happiness and wealth. on what makes people hapy. than the worst. Assumption 3 Mindfulness Relat ations onships ps – LOVE VE/ Frien ends Link to authenticity of goodness Goodness and excellence - Positive Focus on the good life Seligman (2003) and free will . Buddhism. relationships contribute to healthy wellbeing. The pleasant life – happiness comes from pursuing Gaining control of thoughts. Socially programmed to work on and build positive emotions past/present/future Meditation& mindful breathing relationships . The good life – pursuing positive activities Informal practice in everyday The good life – Romance is part of the good The meaningful life – deep sense of fulfilment / life Kabat- Zinn- Mindfulness life. People in relationships are happier than purpose. based stress reduction (MBSR) those who aren’t. Pew Research Centre 43% GOOD LIFE is combination of: - stress reduction and married “very happy” 23% unmarried. 1. Positive connections to others relaxation to reduce physical Friendship encourages the expression of many signs of stress. authentic emotions – kindness, generosity & 2. Positive individual traits altruism. Rewards from friendship reduce 3. Life regulation qualities – independence, faith, Seligman – founding father. stress and depression. Friends = key & wisdom. ingredient to happiness. Google- Martine Seligman www.ted.com