IB Psych Review Ree RCO Ly Hu Rer ROI EDS EBC Pictorial CoBiological: Learning Outcome #1 Outline principles that define the biological level of analysis (For example, patterns of behavior can be inherited; animal research may inform our understanding of human behavior; cognitions, emotions and behaviors are products of the anatomy and physiology of our nervous and endocrine systems) « There are physiological origins of many behaviors and that human beings should be studied as biological systems. « Biology can affect cognition and cognition can affect biology. « Behavior can be innate because it is genetically based. « Animal research can provide insight into human behavior.Biological: Learning Outcome #2 Explain how principles that define the biological level of analysis may be demonstrated in research (that is, theories and/or studies). 4 There are physiological origins of many behaviors and that human beings should be studied as biological systems. > Roger Sperry & Michael Gazzaniga (1967): Right and Left hemispheres Biology can affect cognition and cognition can affect biology. > Phineas Gage: Prefrontal cortex hit; more aggressive and isolated personality. Behavior can be innate because it is genetically based. > Bouchard and Lykken Minnesota Twin Family Study (1990 & 2002): 70% of intelligence is due to genes. Animal research can provide insight into human behavior. > Harry Harlow (1980): Monkey Love Study > Jane Goodall (1960): Chimps can be tool users. Chimp behavior is similar to human behavior.Cognitive: Learning Outcome #14 Outline principles that define the cognitive level of analysis (for example, mental representations guide behavior, mental processes can be scientifically investigated) What people objectively experience are the brain’s interpretation of the event, so everyone's mental representations vary and differ so their behaviors and reactions are different. The mind can be studied scientifically through the development of theories, and the utilization of several scientific methods. Several models of the cognitive mind have been made and altered as new findings are discovered. Processes of cognition are influenced by social and cultural factors. +oCognitive: Learning Outcome #15 Explain how principles that define the cognitive level of analysis may be demonstrated in research (that is theories and/or studies) Principle 1: What people objectively experience are the brain’s interpretation of the event, so everyone's mental representations vary and differ so their behaviors and reactions are different. 4 Bottom-Up Processing: Information input comes through the sensory system, then is process through Top-Down Processing. Top-Down Processing: Using prestored information in the memory to process and explain the information input and how to react to it.Cognitive: Learning Outcome #15 Principle 2: The mind can be studied scientifically through the development of theories, and the utilization of several scientific methods. Several models of the cognitive mind have been made and altered as new findings are discovered. The Multi-Store Model: consists of the Sensory Memory, the Short-Term Memory (STM) and the Long Term Memory (LTM). > Some information from the Sensory Memory moves to the Short Term Memory (limited capacity). Information can move from the Short Term Memory moves to the Long Term Memory via constant reuse and access of that information. Information that is stored in the Long Term Memory is long lasting; perhaps even for a lifetime if the piece of information is that strong. “The difference in forgetting between Short Term Memory and Long Term Memory is that: memory is forgotten in the short term memory and is lost, but forgotten memories in the long term memory are still in the system but cannot be retrieved. The Multistore Model was developed by Atkinson and Shiffrin, proving that the mind, in this specifically memory can be studied scientifically.Cognitive: Learning Outcome #15 Principle 3: Processes of cognition are influenced by social and cultural factors. Schema Theory: cognitive schema(mental representation of knowledge)can explain and describe the organization of knowledge and howit is stored in the memory to later be accessed when needed. Everyone processes information differently, resulting in different schema, and different schema leads to different reactions and behaviors. * Religion, culture, tradition, beliefs, and morals all affect the processing of schema. * Frederic Bartlett(Remembering 1932) conducted a study to test whether or not culture affects schema. > Bartlett had participants read a classic Native American legend a few times, unfamiliar to people of the western culture. He then asked them to reproduce the story from memory several times. > Eachreproduction was shorter, distorted but coherent, the story became conventional and only retained general details that could have been assimilated from shared experiences and cultural backgrounds.Sociocultural: Learning Outcome #26 Outline principles that define the sociocultural level of analysis (for example, the social and cultural environment influences individual behavior; we want connectedness with and a sense of belonging to others; we construct our conceptions of the individual and social self). 