The 3 attachment styles

Separation protest is when a child becomes distressed when it’s

mother leaves it. Stranger anxiety is when a child becomes

distressed by the presence of someone they do not know.

avoidant ambivalent

Instinct to bond Monotropy - you only form one attachmentCritical period - attachment forms in first 3 years of lifeNo attachments lead to negative psychological effects in adulthoodDeprivation (attachment is lost) leads to clingy demanding children who often have school phobia, can be aggressive and depressed as adults.Teenage boys who suffered deprivation – ‘affectionless psychopaths’. NO remorse or guilt.Privation ( no attachemnt formed, e.g. Genie) – leads to extreme effects such as poor social skills, poor language, and poor motor skills. Irreversible.

Bowlby’s TheoryDIMPC MRC

Multiple attachments- Children can form a number of attachments, this goes against the idea of monotropy.

Reversible - Bowlby said the effects of deprivation can NOT be reversed. There are cases of children who have suffered from deprivation forming healthy bonds with foster carers and have successful marraiges. 2 Czech twins.Critical period is too extreme – the first 3 years of life is more of a SENSITIVE period rather than a CRITICAL one because children have formed healthy bonds after the age of 3

DESCRIBE IT…. EVALUATE IT….

BEHAVIORIST THEORY OF ATTACHMENT

REMEMBER

Little Robbies Party

Learn Reward Punishment

It is a nurture theory meaning that you learn to form an attachment.

This is learnt through rewards and punishments.

When a baby cries, this is punishment for the mother. To stop the baby crying she will have to pick it up and cuddle it or feed it. This is rewarding for both baby and mum as the baby is getting attention and the mother no longer has to hear the crying. It causes skin to skin attachment so a secure attachment is formed.Behaviourists argue that children with an avoidant attachment learnt this from their parents who were uninterested in them and selfish. Ambivalent children learnt their parents did not understand their needs.

Explain Behaviourist theory of attachment

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Aim-

Do childhood attachments affect your

adult relationships?

Procedure-

They placed a multiple choice

questionnaire into the local newspaper.

2 types of question: childhood

attachments & adult relationships.

Results-

56% of people had a secure attachment

as a child, most likely to be happily

married

25% of people had an insecure avoidant

attachment as a child, therefore are

single when their older.

19% of people had an insecure

ambivalent attachment as a child,

therefore in their adult relationships

they are clingy an get jealous, most

likely to be divorced.

Conclusion-

Your childhood attachments to effect

your adult relationships.

Limitations to Hazen & Shaver. MGSMultiple Choice-

The answer you want may not be there, so people may

have lied. Therefore the data is not reliable.

Gender Biased-

More women replied than men, therefore the findings

cannot be applied to men.

Social desirability-

People lie about there answers to make themselves look

good. Therefore the data is not reliable.

Application for attachment

Who- midwives.Where- hospitals.How- After delivering a baby, midwives tell the mother to have skin to skin contact with the baby.Why- this is because it forms a secure attachment.

(a) Outline one application of research into attachment. .......................................................................................................................................………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………….

Information ProcessingI Eat Small Rabbits Organs.

Info coming from senses, most of yours

will be visual (through your eyes)

Recognising the information or

understanding it

Saving the information so you can retrieve it later

Searching for the information we

have stored away and getting it

back out of storage

Saying or writing the thing

you have remembered, if it was a computer you would be printing something off.

Accessibility ProblemsThis is when you have a problem with retrieval. When we can’t get a piece of

info out of memory

What’s the capital of France? Dunno? It begins with a P.

Also known as tip of the tongue syndrome. This is a CUEA cue jogs your memory helping you to

retrieve information

Availability problemsThe information has decayed, it’s no longer there, it’s gone, vamoosed, tittled off, done one, jogged on…GONE!!!

Describe the difference between an availability problem and an accessibility problem. (4)

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Multi Store Model

Sensory Store Short Term

Store

Long Term

Store

Describe itWe input information to our sensory store. So we use our 5 senses to get the information. We then need to pay full attention on the information to be able to put it into our short term

memory. The short term store has a limited capacity and duration. If we are

distracted whilst rehearsing the information, it is displaced-shunted out. If we rehearse the information enough, it will go into our long term store and will be stored in there until we need to retrieve it again. The long term store has an unlimited capacity and duration. If we do not use the

information in or long term store for a very long time, it will decay.

Evaluate itOne of the problems with the multi store model is that it does not explain savants. Someone flew over Rome and was able to remember exactly what it looked like to be able to draw it again. Therefore we don’t

all have the same memory.Another limitation is that people can have flashbulb memories. People can remember every detail about a serious event yet, they did not need to rehearse it to

remember it therefore, the multi store model can’t explain people with flashbulb memories. The final limitation is that the multi store model can’t explain multi

tasking. For example, people can walk and text at the same time. This is a problem as multi store model says that you can only pay attention to one thing at a time.

