Shoutout to Audrey Wilkes for outlining the theorists
Biological
Outline principles that define the biological level of analysis.
Broca, Wernicke, Kandel, Thompson
Explain how principles that define the biological level of analysis may be demonstrated in research.
Milner and Corkin, Kandel
Discuss how and why particular research methods are used at the biological level of analysis.
Milner and Corkin, Kandel
Discuss ethical considerations related to research studies at the biological level of analysis.
Broca, Wernike - advantage of tragedy, Berger - right to withdraw
Explain one study related to localization of function in the brain.
Wernicke, Broca, Sperry
Using one or more examples, explain effects of neurotransmission on human behavior.
Loewi, Holden
Using one or more examples, explain functions of two hormones in human behavior.
McClintock
Discuss two effects of the environment on physiological processes.
Cannon and Selye - physiology of stress as having two components: a set of responses which he called the "general adaptation syndrome", and the development of a pathological state from ongoing, unrelieved stress, Kozorovitskiy and Gould, Fred Gage - new nerve cells in adulthood
Examine one interaction between cognition and physiology in terms of behavior.
Milner and Corkin, Clive Wearing
Discuss the use of brain imaging technologies in investigating the relationship between biological factors and behavior.
Fred Gage and Peter Eriksson, Hanna and Damasio, Hans Berger (EEG)
With reference to relevant research studies, to what extent does genetic inheritance influence behavior.
Horn et al., Bouchard and McGue http://ibpsychnotes.blogspot.com/2011/09/with-reference-to-relevant-research.html
Examine one evolutionary explanation of behavior.
Garcia, Atter and Cohin, Darwin, Ramon y Cujal
Discuss ethical considerations in research into genetic influences on behavior.
Harlow and Hanna & Damasio
Cognitive
Outline principles that define the cognitive level of analysis.
Loftus and Collins (schema), Simon and Chabris, Atkinson and Shiffrin
Explain how principles that define the cognitive level of analysis may be demonstrated in research.
Simon and Chabris, Godden and Baddeley, Brewer and Treyens
Discuss how and why particular research methods are used at the cognitive level of analysis.
Sperling, Phelps, Talarico and Rubin
Discuss ethical considerations related to research studies at the cognitive level of analysis.
Eich, Loftus (mall), Talarico and Rubin (recalling unpleasant events) - it’s a stretch
Evaluate schema theory with reference to research studies.
Brewer and Treyens, Loftus and Collins (canary, ostrich), Roediger and McDermott
Evaluate two models or theories of one cognitive process with reference to research studies.
Baddeley and Hitch, Atkinson and Shiffrin, Sperling
Explain how biological factors may affect one cognitive process.
Thompson, Kandel
Discuss how social or cultural factors affect one cognitive process.
Bartlett, Rogoff and Waddel, Simon and Chabris,
With reference to relevant research studies, to what extent is one cognitive process reliable.
Loftus (mall, bugs bunny), Simon and Chabris, Talarico and Rubin and Neisser and Harsch
Discuss the use of technology in investigating cognitive processes.
Hans Berger, Sperling
To what extent do cognitive and biological factors interact in emotion.
Harlow (Phineas Gage),
Evaluate one theory of how emotion may affect one cognitive process.
Harlow
Sociocultural Level of Analysis
Outline principles that define the sociocultural level of analysis.
Asch, Darley and Latane, Zimbardo (Stanford Prison Experiment)
Explain how principles that define the sociocultural level of analysis may be demonstrated in research.
Festinger and Carlsmith, Milgram, Asch, Zimbardo
Discuss how and why particular research methods are used at the sociocultural level of analysis.
Festinger and Carlsmith, Morris and Peng, Darley and Latane
Discuss ethical considerations related to research studies at the sociocultural level of analysis.
Milgram, Asch, Zimbardo, Festinger and Carlsmith
Describe the role of situational and dispositional factors in explaining behavior.
Darley and Latane, Festinger and Carlsmith, Aronson and Steele, Zimbardo
Discuss two errors in attributions.
Morris and Peng, Lee et. al
Evaluating self-serving theory, making reference to relevant studies.
Lee and Nisbett, Wilson
Explain the formation of stereotypes and their effect on behavior.
Aronson and Steele
Explain social learning theory, making reference to two relevant studies.
Bandura...
Discuss the use of compliance techniques.
Milgram, Asch
Evaluate research on conformity to group norms.
Asch, Zimbardo
Discuss factors influencing conformity.
Asch, Zimbardo
Define the terms “culture” and “cultural norms”.
Asch, Zimbardo
Examine the role of two cultural dimensions on behavior.
