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UW-Milwaukee PSYCH 205 - Looking deeper into The Biological Approach
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Psych 205 1st Edition Lecture 14 Outline of Last Lecture I. The Biological Approach-Theory, Application, AssessmentOutline of Current Lecture II. Evolutionary Psychology continuedIII. Application: Children’s temperaments and schoolIV. Assessment: Brain electrical activity and cerebral asymmetryV. Strengths and criticisms of the biological approachCurrent LectureIn todays lecture we finished up talking about Evolutionary Psychology. We started talking about the concept of temperament and the application of children’s temperament associated with school. We also learned about brain activity and what cerebral asymmetry is and how it relates to the brain. Also, we looked deeper into the biological approach and the different strengths and criticisms of it.Child Temperament and School-Increased awareness that children learn differently-Has contributed to changes in education-Inhibited children act differently than uninhibited children in the classroom-More likely to keep to themselves and watch their peers rather than join inChild Temperaments- 3 types (Thomas & Chess)-Easy child-eagerly approaches new situations, adaptive, positive mood-Difficult child-tough to adapt to new environments, often in a negative mood-Slow-to-warm-up child- similar to inhibited children, tend to withdraw from unfamiliar situations and are slow to adapt to new tasks and activitiesThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.-2/3 of children can be classified in one of theseChildren’s Temperaments and School-Temperament impacts academic performance-Children with either the difficult or slow-to-warm-up pattern perform more poorly compared to easy temperament-Studies indicate that temperament to not related to intelligence-Certain temperaments are compatible with the requirements of the classrooms-Easy temperament-more attentive and adaptive-Difficult/slow to warm up are distractible, give up easily, take longer to get used to the classroom-Student’s behavior also evokes particular responses from the teacher-Difficult/slow to warm up are less likely to initiate interactions and are less likely to get help-Matching temperament and teaching-Goodness of fit model- creation of environment and procedures conductive to learning based on the temperament of the student and can also be applied to preschool settings-Teachers who match teaching style with temperament- increase child’s chances of academic success and contribute to the child’s feelings of self-worthBrain Electrical Activity and Cerebral Asymmetry-Theorists have long thought we would uncover brain-based reasons for personality-One way to look at this is by measuring brain activity-EEG- measures electrical activity in different parts of the human brain-Easy and harmless, records brain activity in quick intervals, described in “cycles per second” or waves, Alpha waves are especially useful for research on personality and emotion-Front (Anterior) regions of the brain have connections to parts of the brain regulating emotions-Difference in the activity level between the anterior regions of a persons right and left cerebral hemispheres, which leads to cerebral asymmetry-Higher activation in the: left hemisphere is associated with positive moods-Right hemisphere is indicative of negative moods-These patterns are evident even in infants under one year of age-researchers use this to argue that we’re born with it-Most of us have higher activation in one hemisphere than the other-Individual differences in cerebral symmetry- hemisphere which displays the higher activity level differs among people and differences in cerebral asymmetry tend to be stable over time and similar patterns in infantsHow do we explain these differences?-At first, thought to be related to threshold for mood states-Higher right activity means you need less intense negative event experience sadness or fear-Higher left activity means you need less intense positive event to experience joy or happinessCerebral Asymmetry-Now we think it’s related to approach vs. withdrawal-Higher left activity movement toward the source of the emotion-Higher right activity movement away from source of emotion-Do these differences contribute to development of emotional disorders?-Some evidence that they do is depressed participants in one study are more right side activated and less left side-Anxiety sufferers have higher right side activation than nonanxious individualsStrengths of the Biological Approach-Provides a bridge between the study of personality and discipline of biology-Identified realistic parameters for psychologists interested in behavior change-Researchers have generated empirical support for hypotheses, modified their theories based on results-Biologists face limits on their ability to test their ideas-Assumptions that every human characteristic serves a survival function-Lack of an agreed-upon model on temperament-Different banes and descriptions-No schools of psychotherapy based on biological approach-d2lHeritability of Personality Traits-Nature-nurture question-People are born with a potential for intelligence that combines with environmental influences to determine adult intelligence levels-The genes inherited affect psychological disorders-People are born with a higher susceptibility to disorder’s an othersSeparating Environmental from Genetic Influences-Twin-study method-Families share both genes and environments-Procedure for separating the rode of genetics from the role of environment-Compares monozygotic (MZ, identical) and dizygotic (DZ; fraternal) twins-Researchers give personality trait measures to members of both kinds of twins-Comes up with correlation tablesFindings from Twin Study Research-Big 5- MZ twins are more alike than DZ twins one every trait-What about in cases of adoption?-Children resemble biological parents more than adoptive parents-MZ twins are very similar regardless of whether they were raised together or apartInterpreting the Heritability Findings-Key assumptions made by researchers sing twin-study method-Twin pairs can be accurately identified as MZ or DZ twins-Can be identified with blood tests-MZ and DZ twins have equally similar environments-Identical twins may be treated more alike than DZ twins-Environmental influence on personality traits may not be as similar for DZ twins as it is for MZ twins-Adoptions are not random events


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UW-Milwaukee PSYCH 205 - Looking deeper into The Biological Approach

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