Memory Hook – Free School Meals

input

attentionrehearsal

transfer

retrieval

output

BMRSTD FSM

Shallow processingNoticing something based on it’s physical characteristics, Noticing something based on it’s physical characteristics,

Deep ProcessingDeep ProcessingProcessing information for meaning means you are more likely to be able to recall this info.Processing information for meaning means you are more likely to be able to recall this info.E.g. Football fans can recall more football scores than non football fans as they are processing these numbers based on their meaning. To non football fans, they are just pairs of meaningless numbers.

E.g. Football fans can recall more football scores than non football fans as they are processing these numbers based on their meaning. To non football fans, they are just pairs of meaningless numbers.

Therefore they are LESS likely to recall any info about it.Therefore they are LESS likely to recall any info about it.

Terry 2005Aim-

To see if memory is affected by space and time? (does it

have a limited capacity and duration?)

Procedure- repeated measures design

Terry showed a series of 15 commercials that lasted no

longer than 30 seconds to his psychology students. He

then told them to write down as many products that they

could remember from the adverts . They repeated this the

next day however with different adverts but before he

asked them to recall the adverts, he gave the students a

written task to do that would distract them for 3 minutes.

Results-

First trial = , all of the students could recall the first and

last few adverts but they couldn’t remember the middle

ones. This is called the primacy and recency effect.

Second trial = they only remembered the first lot of

adverts. Terry found that there was a serial position effect,

this means that depending on where things are in the list,

will determine which things you will remember

Conclusion-Terry came to the conclusion that the on the 1st

trial, the first few adverts were transferred to your long term memory because the students would of seen them before. The adverts in the middle would have been displaced by the last few adverts which were then transferred into the short term memory. The 2nd trial, the first few adverts were transferred into the long term memory like before. The middle adverts were displaced by the last few adverts and the last few adverts would have been displaced because of the written task the students had to do to distract them

Limitations

1. The study lacks construct validity, he

only tested peoples memory on tv

adverts. Findings can only be applied

to memory of tv adverts.

2. Demand characteristics-, Terry

only used his own psychology

students, they probably knew what

his aim was so they might of

behaved differently therefore his

data is unreliable because his

findings may have been different

with other people

3. The study also lacks

ecological validity, very

few people sit and

watch the adverts.

They wouldn’t

concentrate they

would probably go

make a cuppa or go to

the toilet so it doesn’t

really tell us how

memory works in real

life.

DEC

WHO: Police

WHERE: reconstructions

HOW: by using CUES!!!!. Cues help to over come accessibility problems by helping to retrieve information from storage

WHY: By reinacting the scene of a crime the police are providing cues to help trigger lost memories from witnesses

If we relate this to education then ideally we would sit our exam in our psychology classroom. This is often not possible but we could keep other things the same, i.e. same pen used to revise with, wear same perfume as wearing in class, etc.

APPLICATION OF MEMORY

Describe how research into memory can be used in real life (4)

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Situational Factors Theory

Situational factors theory says that four different factors effect how obedient you are.Culture - in an individualist culture such as the UK you are more likely to be defiant whereas is a collectivist culture such as China you are more likely to be obedient because you are seen as equal.Authority figure – If there is an authority figure in the room. For example someone who is dressed smartly and looks important, you are more likely to be obedient as you are afraid they will punish you. Also you can have the denial of responsibility as someone else told you to do it. However if someone is dressed scruffily and doesn’t look important you are more likely to be defiant.Consensus – If there is one person on their own they are more likely to be defiant whereas if there is a group of people there would be the impact of consensus and if one person was defiant, everyone else would be because they don’t want to stand out.Setting – You are more likely to be defiant if you are in a small, messy, rundown place. Whereas if you are in an important looking, posh place (like a university) you are more likely to be obedient.

Personality – This theory ignores personality, when someone is from a collectivist culture is in the correct setting, has an authority figure and impact of consensus, they could still be defiant even though the theory says you would be obedient.Ethics – The study that the theory is based on is unethical. People were deceived and lied to about it and you shouldn’t be able to do that. Therefore it isn't reliable.Ecological validity – The Milgram study which this theory is based on lacks ecological validity because itbeing asked to electrocute someone doesn’t happen in real life. Therefore this can’t be applied to real life.

