Transcript Learning Objectives - Stmaryspsyweb's Weblog

The specification – debates - DO
NOW: what do you know already?
3.4.3 Debates in Psychology
• Free will and determinism. Hard determinism and soft determinism.
• Biological, environmental and psychic determinism. The scientific emphasis
on causal explanations.
• The nature-nurture debate. The relative importance of heredity and
environment in determining behaviour. An interactionist approach.
• Holism and reductionism. The strengths and limitations of reductionist and
holistic explanations. An interactionist approach.
• Idiographic and nomothetic approaches. The strengths and limitations of
idiographic versus nomothetic research.
• Psychology and science. The features and principles of the scientific
approach: a paradigm; the role of theory; hypothesis testing; empirical
methods and replication; generalisation. The subject matter of psychology:
overt behaviour versus subjective, private experience.
• The role of peer review in validating research. Strengths and limitations of
the scientific approach in psychology.
Learning Objectives
• To understand the layout of the PSYB4
unit
• To explore the concept of determinism
No wonder he drinks, you
never see his dad without
a glass in his hand
I smoke because I need
to, my body needs
nicotine…
DO NOW: how does what is
in the speech bubbles relate
to our learning objectives?
PSYB4: Your final exam
•
•
•
•
3 sections, 2 hours, 60 marks:
Section A (Approaches in Psychology) Mr B
Section B (Debates in Psychology) Miss E
Section C (Methods in Psychology) Mr B and
Miss E
• Be aware: A03 skills (your knowledge of
research methods / how science works) will
always be assessed in all 3 sections of this
paper
What support is in place for you?
• All past paper questions on shared area
already for this unit
• Past paper questions, mark schemes and
examiners reports collated into a single
word document for you
• Lunch-time drop-in support on a Monday
and Tuesday (Miss Earl)
How the rest of your year looks….
•
•
•
•
•
•
•
4 weeks until Feb half-term (break up 17th Feb)
1 week off for Feb half term
5 weeks until Easter (break up 29th March)
2 weeks off for Easter
6 weeks until May half term
1 week – then exam
PSYB4 exam: Monday 18th June (am)
Planning: The bigger picture until
Feb half term
Week
Topic Content
1 (w/c 23.1)
3 (w/c 6.2)
Free Will and
Determinism
Free Will and
Determinism
Nature- Nurture
4 (w/c 13.2)
Nature-Nurture
2 (w/c 30.1)
Learning Objectives
• To understand the layout of the PSYB4
unit
• To explore the concept of determinism
Any questions?
How is PSYB4 different?
• PSYB4 is all about links to what you have learnt before
• It will require you to form and structure arguments rather
than simply recall learned information
• We will move on to structuring your evaluation points to
P-E-E-L
• The evidence will generally involve things which you are:
learning currently (with Mr B) or have learnt already (in
PSYB1, PSYB2, PSYB3)
• The Link part is about relating everything back to the
question in order to form and structure your argument
Specification Content:
• Free will and determinism; hard
determinism and soft determinism;
biological, environmental and psychic
determinism; the scientific emphasis on
causal explanations
• This lesson: definitions of free will and
determinism, biological determinism
Determinism
Internal
Determinism
Biological
determinism
Psychic determinism
External
Determinism
Environmental
determinism
Determinism
Internal
Determinism
Biological
determinism
Psychic determinism
External
Determinism
Environmental
determinism
Carousel Learning
• We are learning about
biological determinism
and the various things
that this can mean
• The information you
need is around the
room, you should
complete your sheets
as you move around
Don’t forget to mark your group’s
progress on the board!
Instinctive Needs
• We can generally choose when to eat,
drink or sleep
• However, these behaviours are essential
to our survival, we have no choice, these
behaviours are determined
The brain
• Different areas of the brain control different
things e.g:
• The hypothalamus controls water and food
intake and aggression
• Broca’s area is linked to speech production,
Wernicke’s area is linked to speech
understanding. Damage to this area (resulting in
‘aphasia’) means that no amount of ‘willing’ can
help someone overcome the effect that this has
on language
Hormones
• Synthetic oestrogen (taken to prevent
miscarriage) has been linked to sexual
preference
• 7/30 adult women whose mothers had taken the
synthetic oestrogen reported some degree of
same sex or bisexual interest
• Compared to…1/30 in a control group whose
mothers had not taken synthetic oestrogen
• Meyer-Bahlburg et al (1995) said that this could
mean sexual preference may not necessarily be
the result of free choice
Evolutionary forces: The fight or
flight response
• A sequence of activity in
response to an acute
stressor involving the
sympathetic nervous system
preparing the body for flight
(escape) or fight (defending
or attacking)
• Questionable how useful the
response is today
• However, these behaviours
are determined i.e. we do not
choose to freeze in front of
an audience
Genes
• Twin studies have pointed
towards a genetic predisposition
in depression and schizophrenia
for example:
• Gottesman and Shields found a
concordance rate of 46% for
Schizophrenia in monozygotic
twins in comparison to 14% in
dizygotic twins
Essay question: ‘Free will is an illusion. What seems to be freely
chosen behaviour is really the result of internal and external forces
acting upon the individual.’ Discuss this view. Refer to at least one
topic area in your answer. (12 marks)
• The examiners always look for you to link what
you are talking about to a ‘topic’
• This is basically about you interpreting
information from the entire course (PSYB1,2,3)
in light of your new knowledge and
understanding
• Try to highlight these whenever they come up
and make sure you use them in any essay
questions
Reviewing our learning…
• Essay question: ‘Free will is an illusion. What seems to
be freely chosen behaviour is really the result of internal
and external forces acting upon the individual.’ Discuss
this view. Refer to at least one topic area in your
answer. (12 marks)
• Which aspect of the question does our learning today
relate to? How can we apply it?
Consolidating our learning…
• Essay question: ‘Free will is an illusion. What seems to
be freely chosen behaviour is really the result of internal
and external forces acting upon the individual.’ Discuss
this view. Refer to at least one topic area in your
answer. (12 marks)
• Write two sentences to summarise your learning
today in the context of the above examination
question and using PEEL
• E.g. One way in which internal forces act upon an
individual is (p), elaborate (e), evidence (e) link back
to the question (l)