Darley and Latane, Asch
Using one or more examples, explain “emic” and “etic” concepts.
Developmental Psychology
To what extent do biological, cognitive, and sociocultural factors influence human development?
Chomsky (biological predisposition), Piaget (cognitive), Ainsworth (attachment)
Evaluate psychological research relevant to developmental psychology.
Harlow, Baillargeon, Piaget, Ainsworth
Evaluate theories of cognitive development.
Piaget, Vygotsky, Baillargeon
Discuss how social and environmental variables may affect cognitive development.
Bandura, Ainsworth
Examine attachment in childhood and its role in the subsequent formation of relationships.
Ainsworth, Harlow
Discuss potential effect of deprivation or trauma in childhood on later development.
Freud, Adler
Discuss the formation and development of gender roles.
Bandura, Erikson
Explain cultural variations in gender roles.
Bandura, Erikson, EAGLY
Describe adolescence.
Freud, Erikson, Bandura
Discuss the relationship between physical change and development of identity during adolescence.
Erikson, adolescents with hormones advance primary and secondary sexual organs.
Examine psychological research into adolescence.
Erikson (no research), Piaget, Bandura
Psychology SL Exam Notes
STILL NEED MORE STUDIES!!!!!!!!!!!!
Biological level of analysis
· Broca= studied cortical localization. Treated a series of patients who had great difficulty speaking but could comprehend written or spoken language. Autopsies revealed brain damage to an area on the lower left frontal lobe (Broca’s area- plays a crucial role in speech production)
· Wernicke= patients had great difficulty understanding spoken or written communications. They could speak quickly and easily but their speech sometimes made no sense (meaningless words or nonsense syllables). Autopsies revealed consistent damage to an area on the left temporal lobe (Wernicke’s area).
Note: discoveries of Broca and Wernicke provided clinical evidence that language and speech functions are performed primarily by the left cerebral hemisphere; lateralization of function- specific psychological or cognitive functions are processed primarily on one side of the brain; aphasia- the partial or complete inability to articulate ideas or understand spoken written language because of brain injury or damage (expressive aphasia à Broca, receptive aphasia à Wernicke) (also cortical localization- the idea that particular areas of the human brain are associated with particular functions)
· Kandel= Aplysia- sea snail- has a small amount of large neurons. Studied the neuronal changes that occur when Aplysia forms new memory for a simple classically conditioned response. Study: gave sea snail a squirt with a WaterPik, followed by a mild electric shock to its tail, the snail reflexively withdraws its gill flap. After several times, the sea snail acquires anew memory of a classically conditioned response- withdraws its gill when squirted with the WaterPik alone. ß seems to involve a circuit of just 3 neurons: one that detects the water squirt, one that detects the tail shock, and one that signals the gill-withdrawal reflex. Changes occur after new memory: (1) (function:) there is an increase in the amount of neurotransmitters produced by the neurons, (structure:) the number of interconnecting branches between the neurons increases, as does the number of synapses…these changes are called long-term potentiation: long lasting increase in synaptic strength. (Ecological validity?)
· Thompson= classically conditioned rabbits to perform a very simple behavior- an eye blink. By repeatedly pairing a tone with a puff of air administered to the rabbit’s eye, he classically conditioned rabbits to blink reflexively in response to the tone alone. Discovered that after a rabbit had learned this simple behavior, there was a change in the brain activity in a small area of the rabbit’s cerebellum (involved in physical movements). When the tiny area of the cerebellum was removed, the rabbit’s memory of the learned response disappeared. It no longer blinked at the sound of the tone, but the puff of air still cause it to blink. Concluded that the long-term memory trace of the classically conditioned eye blink was formed and stored in a very localized region of the cerebellum à localized memories…but Lashley (rat run maze- includes many senses) concluded that memories are distributed. Together, concluded that simple memories are localized, while complex are distributed.
· Pert/Snyder= discovered opiate (pain- relieving drugs) receptors in the brains of animals. Removed the brains of mice, rats, and guinea pigs. Samples of brain tissue were treated with radioactive morphin and naloxone (blocks morphine’s effects). A device detected whether the morphine and naloxone had attached to receptors in the brain tissue. Found that the chemicals had bound to specific receptors (opiate). Inferred that the brain must manufacture its own opiatelike chemicals.
