Origins of psychology
Description:
1. Wundt (1879) had first psychology lab in Germany. Aim to describe nature of human
consciousness (the ‘mind’) in a controlled and scientific environment – a lab.
2. Introspection – the first systematic experiment attempt to study the mind. Same
instructions given to participants; objects given in same order (standardised). E.g.
ticking metronome. Participants asked to report thoughts, images and sensations
which were recorded.
3. Structuralism = identifying structure of consciousness by breaking it up into basic
structures (thoughts, images, and sensations). Marked beginning of scientific
psychology.
4. 1900s, Watson argued introspection = subjective (personal perspective) and
‘scientific’ psychology should only study phenomena that is observable and
measurable.
5. 1930s Skinner (behaviourist) focuses on learning in controlled lab studies, brought
language + rigour of natural sciences into psychology. 1950s cognitive approach
studied mental processes scientifically following computer revolution, legitimate.
6. 1980s biological approach introduced technological advances, recording brain
activity, using scanning techniques, and advanced genetic research.
Evaluation:
1. + Aspects of Wundt’s work are scientific. He recorded the introspection within a
controlled lab environment. He standardised his procedures. Therefore, considered a
forerunner to later scientific approaches.
2. - Other aspects of Wundt’s research are subjective. Relied on participants self-
reporting. May have hidden thoughts. Difficult to establish meaningful ‘laws of
behaviour’, naïve, not meet criteria of scientific enquiry.
3. + Research in modern psychology can claim to be scientific. Same aims as natural
sciences to understand, predict and control behaviour. Cognitive and biological all use
scientific methods (e.g. lab studies). Established itself as a scientific discipline.
4. - Some approaches use subjective data. E.g. Humanistic can’t be generalised.
Psychodynamic uses unrepresentative samples. Psychologists study active
participants, respond to demand characteristics. Scientific approach not possible.
Learning approaches: The behaviourist approach
Description:
1. Focuses on observable behaviour only. Not concerned with mental processes.
Introspection rejected by behaviourists as concepts vague and difficult to measure.
2. Used lab studied to maintain control and objectivity.
3. Used animals, suggesting all learning processes are same in all species, replacing
humans as experimental subjects.
4. Classical conditioning (Pavlov). Learning by association UCS>UCR, NS>no
response. NS+UCS. CS>CR. Conditioning dogs to salivate when a bell rings.
, 5. Operant conditioning. (Skinner) boxes, rats (lever) and pigeons (disc) rewarded with
food pellets. Desirable consequence = behaviour repeated. Pressing level = avoiding
electric shock, behaviour also repeated.
6. Consequences of behaviour= positive (rewarding behaviour) and negative
reinforcement (avoiding something unpleasant by doing behaviour), and punishment
(bad consequence of behaviour). Positive + negative increase likelihood of behaviour
being repeated, punishment decreases it.
Evaluation:
1. + Uses well-controlled research. Uses lab settings. Breaking down behaviour into
stimulus-response units. Studied causal relationships. Has scientific credibility.
2. CP: Learning approach simplified, reduces behaviour to such simple components –
may have ignored human thought. Suggests learning more complex than observable
behaviour alone, private mental processes also essential.
3. + Laws of learning have real-world application. Applied to token economy systems.
Successfully used in prisons and psychiatric wards, increases value of approach as it
has widespread application.
4. - Form of environmental determinism. Sees all behaviour determined by past
experiences. Ignores free will, Skinner suggests free will = illusion and past
conditioning determines outcome. Ignores conscious decision-making.
Learning approaches: Social learning theory
Description:
1. Learning occurs indirectly (Albert Bandura), through experience or through
observation and imitation.
2. Vicarious reinforcement = we observe other people’s behaviour and take note of
consequences. Rewarded behaviour = more likely to be copied.
3. Mediational processes, attention (notice), retention (remembered), motor reproduction
(being able to do it), motivation (willing to perform behaviour). Learning and
performance don’t have to occur together unlike behaviourism.
4. People more likely to imitate role models with whom they identify. Similar to
observer, attractive, and have a high status.
5. Bandura’s research, kids watch adult behaving (non)aggressively towards Bobo doll.
Seen aggressiveness = more aggressive. More likely to imitate adult role models.
6. Bandura’s and Walters research, same experiment but adults rewarded, punished, and
no consequence. Kids who saw aggressive adult rewarded more likely to repeat
behaviour. Behaviour more likely to be repeated if behaviour is seen to be rewarded.
Evaluation:
1. + Cognitive factors more emphasised in SLT than behaviourist approach research.
Humans store info about behaviour of others and make judgements of when to
perform actions. Mediational processes = a more complete explanation.
2. CP: SLT criticised for not enough reference of influence of biological differences.
Recent research suggests observational learning, may be the result of mirror neurons
in the brain allowing us to empathise with and imitate other people. Biological
influences under emphasised.
