Year 12 Study Buddy Cognitive Psychology PDF

Year 12 Study Buddy Cognitive Psychology | Unit 3 Syllabus Points Explanation...

Year 12 Study Buddy Cognitive Psychology | Unit 3 Syllabus Points Explanation Evidence/Real-life examples Sample exam style questions Sensation Involves our sense organs receiving physical stimuli from the environment. These stimuli are then processed by the brain. Vision: Reception: detecting and responding to Reception: stimuli detected by the eye stimuli What is the difference between Transduction: energy is converted to an Transduction: change the energy – action sensation and perception? Sensation and perception electrochemical nerve impulse potential along neural pathways Processes of sensation – reception, Transmission: receptor cells send the nerve Transmission: sending sensory information Sensation is passive process because…. transduction, transmission impulse to the primary sensory cortex where to the brain via Thalamus. perception begins. Processes of perception – selection, Perception is an active process Selection: pay attention to what is important. organisation and interpretation Perception because… Organisation: organised so we can make sense The brain selects, organises and gives meaning of it. to the sensations. Apply your understanding of sensation Interpretation: use past experiences to give Selection: we select what is important and and perception to meaning, pay attention to the stimuli. Organisation: create coherent patterns in our minds. Interpretation: based on past experiences and schemas – we create meaning. Attention Mental capacity to concentrate on a specific Cherry (1953) stimulus. Cond. 1: 2 speech recordings presented simultaneously – diff topics, no headphones. Asked to What is the aim and methodology of Cocktail Effect single out speeches – could replay back speeches – Cherry’s research? The role of attention in memory Ability for an individual to be aware of multiple reported as difficult. Selective and divided attention as conversation occurring at the same time. E.g. in a How does selective and divided seen in the Cocktail party effect conversation with someone, but you hear your Cond. 2: speech recordings presented simultaneously attention function within the cocktail (Cherry, 1953) name – attention split between both – diff topics with headphones – 1 speech in left ear, 1 effect? conversations. speech in right ear. Completed task easier that cond. Selected attention: full concentration on 1 1. stimulus, disregarding others. Divided attention: concentrating on multiple stimuli. Memory: the process of encoding, storing, and Models for explaining memory. retrieving information Define memory. Processes of memory – encoding, Encoding: What is the difference between storage, retrieval The form in which information is stored. encoding and retrieval?  Storage: Retention of information within memory stores. Retrieval: Process of bringing information into conscious awareness. Sensory memory information stored short period of time, only for a few seconds. Duration: 1 to few seconds Capacity: relatively unlimited Encoding: as a sense (image/ iconic or Draw and label the multi-store memory model. sound/echoic) Nicholas notices a strong smell coming Short-term memory from the oven and realises the smell is information attended to transferred to STM, if gas. He goes over and turns off the rehearsed transferred to LTM. oven which had been knocked on and Can also retrieve information from LTM. Rehearsal was leaking gas. As a child, Nicholas Features of the multi-store model of Maintenance rehearsal: repeating the information remembers smelling leaking gas and Duration: 30 seconds memory (Atkinson and Shiffrin, 1968) like a phone number. his mother telling him about a house Capacity: limited – 5 to 9 pieces of sensory register: duration, capacity, Elaborative rehearsal: actively encode information – fire caused by a leaking oven. Referring information make the material meaningful. to the multistore model of memory, encoding short term memory: duration, Encoding: active processing and rehearsal – name and explain how the 3 different capacity, encoding mainly auditory structures (registers/stores) of memory long-term memory: duration, Procedural memory: have been used by Nicholas in capacity, encoding Long-term memory tying shoelace, riding a bike. processing this situation. procedural, declarative Relatively permanent storage of information semantic and episodic memory Episodic memory: Duration: relatively unlimited The story of the birth of younger sister. The multistore model of memory Capacity: relatively unlimited, but can decay includes a sensory memory and a long- Encoding: physical changes in neurons for term memory. Identify the differences Semantic memory: storage between the two systems in terms of A rhino is the most dangerous animal in an African their duration, capacity and coding. savannah. Procedural memory: ‘how to’ or action What is the difference between Also called implicit memory semantic and episodic memory? Declarative memory: ‘what’ memory Also called explicit memory Episodic memory  Past personal events/interpretation of past. Personal/emotional memories Semantic memory: Facts and information Central executive: central mechanism which Working memory is a name given to governs 2 