DISPOSITIONAL FACTORS THEORYDISPOSITIONAL FACTORS THEORYDISPOSITIONAL FACTORS THEORYDISPOSITIONAL FACTORS THEORY

Personality-The theory says that

people with an Authoritarian

personality are obedient.

Upbringing- because they have

had a strict upbringing.

Hatred-they start to hate their

parents but this hatred gets

displaced to people of a lower

social class.

Obedient- They are obedient,

prejudice and bigoted. Adorno et

al wrote this theory and devised

the f scale questionaire.

Memory hook

PUHO

Bickman’s study (1974)Aim Limitations

EXTRANEOUS VARIABLES: There was a lack of control over variables ,factors such as weather and noise could have affected obedience rates.

ETHICS: The study was unethical because participants had not given consent and may have been caused distress and discomfort.

GENDER BIASED: The confederates (wearing the uniform) were all men so there may have been a gender bias in results – would people react the same to women in uniforms?

OPPORTUNITY SAMPLE: People in the street in NY were not a representative sample so the findings can’t be applied to a wider population.

Are we more likely to obey someone in uniform?

E

G

O

Field experiment3 male experimenters – each took it in turn to dress as a civilian (jacket and tie),milkman, guard uniform (looked like apolice officer)Gave orders to 153 random pedestrianson a street in Brooklyn, New York. Picking up litter – ‘Pick up this bag forme.’Coin and parking meter – ‘This man isoverparked at the meter but doesn’t haveany change – give him a dime.’Bus Stop – ‘Don’t you know you have tostand on the other side of the pole? Thissign says “No Standing”.’

Procedure:

Conclusion: we are more likely to obey

someone in uniform as we think they have

authority and can punish us.

Bickmans StudyAim Are people more likely to obey someone in

uniform?

Procedure Field study: The procedure consisted of 3

males. One dressed as a guard, one as a milkman and one

dressed as a civilian. They instructed the pedestrians in

New York pay someone's parking ticket, pick litter off the

floor and move to the other side of a bus stop.

Results 89% obeyed the Guard. 56% obeyed the

Milkman. 33% obeyed the civilian.

Conclusion Therefore we obey people in uniform because

we think that they are an authority figure and they could

punish us.

Limitations

Extraneous Variables They were outside in New York and

the noise from traffic etc could have stopped them from

hearing the instruction. Makes the results unreliable.

Gender biased – guard, milkman and civilian were male.

Results may have been different if used females.

Opportunity sample – not representative sample so

cannot be generalised to the wider population.

EGO

Application of Obedience

Who- InmatesWhere- In a prisonHow-Given number (not a name)Why-takes away their individuality and makes them a collectivist culture. They are easier to control and more obedient.

Describe one application of

psychological research into

obedience.

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Key terms : Masculine , Feminine and Androgynous MASCULINE FEMANINE

ANDROGYNUOS GENDER

SEX

Having qualities or appearance

traditionally associated with men.

The male sex or gender. E .g –

aggression

Having qualities or an appearance

traditionally associated with

women. The female sex or gender

E . g careing

partly masculine and partly

feminine in appearance of

indeterminate sex.

The state of being male or female the members of one or other sex

sex is what you are male

or female

Biological Theory of Sex & GenderThis says that your biology controls gender and don’t learn it.

Big Hairy Cat Grabbers

Biology: Biology controls your gender.

Hormones: Oestrogen is the female hormone

and is linked to caring behaviour and good

speaking skills, this makes a person feminine

while testosterone, the male hormone, is

linked to aggression and good visual spatial

skills, making the person behave masculine.

Chromosomes: Females have XX

chromosomes, and males have XY, but some

males have XXY, and this is proven to make

them more feminine because of the extra X

chromosome.

Genes: You have evolved to have your gender

as men have evolved to have masculine traits

such as aggression to hunt, and women to

have feminine traits like being caring to look

after the child. If they didn’t have these traits

the human race wouldn’t have survived.

Limitations of Biological TheoryIdentical Twins- Identical twins can have one masculine and one feminine twin. They have

identical biology but can have different gender traits. Therefore this shows that biology is fixed

but gender is not.

Learnt- Gender can be learnt. For example if a boy grew up with older sisters he could have

learnt feminine traits from them. Biology is fixed but gender is not.

Culture- Culture is different in every country. For example in Scotland they believe that men

wearing a kilt is masculine yet in England men wearing a kilt is seen to be feminine. Therefore

this shows that around the world biology is the same but gender is different.

TLC

Psychodynamic Approach

The Oedipus Complex is where baby boys desire their mothers. They are afraid their dad is going to find out and cut their penis off , this is called castration anxiety. They then think if they copy their dads behaviour their mother will fancy them back and their dads will like them. Therefore they start behaving masculine, this is called identification.

