Outline the main features of experimental social psychology and consider the influences that led to its emergence. What do you think are its strengths and weaknesses?
Outline the main features of experimental social psychology and consider the influences that led to its emergence. What do you think are its strengths and weaknesses? Social psychology has many different theoretical perspectives. The focus of this essay will be the cognitive social perspective and its central method of research; experiments. I will therefore refer to this approach as experimental social psychology (ESP). My aim is to argue that despite some downfalls, ESP provides an indispensible contribution to understanding how the mind is structured by society (Haslam, 2007, DVD 1, DD307). To argue this I will outline the key characteristics of the approach which will involve looking at its historical development. This will give us an insight into how the discipline became grounded within scientific principles and was the dominant approach for much of its 100 year history (Holloway, 2007). I will then draw out what features undermined the perspective and will place the favourable and questionable aspects of the approach within four analytical themes called power relations; situated knowledge; individual-social dualism and agency-structure dualism (Holloway, 2007). These will also be used to critically evaluate ESP. Other perspectives will be incorporated to illustrate strengths and weaknesses but I will not go into detail about them. The intent is to finish the essay with
The person centred approach
Essay 1 :The person centred approach The person centred approach has had a major impact in psychology, particularly the counselling field. This approach began formally by Carl Rogers (Hough, 2006).Although this approach is used by other professionals such as social workers, it is particularly important to counsellors as it can be used as a guideline for counsellors as it introduces conditions which are essential in counselling practice. The approach also establishes what is needed in the relationship between client and counsellors to make progress and it helps counsellors to empathize with client to empower the client to want to change for the better and reach their full potential. PC Personality Theory The person centred theory stands out to other personality theories by psychologist such as Freud or Erickson because development is not described in stages or phases. Rogers described personality development using the term 'self concept', he took into account how a person perceives themselves (Hough, 2006). Individuals 'self concept' is said to be affected by their interactions with other people and the environment. Rogers concentrated on the way in which an individual's perception of self is developed by other people's appraisal and expectations. For instance from a young age children aim to satisfy their parents/carers. However the actualising tendency has some similarity
Critically assess the value of behaviourism as a psychological approach?
Foundations of psychology 1 Critically assess the value of behaviourism as a psychological approach? In his essay I will provide information related to the assessment criteria. I will demonstrate my understanding of behaviourism from a psychological approach. The behaviourists that I have chosen to compare and discuss are, Watson, Pavlov, Thorndike and Skinner. From a psychological approach I will seek into the different behaviour therapies. The value of behaviour changes as a result of experience. The behaviourists approach to psychology started in America in the early years of the twentieth century. John Broadus Watson (1878-1955) was the founding father of behaviourism. Watson believed that the most important thing for psychology was that it should be scientific. His idea of this was that introspection was too broad and confusing. To study the mind would be time consuming and virtually impossible, because we cannot see directly into it. All that we can see is physical skin behaviour. Watson's approach rested on five fundamental assumptions. His first assumption was the most important factor in understanding behaviour, so understanding learning would lead to understanding of all behaviour. Secondly, that learning arose from the association between an external stimulus and a behavioural response. Thirdly that only measurable information counted as valid scientific data
The Effects of Classical Conditioning on Human Salivation Rate by Utilising Sweets and the Term "Cellar Door".