slave system – what information Chunking the part of short-term memory which is should be attended to. Group larger information based on patterns, for concerned with immediate conscious example phone numbers. perceptual and linguistic processing. Phonological loop: auditory Draw and label the working memory Features of the multi-store model of information/language model. memory (Atkinson and Shiffrin, 1968) Phonological stores: store words heard. features of the working memory Articulatory process: loops words allowing Identify two differences between the model (Baddeley and Hitch, 1974; working model of memory and short- for maintenance rehearsal. Baddeley, 2000) term memory as outlined by the central executive, phonological multistore model of memory. Visuo-spatial sketchpad: visual and spatial loop, visuospatial sketchpad, episodic buffer information According to the working model of Sketchpad: visualising something in the memory, we are said to have an ‘inner mind voice’. Explain how this inner voice works and how it would respond to a mobile phone number that had been Episodic buffer: hold and integrates information. written down. Hippocampus Memory and learning – formation of declarative Memory formation memories. STM to LTM Henry Molaison – case study Describe the hippocampus’ role in the role of the hippocampus in the lobotomy of hippocampus due to seizures memory formation and what Henry formation and storage of memory Cerebellum suffered partial retrograde amnesia. Molaison taught researchers about the Henry Molaison – case study Procedural memories – fine motor skills etc. understood LTM is made from procedural and function of the hippocampus. the role of the cerebellum in the declarative. formation and storage of implicit information in STM could not encode into Describe the role of the amygdala in the memories LTM formation of memories and provide an the role of the amygdala in the Amygdala example of this type of memory. formation of memories Holds emotional memories – usually negative and painful memories – survival mechanism. Forgetting Motivated forgetting: Cindy was abused and forgets Katrina has a Mathematics test coming Process of forgetting and remembering Inability to retrieve memories. up next week but will be on camp until Forgetting the experience. then. She decides to spend a night types of forgetting Retrieval failure before she leaves for camp cramming retrieval failure Inability to retrieve certain information. her Mathematics revision and learning  interference – proactive and Personality: Freud believed a defence mechanism was the concepts. On camp, she had to retroactive Interference repression, similar to motivated forgetting. learn how to measure and orientate motivated forgetting Forgetting is a result of competing similar herself on a map, which requires decay theory mathematical understandings. When it information that is stored. came to her Mathematics test, she was Retroactive interference unable to recall some of the answers as new information interferes with old she kept thinking about mapping skills. information – calling your ex- 1. Name and outline the theory boyfriend/girlfriend by your new of forgetting Katrina is boyfriend/girlfriend’s name. experiencing. Proactive interference 2. Name and describe the information previously learned interferes specific form of this type of with new learning – the old number you forgetting that she is have had for several years can proactively experiencing. interfere the process of remembering your 3. Name the other form of this new phone number. type of forgetting and give an example of it. Motivated forgetting 4. Name and outline two other Inability to retrieve information because there is theories of forgetting. an advantage to not remembering it. Samuel fails the short answer section of Decay the exam as he had particular trouble Memories fading away over time. remembering what he was taught about the periodic table. His teacher tutors him before his final examinations and after only a quick revision on the periodic table, Samuel says he can now remember everything that he was originally taught. Identify and explain what has occurred in this situation. Recall Free recall: names of characters in a movie. Distinguish between the three Retrieval of information from memory without Serial recall: remembering the Marvel movies in psychological terms: recall, recognition Remembering any prompts or cues chronological order. and re-learning. the role of recall (free, serial and Free recall: retrieving information in any Cued recall: filling in the missing words on a cued), recognition and re-learning in order. sentence. memory Serial recall: retrieving information in a set levels of processing model of Explain why Craik and Lockhart did order. memory (Craik and Lockhart, 1972) not believe the Multi-Store model shallow (structural, phonemic) Cued recall: retrieving information with help provided enough information about and deep (semantic, elaboration) of cues. memory processing. processing Recognition Shallow processing Using the word ‘cat’ – explain how a Structural = “looks like” child might process this word using Retrieval of the correct information from a list of Intermediate processing levels of processing model of memory. alternatives – e.g. multiple choice. Phonemic = “sounds like”  Deep processing Re-learning Semantic = “meaning” Learning information again that has previously been learned; occurs more quickly than the original learning. Levels of processing model of memory Strength/depth of memory depends on cognitive processing. Shallow processing Structural = “looks like” Intermediate processing Phonemic = “sounds like” Deep processing Semantic = “meaning” Contributions: highly reliable, deeper understanding of processing memories Limitations: deception was used, does greater effort (semantic) = stronger encoding?  