AQA A-level psychology issues and debates year 13
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| Holism | An approach which focuses on understanding the entirety of a person’s experiences and behaviours by appreciating the complexity and interdependence of all relevant factors
🗑
|
||||
| Reductionism | An approach which focuses on individual “parts” of a person’s experiences and behaviours without explaining how they interact
🗑
|
||||
| Emergent properties | Properties of a whole that cannot be explained by any of the individual parts in isolation
🗑
|
||||
| Machine reductionism | Viewing the mind as solely the product of mechanical or computational processes
🗑
|
||||
| Environmental reductionism | Explains human behaviours solely in terms of environmental stimuli and their direct influence on behaviour
🗑
|
||||
| Biological reductionism | Understanding complex phenomena solely in terms of the biological mechanisms that drive them such as genetics and hormones
🗑
|
||||
| Levels of explanation | The different ways of understanding and explaining a particular behaviour or phenomenon using different perspectives to study them. The 3 main levels are Biological, psychological and social/environmental
🗑
|
||||
| Levels of explanation: biological | How biological mechanisms contribute to thoughts, emotions, and actions
🗑
|
||||
| Levels of explanation: psychological | How internal mental processes and cognitive functions contribute to our behaviour
🗑
|
||||
| Levels of explanation: social/environmental | How the external environment, social interactions, cultural influences, and societal factors contribute to our behaviour
🗑
|
||||
| Integration of levels | Sometimes it can be important to consider multiple levels of explanation to gain a holistic understanding of behaviour and this is known as the “biopsychosocial approach”
🗑
|
||||
| Idiographic | The study of individuals to understand their unique characteristics, experiences, and behaviours
🗑
|
||||
| Nomothetic | Attempts to identify general principles and laws that apply to all people, or at least, to a large population
🗑
|
||||
| Methods, and strengths: idiographic | Uses qualitative data from methods such as interviews and case studies. Doesn't test hypotheses, only exceptions. Is more detailed, better suited to sensitive topics, and accounts for individual differences
🗑
|
||||
| Methods, and strengths: nomothetic | Uses quantitative data from experimental methods as well as closed questions and meta analyses. Develops and tests specific hypotheses. More representative, conclusions are easier to draw, more replicable
🗑
|
||||
| What to include at the end of an essay question about idiographic vs nomothetic | The debate is not necessary (false dichotomy) and it is better to have a mix of both
🗑
|
||||
| Socially sensitive research | Research that could have an impact on society, either for specific individuals or a social group
🗑
|
||||
| Seiber and Stanley guidelines: The research question | Simply by investigating a question can lend scientific credibility to it
🗑
|
||||
| Seiber and Stanley guidelines: Conduct of research and treatment of participants | The most important ethical consideration is anonymity. Especially if it’s a socially sensitive issue, lack of confidentiality could cause harm
🗑
|
||||
| Seiber and Stanley guidelines: Institutional context | Research is normally funded and managed by an institution or private company who may have a vested interest in the outcome and manipulate it by selectively publishing evidence in their favour
🗑
|
||||
| Seiber and Stanley guidelines: Interpretation and findings | Even if research is conducted ethically, others may report and apply these findings unethically so it is important to think of the consequences for socially sensitive research
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
Study_B
Popular Psychology sets