The Effects of Classical Conditioning on Human Salivation Rate by Utilising Sweets and the Term "Cellar Door" ABSTRACT: The aim of this experiment was to test the theory that the salivation rate of humans could be manipulated by means of Classical Conditioning. The two-part experiment was performed at S:t Eskils Gymnasium on several classes with an average of ˜ 15 students in each class. The participants were required to complete a form concerning the rate of their salivation level at the moment on a six-grade scale comprised of the following options; "None", "Little", "Normal", "Slightly more than usual", "Much more than usual" and "Extreme amounts", afterwards each participant aquired a sour-tasting sweet. Awaiting our command the participants were required to lick the sweet after hearing the term "Cellar Door ", a term chosen due to its neutral nature free of associations with sweets. We repeated the term ten times with a slight pause in between and after ten trials the participants were allowed to eat the sweet. The participants were then left briefly, without further exposure to the researchers for approximately fifteen minutes. After re-entering the classroom the term "Cellar Door " was repeated without the presence of the sweet. The participants were again required to estimate their rate of salivation on the six-grade scale. Our statistical calculations mainly based
In this study we generated number sequences at two different speeds, which relatively are one number every second (1Hz) and one number every four seconds (4Hz) in order to test varying conditions in which individuals might act randomly.
Running head: RANDOMNESS AND RANDOM IDENTIFICATION Determining Randomness and Random Identification Li Howe Tan (SID: 308142659) University of Sydney Tutorial: Tuesday (4.00pm - 5.00pm) Abstract In this study we generated number sequences at two different speeds, which relatively are one number every second (1Hz) and one number every four seconds (4Hz) in order to test varying conditions in which individuals might act randomly. Specifically we are interested the extent at which individuals were to make stereotypical errors in generating numbers at different speed, and how they would take into account of their previous responses of their decisions in order to formulate a new sequence. Also, to confirm if individuals are capable of being random under stipulative conditions. The result obtained was highly correlated, however we cannot determine on how good individuals are at generating numbers randomly, as 'random' is a term which has been stereotyped as being not the same, however could be argued that a sequence is not random if an individual uses effort to think of the following number he or she wants to generate. Determining Randomness and Random Identification It has long been discussed that individuals uneducated in probability theory will often deviate from the statistical notion of randomness (Reichenbach, 1934/1949, as cited in Rapoport & Budescu, 1992). This
Are Muscle Fibre Types Genetically Determined Or Determined By Training?
Are Muscle Fibre Types Genetically Determined Or Determined By Training? The type of muscle fibres an athlete possesses will prove to be a limiting, or promoting factor in the sport an athlete chooses to participate in. There are two main types of muscle fibre, slow twitch and fast twitch. Slow twitch fibres enable an athlete to perform under aerobic conditions whilst fast twitch fibres enable an athlete to perform under anaerobic conditions. Therefore the percentage an athlete possesses of each can be a predictor of how well an athlete will do in a given sport. The percentage of each type of fibre an athlete possesses is genetically determined. That is it is inherent from parents and other ancestors. This could be shown by a muscle biopsy taken, for example (although not practical in real life), at birth and then again at a later stage in the athletes life. The percentage of muscle fibre types would still be the same. Why is this important? If we look at modern day athletes, in particular 100m sprinters, it is clear to see that the majority of athletes are coloured. Their somatotypes suit sprinting and muscle biopsies have shown that they posses a large percentage of fast twitch fibres, a higher percentage than most white athletes. This means they have a genetic advantage which immediately puts them ahead of most of the white athletes. So if our muscle fibre types are
Blood Factors and the DNA Fingerprint.