1. Humans are social animals a. The biological and cognitive systems that make up the individual are embedded in an even larger system of interrelationships with other individuals 2. Social and Cultural environments influence behavior a. Inanever more multicultural society, there is a need to understand the effect of culture ona person's behavior 3. Humans have a social self a. People do not only have an individual identity, but also have a collective and social one. 4. People’s view on the world is resistant to change Culture helps shape people's world view and communities instill values that are passed downSociocultural: Learning Outcome #27 Explain how principles that define the sociocultural level of may be demonstrated in research (that is, theories and/or studies) 1. Asch Conformity Experiment a. 7 fake participants, one real participant. Fake participants give incorrect answer, real participant will conform to wrong answer a majority of the time 2. Milgram Conformity Experiment a. Fake learner, real teacher. Learner is never actually shocked, recording of answers are used. Teacher asks questions, when an incorrect response is given, the teacher shocks the learner. The voltage is raised every time, until the shock is fatal. 65% of individuals carried out the experiment until the learner was dead.Sociocultural: Learning Outcome #27 Explain how principles that define the sociocultural level of may be demonstrated in research (that is, theories and/or studies) 1. Bandura Bobo doll Experiment a. Children are placed in aroom where an individual is attacking a bobo doll. When the kids were then placed in another room to play, they would mimic the actions of the first individual, attacking the bobo doll, some of them even taking it further using a hammer and a fake gun. 2. Zimbardo Prison Experiment a. Fake prison experiment, both guards and prisoners were students. Within hours, guards and prisoners changed behaviors to suit their positionsAbnormal Psychology: Learning Outcome #41 To what extent do biological, cognitive and sociocultural factors influence abnormal behavior? e Usually, abnormal behaviour and psychological disorders are caused by a combination of several biological and psychological factors o Biological: factors include hormone imbalances, family history of mental illness/genetic vulnerability, and neurotransmitter malfunctioning o Cognitive: factors include negative cognitions, cognitive distortions and biases, and irrational and illogical thinking © Sociocultural: factors include particular life events, build-up of stress, lifestyle factors, and cultural values such as those portrayed in media. Culture may also affect the likelinood of developing a psychological disorder, as well as how symptoms are manifested OlAbnormal Psychology: Learning Outcome #42 Evaluate psychological research (that is, theories and/or studies) relevant to the study of abnormal behavior. e Rosenhan (1973): tested the reliability of psychiatric diagnoses as healthy participants sought admission into psychiatric hospitals, then acted normal once admitted and waited to be discharged. e Self-fulfilling prophecy: people may begin to act as they think they are expected to. Argued to be an adverse effect of the labels of psychological disorders. e Nurnberger and Gershon (1982): reviewed seven twin studies and found that the concordance rate for major depressive disorder was consistently higher for MZ twins than for DZ twins, which supports the hypothesis that genetic factors might predispose people to depression.Abnormal Psychology: Learning Outcome #42 e Fernald and Gunnar (2008): children of depressed mothers living in extreme poverty produced less cortisol, a hormone which helps people cope with stress, leaving them susceptible to depression and autoimmune diseases. Socio- economic status has a significant effect on physical and psychological health. e Beck (1976) cognitive distortion theory of depression: stored schema about the self interfere with information processing. Depressed patients exhibited overgeneralization, non-logical inference, and dichotomous thinking. e Diathesis-stress model: depression may be the result of a hereditary predisposition, with precipitating events in the environmentAbnormal Psychology: Learning Outcome #42 Harris and Brown (1978) the theory of social factors in depression: Brown and Harris studied a general population sample of women from London. On average, 82% of those who became depressed had recently experienced at least one severe life event or major difficulty. However, only about 20% of women who had experienced severe difficulties became seriously depressed, Also, there was evidence of a pronounced social class effect. In addition, women who were widowed, divorced, or separated had relatively high rates of depression. Cross-cultural differences in body dissatisfaction (Jaeger et al. 2002): body silhouettes were shown to medical and nursing students from 12 nations in order to assess body dissatisfaction. The most extreme body dissatisfaction was found in Mediterranean countries, followed by northern European countries. Countries in the process of westernization showed an intermediate amount of body dissatisfaction, while non-western countries showed the lowest levels. This supported the explanation that bulimia is due to the “idealized” body images portrayed in the media, which western countries are more exposed to, implying that explanations of bulimia must be considered at a societal level. a