Elaborative rehearsal: Chunking Maintenance rehearsal Mind maps What is one way you can use Repeating the information like a phone number – Mnemonics maintenance rehearsal? Process of forgetting and remembering extends the duration of the STM. rehearsal as a strategy to improve memory. Name three ways to use elaborative maintenance rehearsal Elaborative rehearsal rehearsal to encode information into elaborative rehearsal Actively encode information – make the material your long-term memory. role of repetition as seen in meaningful – connecting new information with Ebbinghaus and the forgetting curve already learnt information. How retrieval practice stop the (1885) forgetting curve? Forgetting Curve Herman Ebbinghaus – more time from initial learning, more the memory decays overtime. Trauma – Chronic Traumatic Encephalopathy (CTE) Progressive brain disease – caused by multiple injuries – such as boxing, contact sports and military service. Degeneration causes memory problems associated with Alzheimer’s. CTE Degeneration – Alzheimer’s disease Behaviour: impulsive, slurred speech, agitation Degeneration of neurons in region of the brain Emotions: mood swings, impaired memory, involved in cognitive skills and memory depression Define CTE and explain the effects on Causes of memory loss and impacts on formation/retrieval. behaviour and cognition. Alzheimer’s behaviour and emotion. Drug induced – Wernicke-Korsakoff Syndrome Behaviour: disorientation, apathy, agitation Why does Alzheimer’s affect a person’s trauma – Chronic Traumatic (WKS) Emotions: mood swings, anxiety, impaired memory memory? What are some symptoms? Encephalopathy (CTE) Stems from a thiamine deficiency (vitamin B1) degeneration – Alzheimer’s disease that is typically related to heavy and prolonged Wernicke-Korsakoff Syndrome is from drug induced – Wernicke-Korsakoff alcohol use. Wernicke-Korsakoff a thiamine deficiency, how is this often Syndrome (WKS) 1. Wernicke Behaviour: agitation, involuntary REM, slurred caused and how does is affect a A loss of muscular coordination speech. person’s behaviour and cognition? Mental confusion Emotions: impaired memory – fills in gaps in Disturbances in vision or eye memory, anxiety, frustration movements 2. Korsakoff Hallucinations (visual and auditory) False memories (making things up) Memory loss Inability to retain new memories.  Classical Conditioning Learning caused by pairing or association of two stimuli. Association forms between two stimuli – one of which is not normally associated with the desired response. Neutral stimulus: A neutral stimulus is a stimulus that does not naturally elicit a specific response. Unconditioned stimulus: An unconditioned stimulus is a stimulus that Classical Conditioning – Pavlov Ivan Pavlov conducted a now famous naturally triggers a response without prior Before condoning experiment measuring the saliva production in dogs when exposed to conditioning. UCS = food Unconditioned response: An UCR = salivation food. He discovered a new concept of unconditioned response is an unlearned NS = bell (no response) learning that has been termed ‘Classical Theories of learning – classical Conditioning’. Identify the following response that occurs naturally in reaction conditioning stimuluses and responses from to the unconditioned stimulus. During conditioning neutral stimulus, unconditioned Pavlov’s conditioning experiment Conditioned stimulus: A conditioned Bell + food = UCR (salivation) stimulus, unconditioned response, 1. neutral stimulus stimulus is a previously neutral stimulus conditioned stimulus, conditioned that, after becoming associated with the After conditioning 2. unconditioned stimulus response stimulus generalisation, unconditioned stimulus, eventually CS: bell 3. unconditioned response triggers a conditioned response. CR: salivation 4. conditioned stimulus discrimination, extinction and conditioned response: A conditioned 5. conditioned response spontaneous recovery response is the learned response to a application and evaluation of learning previously neutral (but now conditioned) Classical Conditioning – Watson Using psychological terminology, theories in behaviour modification stimulus. ‘Little Albert’ – 11 months old systematic desensitisation as a outline how an experimenter could NS = white rat cause the extinction of a conditioned treatment for phobias Stimulus generalisation: Stimulus UCS = loud noise response. generalisation occurs when a conditioned UCR = fear response is elicited by stimuli that are CS = white rate In reference to classical conditioning, similar, but not identical, to the CR = fear define the term ‘stimulus conditioned stimulus. generalisation’. Discrimination: Discrimination is the ability to differentiate between a conditioned stimulus and other similar stimuli that do not signal an unconditioned stimulus. Extinction: Extinction refers to the weakening or disappearance of a conditioned response when the unconditioned stimulus is no longer presented along with the conditioned stimulus.  