· Loewi= removed the beating heart of a freshly killed frog, along with the portion of the vagus nerve attached to it, and placed it in a solution of salt water. By electrically stimulating the vagus nerve, he made the heart beat slower. He put another heart in solution. Though he had not stimulated its vagus nerve, the second heart began to beat slower. Concluded that stimulation of the vagus nerve of the first heart had released a chemical into the solution- acetylcholine. (synaptic transmission)
· Sperry= split brain operation- a surgical procedure that involves cutting the corpus callosum (thick band of axons that connects the 2 hemispheres) - used to stop or reduce recurring seizures in severe cases of epilepsy that can’t be treated in any other fashion so that the seizures could be contained in just one hemisphere. Study: participant focuses his attention on the midpoint of the screen. Visual info to the right of the midpoint is projected to the person’s left hemisphere and vice versa. Sperry projected the image to the left of the midpoint, so that the image was sent to the right, nonverbal hemisphere. If the participant was asked to verbally identify the image flashed on the screen, he could not do so and denied that anything appeared on the screen. However, if the subject was asked to use his left hand to reach under the partition for the object, he would correctly pick up the hammer, because his left hand was controlled by the same right hemisphere that saw the image of the hammer. As a result, the conclusion was that for most people, the left hemisphere is superior in language abilities, speech, reading and writing, while the right hemisphere is involved in nonverbal emotional expression, and visual-spatial tasks. Also supports cortical localization and lateralization of function?
· Milner and Corkin- H.M. = H.M. had anterograde amnesia- the inability to form new memories. Young H.M. had a history of severe, untreatable, epileptic seizures. Doctors surgically removed portions of the medial (inner) temporal lobe on each side of his brain, including the hippocampus. Result- seizures were reduced, but H.M.’s ability to form new memories of events and info had been destroyed. Revealed the role of the hippocampus in forming new explicit memories for episodic and semantic info.
· Boeker= recruited ten distance runners and told them that the opiate receptors in their brains were being studied. There was no mention made of endorphins or the runner’s high. PET scans were performed on each subject both before and after a two-hour run, and a psychological test was given to assess their mood before and after the run. The results of the study showed that there was a significant increase in endorphins in the brain after the run, particularly in the areas of the brain associated with mood regulation: the prefrontal and limbic regions. (Runner’s high). However, other neurotransmitters are probably also involved in runner’s high. NEED ANOTHER HOROMONE STUDY
· McClintock= female menstrual cycle (studying the existence of human pheromones)- proved that the more time women spent together, the more likely their cycles were to be in sync. Smelling an unknown chemical substance in underarm sweat from female donors synchronized the recipients’ menstrual cycles with the donors’ cycles. Found that exposure to the male or female steroid (naturally produced by the human body and found in sweat, armpit hair, blood, and semen) helped women maintain a positive mood after spending two hours filling out a tedious, frustrating questionnaire. PET scans of the women showed that exposure to the steroid increased activity in several key brain areas involving emotion and attention, including the prefrontal cortex, amygdale, and cerebellum.
· Jet lag= circadian rythym- a cycle that is roughly 24 hours long; the cyclical daily fluctuations in biological and psychological processes. When you travel, and either adds or subtracts hours, your circadian rhythm are drastically out of synchronization with daylight and darkness cues. The psychological and physiological effects of this disruption in circadian rhythms can be severe- thinking, concentration, and memory get fuzzy, mental fatigue, depression or irritability, and disrupted sleep. (Melatonin plays a role)
· Selye (482) = rats exposed to prolonged stressors, such as electric shock, extreme heat or cold, or forced exercise. He found that the adrenal glands became enlarged, stomach ulcers and loss of weight occurred, and there was a shrinkage of the thymus gland and lymph glands (2 key components of the immune system). Believed that these physical changes represented the essential effects of stress- the body’s response to any demand placed on it. General adaptation syndrome: 3 stages- (1) alarm stage- intense arousal occurs as the body mobilizes internal physical resources to meet the demands of the stress-producing event. (2) resistance stage- the body actively tries to resist or adjust to the continuing stressful situation, (3) exhaustion stage- symptoms of the alarm stage reappear, irreversibly à leads to exhaustion, physical disorders, and potentially, death
· Clive Wearing= only has less than 30 seconds of memory, as little as 7 seconds, has anterograde and retrograde amnesia. MRI scanning of his brain shows damage to the hippocampus and some of the frontal regions. His episodic and some semantic memory are lost, and cannot transfer new memories into long-term memory. However, he can still play the piano and conduct the music he knew before his illness à distributed memory system
· Aserinsky= used his 8-year-old son as a subject, discovered that particular EEG (electroencephalogram- the graphic record of the brain activity produced by an electroencephalograph) patterns during sleep were often associated with rapid movements of the sleeper’s eyes. Periods of rapid eye movement were highly correlated with the subject’s reports of dreaming. Rapid Eye movement sleep (REM)- active sleep