Blood Factors and the DNA Fingerprint Teri Davis Research Paper Summer 2003, Friday Mr. Speener While fingerprinting is still the only surefire way to separate identical twins, DNA testing provides its own advantages. I. Blood Typing A. A, B, O, and AB B. Rhesus Factor C. Deoxyribonucleic acid II. DNA Fingerprinting A. DNA typing 1. RFLP, PCR, STR III. Gathering Evidence at Crime Scenes A. Locations B. Storage IV. CODIS Conclusion: CODIS is used in the national, state, and local index system networks to link typing results from unsolved crimes with cases in multiple jurisdictions or persons convicted of offenses specified in the data banking laws passed by the jurisdictions. Blood's individual qualities were recognized years ago when doctors realized some transfusions were successful while others were immediately fatal. From observation came the ABO typing system and the first understanding of the Rhesus factor. While there are extremely rare or exotic blood types, most people can be classified into the A, B, O, or AB blood types. The fact that an AB type exists at all told early investigators that every individual actually carries two alleles, or traits that determine blood type-one inherited from each parent. Further studies proved that if each parent contributed an O allele, the child would be type O, but if one parent contributed an A and
There are many methods of research. Interviews are useful for both quantitative and qualitative research depending on the questions asked. They can also be structured or unstructured or a mixture of both. They are particularly useful if the researcher
The three pieces of literature to be reviewed are a journal called 'Supporting disaffected pupils: perspectives from the pupils, their parents and their teachers' (Vulliamy, G and Webb, R. 2003), a research report 'Absence from school: a study of its causes and effects in seven LEA's (Malcolm, H et al 2003) and a report 'Parents carers' attitudes towards school attendance' (Dalziel, D & Henthorne, K, 2005). The methods used to support the research were field work observations, semi structured interviews, questionnaires, a collection and analysis of statistical data from school, face-to-face interviews, postal questionnaires, telephone interviews, developmental work, telephone survey and depth interviews. To begin with the question needs to be asked, what is research? Green (2000) suggests that research is an investigation of a topic for a purpose. (Green 2000) Quantitative research produces results which can be expressed using numbers or statistics. This type of research is useful if you are exploring the extent to which something happens or if the focus is on how many, how often, how many people think and so on. (Bell, J. 1993) Qualitative research obtains view points and personal feelings from its participants. These are not easily measured. Qualitative researchers wish to gain insight into their topic rather than make an analysis of statistics. They are less concerned
How do children develop a Theory of Mind? You will need to discuss the kinds of knowledge, experiences and understanding that children need in order to acquire this skill.
How do children develop a Theory of Mind? You will need to discuss the kinds of knowledge, experiences and understanding that children need in order to acquire this skill. Theory of mind is defined as the ability of normal children to attribute mental states (e.g. desires, intentions, beliefs, understanding...) to themselves and others, (Homer & Lee, 1999). They must make sense of these attributes, in themselves and others, and this will enable them to predict behaviour of others. From research gathered it has been possible to pin point what a child needs in order to acquire a theory of mind. Clearly, to develop a theory of mind a child needs the experience of social interactions through which they can develop knowledge and understanding of their own thoughts and feelings and those of others. By 18 months children develop self-metarepresentation (Lewis & Brooks-Gunn, 1979). For example, a mother puts a spot of chocolate on the child's nose and place them in front of a mirror. By two years children are able to recognise the image is of themselves and they reach for their own nose. By eight months, children begin to understand that their gestures activate a response from others (Bates, 1976). A theory of mind is seen as a special stream of human reasoning. Study of autistic patients gives researchers an insight into the aspects involved in possessing a theory of
Schizophrenia and related psychosis.
The author of this work is currently employed as a community psychiatric nurse whose remit is to work with those clients with serious and enduring mental illness, the majority of whom have a medical diagnosis of schizophrenia and related psychosis. Over the past 10 years there's been a growing movement towards diverse treatments for schizophrenia other than the acknowledged role of medication as a treatment modality (Birchwood and Tarrier 1993). Developments in psychological theory have led to a number of innovative psychological treatments drawn from human experimental psychology such as behavioural and social psychology and cognitive science. Therapies based on cognitive behavioural theory have been rapidly developing, initially for the so called 'neurotic disorders' but in recent years evidence has accumulated to suggest that these cognitive behavioural approaches can be effective for those people suffering from psychosis ( Williams 1995). The aim of this assignment is to explore the basis of Cognitive Behavioural Therapy and review its' therapeutic application to schizophrenia. Cognitive Behaviour Therapy (CBT) is an evolutionary paradigm that came about a from the merging of the established paradigm of behavioural therapy and contemporary cognitive therapy (Clarke and Fairburn 1997). Behavioural therapy historically focused on anxiety, phobic