The Electra Complex is where little girls want a penis, this is called penis envy, they think their mam has cut it off. They then realise their not going to get a penis so they start wanting a baby instead. They realise their mother has a baby, so they think if they copy their mams behaviour they will get a baby too. Therefore they start behaving feminine, this is called identification.

This theory says you IDENTIFY with your same sex parent to become MASCULINE or FEMININE.

Each Christmas I Pee Everywhere Coz Am Obviously Crazy

Diamond and SigmundsonA, P, R & C - LOSS

Describe it Evaluate it

Aim: Can a boy be raised as a girl?

Procedure: Case study of a twin boy who lost his penis at 7 months in a circumcision. At 18 months his parents take Dr Money’s advice and raise him as a girl called Brenda.

Results: Brenda develops masculine traits. At age 13, her parents tell her she was born a boy and she then reverts

back to a boy called David.

Conclusion: You can’t raise a boy as a girl, biology controls gender.

Learn: Brenda could have learnt to be masculine before 18 months.

Objective: Study is not objective as based on opinions and not facts.

Sample size: Only one person in study, cannot be generalised to a wider population.

Sex and Gender Application.How sex and gender is applied into real life situations.

Who: Students

Where: in schools

How: We give all students in schools equal opportunities, in revision

sessions and lessons etc. in order to make sure they all leave school with

good grades.

Why: To close the gender gap, the gender gap is that the boys tend to get

better grades in Maths and the girls tend to get better grades in English.

Exam Question

COMMON PHOBIAS.

Arachnophobia- a serious

fear of spiders.Social phobia- frightened of

interacting with other people.

Fear you will embarrass yourself

at parties, weddings etc.

Agoraphobia- fear of open

spaces, for example, in a

shopping centre where loads of

people go. (a gora go out phobia)

Acrophobia- extreme fear of

heights.

A cro (bird that flies high)

School phobia- scared of

attending school. Caused by possible

problems at school, like bullying.

BEHAVIORIST THEORY – LA CC RP

When I was 4 a

frog jumped out

of a bucket and

smacked me in

the face.

Neutral stimulus

My

unconditioned

response to

being hit in the

face this was to

be SCARED.

So I grew up having

learnt to associate frogs

with fear!

Conditioned

stimulus

Conditioned response

Jesus Conker!

Run there’s a

frog!

I will never get over my phobia as I

would never punish myself by going

near a frog and if I see one, I will

always reward myself by running away.

Reward and

Punishment

Conditioned

response =

fear

Evaluation of Behaviorist theoryIDIE

It ignores the thinking behind phobias – it is not just about having a bad experience but also about how we think

about it (rationally or irrationally).

INDIVIDUAL

DIFFERENCESPeople have phobias of objects or situations that they have had no experience of so cannot be learned.

IndirectIt ignores the idea that

phobias may be more

instinctive than learnt.

Evolutionary theorysuggests that we have an

innate tendency to feat

objects or situations that

threaten our survival

Evolutionary Theory

Biological approach – natural or instinctive. NVC helps us to survive so we have evolved have certain types of phobias!

Certain PHOBIAS may

help us to SURVIVE.

We fear things that are most genetically different from us as they are MOST likely to harm us. These would be things with LOTS OF LIMBS or NO LIMBS. Grannies Should Hoover Less (genes, survival,

heights, limbs)

Watson & Raynor

Aim-Can you can learn a phobia?

Procedure- 11 month old baby tested for any phobias prior to experiment. None found. Given white rat to play with, iron bars struck repeatedly behind little Albert to frighten him every time he was with white rat.

Results- Learnt to fear white rat AND anything white or fluffy (stimulus generalisation occurred)

Conclusion- you can learn a phobia, supports Behaviourist theory..

Evaluation

This study is unethical

as it causes mental

harm, the sample size

isn't big enough as it

was only tested on

one person and on

one stimulus (rat), it

lacks ecological

validity and can not

be applied to real life

situations of how we

learn phobias.

A,P,R &C SUE

4 marks for describe

6 marks for evaluate

UCS = loud bangUCR = fear (of loud bang)CS = ratCR = fear (of white rat)

Phobia application

Who where how why?

WHO: People with phobias for example someone that is scared of heights (acrophobia). Where: Therapy known as flooding.How: Flooding is a type of behaviour therapy in which clients are immersed in their fear. For example a person that has a fear of heights may be flown around for 30 minutes on a plane. Their high heart rate, sweating, crying will eventually subside and their body will relax. Why: Eventually a new association will be formed between feeling relaxed and flying.

Describe one way in which behaviour therapy can be used to treat a phobia? (4)

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