Origins of psychology
Wundt’s lab (1879) -
First lab set up for psychology
Controlled conditions, allowed for accurate measurements and replication
Standardised procedures: same procedure, formalised data recording,
consistent instructions, repetition (test for reliability), each participant given
the same experience.
Introspection: Shown various stimuli in 3 categories: thoughts, images,
sensations. Recorded their own responses and thought processes – subjective
+ unscientific
Scientific
Some methods were systematic and well-controlled (labs, repeated
measurements).
All introspection was recorded in the lab
All participants were given the same information + tests
Wundt was important in helping psychology adopt scientific procedures that
are commonly used today, and helped establish psychology as a scientific
discipline.
Subjective Data
Introspection is inherently subjective – when people record their own mental
processes, they would be influenced by biases, perspectives, experiences and
social pressure, etc.
The data is therefore not scientifically valid or objective.
While Wundt’s procedures were scientific, the methods themselves weren’t.
,Behaviourist Approach (1900s)
Main assumptions:
1. Behaviour is learned from experience
2. Only observable behaviour can be measured scientifically, so it is only
this behaviour that should be studied
3. Animal research is valid, as animals share the same principles of
learning as humans
4. All humans are born as a blank slate, so there is no biological
influence on behaviour
Classical conditioning: Learning by association. When two stimuli are
repeatedly paired together to the point that both stimuli present the same
response (can be either positive or negative). Passive learning.
● Stimulus generalisation – When a stimulus becomes generalised to
other related stimuli, which also become associated with the
conditioned response (e.g. rabbits and all fluffy animals)
● Stimulus discrimination – When classical conditioning doesn’t work
because the neutral stimulus is too different to the unconditioned
stimulus
● Time contiguity – Associations only occur if the unconditioned +
neutral stimulus are presented at the same/ a similar time.
Supported by Pavlov’s dogs research – Classically conditioned dogs to salivate
when hearing a bell
Link to human behaviour – Emetics + alcohol
Operant conditioning: Learning by reinforcement and punishment.
Reinforcement encourages repetition of a behaviour. Punishment discourages
repetition. Active learning.
● Positive reinforcement – The addition of something pleasant
● Negative reinforcement – The removal of something unpleasant
● Positive punishment – The addition of something unpleasant
● Negative punishment – The removal of something pleasant
Supported by Skinner’s rats research – Used operant conditioning to
encourage a rat to press a lever that produced food (positive reinforcement),
, avoid a lever that gave it an electric shock (positive punishment), and press a
lever that prevented an electric shock (negative reinforcement)
Link to human behaviour – prison (negative punishment, removal of freedom)
(negative reinforcement, good behaviour = early release)
Evaluation:
1. The behavioural approach is reductionist. For example, it suggests
that all behaviour demonstrated is the result of simple stimulus and
response. It attempts to explain complex behaviours – such as
phobias – from a basic perspective. TIAWB it oversimplifies complex
behaviours, such as offending behaviour. Many factors, such as social
and educational influences, personality or opportunities are all other
factors that could affect offending behaviour. Context is therefore
lost, and the explanation may be incomplete.
2. There is evidence to support this approach. For example, Watson and
Raynor classically conditioned an 11-month-old boy to fear rats by
presenting them along with a loud noise. TIASB it demonstrates how
behaviours (e.g. phobias) can be the result of a process of learning,
suggesting that the behaviourist approach is a valid way of explaining
some human behaviour.
3. The behavioural approach has based most of it’s theory on animal
studies. For example, Pavlov’s investigation into classical conditioning
used dogs, and Skinner’s research on operant conditioning used rats.
TIASB behaviourists believe that animals and humans share the same
principles of learning, so animal studies provide an accurate
reflection of human learning. // TIAWB extrapolating animals’
behaviour to humans may not be valid, as humans have greater brain
development and understand concepts such as consequences and
delayed gratification.
Wundt’s lab (1879) -
First lab set up for psychology
Controlled conditions, allowed for accurate measurements and replication
Standardised procedures: same procedure, formalised data recording,
consistent instructions, repetition (test for reliability), each participant given
the same experience.
Introspection: Shown various stimuli in 3 categories: thoughts, images,
sensations. Recorded their own responses and thought processes – subjective
+ unscientific
Scientific
Some methods were systematic and well-controlled (labs, repeated
measurements).
All introspection was recorded in the lab
All participants were given the same information + tests
Wundt was important in helping psychology adopt scientific procedures that
are commonly used today, and helped establish psychology as a scientific
discipline.
Subjective Data
Introspection is inherently subjective – when people record their own mental
processes, they would be influenced by biases, perspectives, experiences and
social pressure, etc.
The data is therefore not scientifically valid or objective.
While Wundt’s procedures were scientific, the methods themselves weren’t.
,Behaviourist Approach (1900s)
Main assumptions:
1. Behaviour is learned from experience
2. Only observable behaviour can be measured scientifically, so it is only
this behaviour that should be studied
3. Animal research is valid, as animals share the same principles of
learning as humans
4. All humans are born as a blank slate, so there is no biological
influence on behaviour
Classical conditioning: Learning by association. When two stimuli are
repeatedly paired together to the point that both stimuli present the same
response (can be either positive or negative). Passive learning.
● Stimulus generalisation – When a stimulus becomes generalised to
other related stimuli, which also become associated with the
conditioned response (e.g. rabbits and all fluffy animals)
● Stimulus discrimination – When classical conditioning doesn’t work
because the neutral stimulus is too different to the unconditioned
stimulus
● Time contiguity – Associations only occur if the unconditioned +
neutral stimulus are presented at the same/ a similar time.
Supported by Pavlov’s dogs research – Classically conditioned dogs to salivate
when hearing a bell
Link to human behaviour – Emetics + alcohol
Operant conditioning: Learning by reinforcement and punishment.
Reinforcement encourages repetition of a behaviour. Punishment discourages
repetition. Active learning.
● Positive reinforcement – The addition of something pleasant
● Negative reinforcement – The removal of something unpleasant
● Positive punishment – The addition of something unpleasant
● Negative punishment – The removal of something pleasant
Supported by Skinner’s rats research – Used operant conditioning to
encourage a rat to press a lever that produced food (positive reinforcement),
, avoid a lever that gave it an electric shock (positive punishment), and press a
lever that prevented an electric shock (negative reinforcement)
Link to human behaviour – prison (negative punishment, removal of freedom)
(negative reinforcement, good behaviour = early release)
Evaluation:
1. The behavioural approach is reductionist. For example, it suggests
that all behaviour demonstrated is the result of simple stimulus and
response. It attempts to explain complex behaviours – such as
phobias – from a basic perspective. TIAWB it oversimplifies complex
behaviours, such as offending behaviour. Many factors, such as social
and educational influences, personality or opportunities are all other
factors that could affect offending behaviour. Context is therefore
lost, and the explanation may be incomplete.
2. There is evidence to support this approach. For example, Watson and
Raynor classically conditioned an 11-month-old boy to fear rats by
presenting them along with a loud noise. TIASB it demonstrates how
behaviours (e.g. phobias) can be the result of a process of learning,
suggesting that the behaviourist approach is a valid way of explaining
some human behaviour.
3. The behavioural approach has based most of it’s theory on animal
studies. For example, Pavlov’s investigation into classical conditioning
used dogs, and Skinner’s research on operant conditioning used rats.
TIASB behaviourists believe that animals and humans share the same
principles of learning, so animal studies provide an accurate
reflection of human learning. // TIAWB extrapolating animals’
behaviour to humans may not be valid, as humans have greater brain
development and understand concepts such as consequences and
delayed gratification.