Description:
1. Wundt (1879) had first psychology lab in Germany. Aim to describe nature of human
consciousness (the ‘mind’) in a controlled and scientific environment – a lab.
2. Introspection – the first systematic experiment attempt to study the mind. Same
instructions given to participants; objects given in same order (standardised). E.g.
ticking metronome. Participants asked to report thoughts, images and sensations
which were recorded.
3. Structuralism = identifying structure of consciousness by breaking it up into basic
structures (thoughts, images, and sensations). Marked beginning of scientific
psychology.
4. 1900s, Watson argued introspection = subjective (personal perspective) and
‘scientific’ psychology should only study phenomena that is observable and
measurable.
5. 1930s Skinner (behaviourist) focuses on learning in controlled lab studies, brought
language + rigour of natural sciences into psychology. 1950s cognitive approach
studied mental processes scientifically following computer revolution, legitimate.
6. 1980s biological approach introduced technological advances, recording brain
activity, using scanning techniques, and advanced genetic research.
Evaluation:
1. + Aspects of Wundt’s work are scientific. He recorded the introspection within a
controlled lab environment. He standardised his procedures. Therefore, considered a
forerunner to later scientific approaches.
2. - Other aspects of Wundt’s research are subjective. Relied on participants self-
reporting. May have hidden thoughts. Difficult to establish meaningful ‘laws of
behaviour’, naïve, not meet criteria of scientific enquiry.
3. + Research in modern psychology can claim to be scientific. Same aims as natural
sciences to understand, predict and control behaviour. Cognitive and biological all use
scientific methods (e.g. lab studies). Established itself as a scientific discipline.
4. - Some approaches use subjective data. E.g. Humanistic can’t be generalised.
Psychodynamic uses unrepresentative samples. Psychologists study active
participants, respond to demand characteristics. Scientific approach not possible.
Learning approaches: The behaviourist approach
Description:
1. Focuses on observable behaviour only. Not concerned with mental processes.
Introspection rejected by behaviourists as concepts vague and difficult to measure.
2. Used lab studied to maintain control and objectivity.
3. Used animals, suggesting all learning processes are same in all species, replacing
humans as experimental subjects.
4. Classical conditioning (Pavlov). Learning by association UCS>UCR, NS>no
response. NS+UCS. CS>CR. Conditioning dogs to salivate when a bell rings.
, 5. Operant conditioning. (Skinner) boxes, rats (lever) and pigeons (disc) rewarded with
food pellets. Desirable consequence = behaviour repeated. Pressing level = avoiding
electric shock, behaviour also repeated.
6. Consequences of behaviour= positive (rewarding behaviour) and negative
reinforcement (avoiding something unpleasant by doing behaviour), and punishment
(bad consequence of behaviour). Positive + negative increase likelihood of behaviour
being repeated, punishment decreases it.
Evaluation:
1. + Uses well-controlled research. Uses lab settings. Breaking down behaviour into
stimulus-response units. Studied causal relationships. Has scientific credibility.
2. CP: Learning approach simplified, reduces behaviour to such simple components –
may have ignored human thought. Suggests learning more complex than observable
behaviour alone, private mental processes also essential.
3. + Laws of learning have real-world application. Applied to token economy systems.
Successfully used in prisons and psychiatric wards, increases value of approach as it
has widespread application.
4. - Form of environmental determinism. Sees all behaviour determined by past
experiences. Ignores free will, Skinner suggests free will = illusion and past
conditioning determines outcome. Ignores conscious decision-making.
Learning approaches: Social learning theory
Description:
1. Learning occurs indirectly (Albert Bandura), through experience or through
observation and imitation.
2. Vicarious reinforcement = we observe other people’s behaviour and take note of
consequences. Rewarded behaviour = more likely to be copied.
3. Mediational processes, attention (notice), retention (remembered), motor reproduction
(being able to do it), motivation (willing to perform behaviour). Learning and
performance don’t have to occur together unlike behaviourism.
4. People more likely to imitate role models with whom they identify. Similar to
observer, attractive, and have a high status.
5. Bandura’s research, kids watch adult behaving (non)aggressively towards Bobo doll.
Seen aggressiveness = more aggressive. More likely to imitate adult role models.
6. Bandura’s and Walters research, same experiment but adults rewarded, punished, and
no consequence. Kids who saw aggressive adult rewarded more likely to repeat
behaviour. Behaviour more likely to be repeated if behaviour is seen to be rewarded.
Evaluation:
1. + Cognitive factors more emphasised in SLT than behaviourist approach research.
Humans store info about behaviour of others and make judgements of when to
perform actions. Mediational processes = a more complete explanation.
2. CP: SLT criticised for not enough reference of influence of biological differences.
Recent research suggests observational learning, may be the result of mirror neurons
in the brain allowing us to empathise with and imitate other people. Biological
influences under emphasised.
