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Historical and Cultural Historical and Cultural contextcontext
DescribeDescribe and and evaluateevaluate the the cultural cultural contextcontext and development, the and development, the conceptual frameworkconceptual framework, the , the methodologymethodology, and the application of the , and the application of the learninglearning modelmodel
What Historical and cultural What Historical and cultural conditions gave rise to the biological conditions gave rise to the biological
perspective?perspective?
DualismDualism DarwinDarwin Cultural acceptance of scientific methodCultural acceptance of scientific method Proven effectiveness of Drug interventionProven effectiveness of Drug intervention The development of genetics and scanning studiesThe development of genetics and scanning studies
Historical and cultural conditionsHistorical and cultural conditions
BiologicalBiological DualismDualism DarwinDarwin Cultural acceptance of Cultural acceptance of
scientific methodscientific method Proven effectiveness of Drug Proven effectiveness of Drug
interventionintervention The development of genetics The development of genetics
and scanning studiesand scanning studies
LearningLearning reaction to subjective reaction to subjective
study of the mind study of the mind Particularly: Particularly:
Psychodynamic Psychodynamic perspectiveperspective
emphasis on scientific emphasis on scientific study of observable study of observable behaviour behaviour
Contribution of the each perspective to the Contribution of the each perspective to the scientific study of behaviour, scientific study of behaviour,
BiologicalBiological localization of function in localization of function in
the brain • the brain • genetic contributions to genetic contributions to
explanations of behaviour, explanations of behaviour, for example, twin and for example, twin and adoption studies adoption studies
effects of hormonal change effects of hormonal change on behaviour, such as on behaviour, such as melatonin and serotonin in melatonin and serotonin in the sleep–wake cycle the sleep–wake cycle
biological correlates of biological correlates of behaviourbehaviour
LearningLearning experimental testing experimental testing
of hypotheses of hypotheses
Compare the key concepts Compare the key concepts
BiologicalBiological
endocrine system endocrine system role of genes role of genes central nervous system central nervous system
(organization and (organization and function) function)
neurotransmitters neurotransmitters (general mode of action) (general mode of action)
bodily rhythms such as bodily rhythms such as the sleep–wake cycle the sleep–wake cycle
LearningLearning classical conditioning, classical conditioning,
operant conditioningoperant conditioning Radical behaviorism Radical behaviorism social learning theorysocial learning theory cognitive maps+latent cognitive maps+latent
learning learning biological preparedness biological preparedness critical periods in learningcritical periods in learning Law of effect Law of effect
Compare the assumptions Compare the assumptions
BiologicalBiological
biological factors biological factors (such as genes and (such as genes and hormones) influencing hormones) influencing behaviour (for behaviour (for example, innate example, innate tendency to imprint) tendency to imprint)
relative importance of relative importance of inherited disposition inherited disposition
relevance of animal relevance of animal research research
LearningLearning only observable, only observable,
objective behaviour objective behaviour should be studied should be studied
learning can take learning can take place in the absence place in the absence of reinforcement of reinforcement
innate predisposition innate predisposition to learning to learning
Other assumption on learningOther assumption on learning
The majority of behaviour is learned from The majority of behaviour is learned from the environment after birth.the environment after birth.
Psychology should investigate the laws Psychology should investigate the laws and products of learning.and products of learning.
Behaviour is determined by the Behaviour is determined by the environment, since we are the total of all environment, since we are the total of all our past learning experiences, freewill is our past learning experiences, freewill is an illusionan illusion
evaluation of the assumptions of the learning evaluation of the assumptions of the learning perspectiveperspective
comparison with other perspectives to comparison with other perspectives to explain strengths and limitations explain strengths and limitations
empirical studies that challenge or supportempirical studies that challenge or support
Compare theoretical explanations of behaviorCompare theoretical explanations of behavior
BiologicalBiological use of drugs, surgical use of drugs, surgical
procedures procedures physiological impairment, physiological impairment,
such as strokes, brain such as strokes, brain injuries or Alzheimer’s injuries or Alzheimer’s disease disease
physiological factors physiological factors involved in emotioninvolved in emotion
influence of hormones influence of hormones
LearningLearning classical and operant classical and operant
conditioning conditioning shaping shaping social learning, social learning,
modelling modelling learned helplessness learned helplessness
Compare Methods usedCompare Methods used
BiologicalBiological correlational studies correlational studies double-blind trials double-blind trials experiments experiments interviews interviews case studies case studies questionnairesquestionnaires
LearningLearning experiments experiments observations observations case studiescase studies
Compare Methods usedCompare Methods used
BiologicalBiological reliability and validity reliability and validity
LearningLearning replicability replicability ecological validityecological validity
Compare Methods used--ethicsCompare Methods used--ethics
BiologicalBiological use of human use of human
participants for participants for research research
use of non-human use of non-human animals for researchanimals for research
LearningLearning use of human use of human
participants for participants for research research
use of non-human use of non-human animals for research animals for research
Application-ContributionApplication-Contribution
BiologicalBiological Education (gender Education (gender
differentiated differentiated classrooms, memory)classrooms, memory)
Work (shift patterns Work (shift patterns and stress) or and stress) or
treatment (for treatment (for example, drug example, drug therapy for therapy for dysfunctional dysfunctional behaviours) behaviours)
LearningLearning Education Education
(programmed (programmed learning), learning),
work (for example, work (for example, modelling of modelling of behaviours) or behaviours) or
therapy (for example, therapy (for example, systematic systematic desensitization)desensitization)
EffectivenessEffectiveness
Compare to what extent the biological and Compare to what extent the biological and learning perspectives are effective in learning perspectives are effective in explaining genders and gender role explaining genders and gender role differentiationdifferentiation
EffectivenessEffectiveness
CompareCompare to to what extentwhat extent the the biologicalbiological and and learninglearning perspectives are perspectives are effectiveeffective in in explainingexplaining gendersgenders and and gender role gender role differentiationdifferentiation
CompareCompare
BiologicalBiological HormonalHormonal Story of Dr. Money Story of Dr. Money
and David/Brendaand David/Brenda
LearningLearning Social learning and Social learning and
modelingmodeling ConditioningConditioning
EffectivenessEffectiveness
Compare to what extent the biological and Compare to what extent the biological and learning perspectives are effective in learning perspectives are effective in explaining aggressionexplaining aggression
EffectivenessEffectiveness
Compare to what extent the biological and Compare to what extent the biological and learning perspectives are effective in learning perspectives are effective in explaining stressexplaining stress
strengthsstrengths
BiologicalBiological The approach is very The approach is very
scientific.scientific. Practical applications Practical applications
have been extremely have been extremely effective.effective.
LearningLearning Behaviourism was Behaviourism was
very scientific, with very scientific, with high levels of high levels of reliability.reliability.
It has many practical It has many practical applications which applications which have been very have been very effectiveeffective
weaknessesweaknesses
BiologicalBiological Reductionist - it Reductionist - it
explains thoughts and explains thoughts and behaviours in terms of behaviours in terms of the actions of neurons the actions of neurons and biochemicals. and biochemicals. This may ignore other This may ignore other more suitable levels more suitable levels of explanation and the of explanation and the interaction of causal interaction of causal factors.factors.
LearningLearning The approach is The approach is
reductionist - reductionist - explaining a great explaining a great deal of phenomena deal of phenomena using only a few using only a few simple principles.simple principles.
weaknessesweaknesses
BiologicalBiological • • It has not explained It has not explained
how mind and body how mind and body interact - interact - consciousness and consciousness and emotion are difficult to emotion are difficult to study objectively.study objectively.
LearningLearning Heavy reliance on Heavy reliance on
animal research - animal research - discounts the discounts the qualitative difference qualitative difference between humans and between humans and non-human animals.non-human animals.
weaknessesweaknesses
BiologicalBiological Biopsychological Biopsychological
theories often over-theories often over-simplify the huge simplify the huge complexity of physical complexity of physical systems and their systems and their interaction with the interaction with the environmentenvironment
LearningLearning • • Ignores important Ignores important
mental processes mental processes involved in learning.involved in learning.
Highly deterministic.Highly deterministic. Questionable Questionable
ecological validityecological validity
Writing an essayWriting an essay A good psychology essay does these things:
• It answers the question – It uses terms from the question • It includes a detailed description with studies
and/or theories • It includes an evaluation of studies and/or
theories • It includes evaluation linked to the question – It “pokes holes” in the question – It shows depth of understanding
Writing an essayWriting an essay
Evaluate theories and empirical studies within the cognitive perspective.
Writing an essayWriting an essay
Evaluate theories and empirical studies within the learning perspective.
EvaluateEvaluate
This command term asks you to make an appraisal of the argument or concept under investigation or discussion. You should weigh the nature of the evidence available, and identify and discuss the convincing aspects of the argument, as well as its limitations and implications.
Writing an essayWriting an essay
Evaluate theories and empirical studies within the learning perspective.
Theories: LearningTheories: Learning
classical conditioning, classical conditioning, operant conditioning operant conditioning
observational learning observational learning cognitive maps cognitive maps biological biological
preparedness preparedness critical periods in critical periods in
learning learning
classical and operant classical and operant conditioning conditioning
shaping shaping social learning, social learning,
modelling modelling learned helplessnesslearned helplessness
Writing an essayWriting an essay
Evaluate theories and empirical studies within the learning perspective.
Experiments: LearningExperiments: Learning
Social learningSocial learning PavlovPavlov SkinnerSkinner TolmanTolman WatsonWatson
Writing an essayWriting an essay
Evaluate theories and empirical studies within the learning perspective.
Strengths/weaknessStrengths/weakness
The approach is The approach is reductionist - reductionist -
Heavy reliance on Heavy reliance on animal research - animal research -
Ignores important Ignores important mental processes mental processes involved in learning.involved in learning.
Highly deterministic.Highly deterministic. Questionable Questionable
ecological validityecological validity
Behaviourism was Behaviourism was very scientific, with very scientific, with high levels of high levels of reliability.reliability.
It has many practical It has many practical applications which applications which have been very have been very effective.effective.• •