Spontaneous recovery: Spontaneous recovery is the reappearance of a previously extinguished conditioned response after a period of time, without further conditioning. Systematic Desensitisation Application of classical conditioning to help fears and phobias. Create new associations through gradual exposure. 1. Relaxation – breathing techniques 2. Constructing an anxiety hierarchy 3. Pairing relaxation with the situations described in the anxiety hierarchy. Operant Conditioning Kristy is wanting to toilet train Bob, her Operant conditioning – Skinner three-year-old son. Suggest an Behaviour can be learned if the consequences are Skinner Box appropriate behaviour modification rewarded. Learning by consequence. A typical box had leavers that animals could press to technique she could try that uses the deliver water and food, while some contained buzzers principles of operant conditioning. Three Phase Model: and lights. Antecedent: An antecedent refers to a stimulus or event that precedes and triggers Suggest how Kristy could use this type Theories of learning – operant conditioning of operant conditioning to encourage a specific behaviour – can include three phase model – antecedent, Token Economies and discourage the behaviour she is environmental cues. behaviour, consequence Classroom reward system for improving classroom after. Behaviour: any observable and measurable reinforcement or individual behaviour. action or response role of reinforcers – positive and Identify the type of operant Consequence: refers to the outcome or result negative Schedules of reinforcement conditioning used in the following that follows a behaviour. punishment Fixed: A factory worker is paid $10 for every 10 scenario: role of punishers – positive and products they assemble. Role of reinforcers 1. Tommy’s mother finally negative Variable: Slot machines in a casino operate on a Positive Reinforcement stopped nagging when schedules of reinforcement – fixed, variable reinforcement schedule. A gambler may behaviour is followed by a pleasant reward Tommy picked up his toys. variable, interval and ratio win after playing several times, then lose, then application and evaluation of learning (lolly) win again, but the exact number of plays needed 2. Mr Robinson gave his Negative Reinforcement Psychology students who theories in behaviour modification to win is unpredictable, keeping the gambler Behaviour is followed by the removal of an received 80% and above in token economies engaged. unpleasant outcome (doing the dishes) their pop quiz a chocolate bar. Interval: A teacher gives her students a pop quiz Positive Punishment 3. Lizzy’s parents took away her every Friday and student is given a reward for Behaviour is followed giving an unpleasant mobile phone when she broke completion. consequence (doing the dishes) curfew. Ratio: A salesperson receives a bonus for every 5 Negative Punishment products sold. The removal of a pleasant stimulus (car Explain what positive punishment and keys/phone) negative reinforcement is and how each can be used to modify behaviour in  Schedules of reinforcement Phobias: created through CC and operant conditioning. Include examples Fixed: reward is delivered consistently after strengthened/maintained through OP to support your answer. a fixed number of responses or a fixed Example: A dog attached Ben when he was 5 amount of time has elapsed. (dog and fear association created). Every time Skinner demonstrated his theory of Variable: reward is delivered after an Ben sees that breed of dog he runs away. operant conditioning via the use of a unpredictable number of responses or an Running away removes the feeling of fear – ‘Skinner box’. In one experiment, a unpredictable amount of time has passed. negative reinforcement. This maintains the fear mouse was rewarded with a food pellet Interval: reward is delivered based on the of dogs. each time it pressed a lever with its passage of time paw. With direct reference to this Ratio: reward is delivered after a specific experiment, explain the relationship number of responses. between trial and error and operant conditioning. Token Economies Artificial system of rewards and r reinforcement such as fake money or stamps – these are exchanged for something more tangible. Observational Learning A new behaviour is learned/modified as a result of watching others and copying their behaviours or watching the consequences of the behaviour Bobo Doll Experiment - original of others. 1. Doll was knocked over and abused by an adult. 1. Pay attention. 2. Child watched adult and copied observable Focus on what the model is doing. behaviours. Four- year-old Chelsea is watching 2. Memory retention Demonstrated that children would change their another girl, similar in age, push a Remember the behaviour. Theories of learning – Social learning behaviour without reinforcement or punishment. young boy off the swing set and get on 3. Reproduce the behaviour. theory the swing herself. According to Be able to do the behaviour. Social learning theory – Bandura, 1977 Bobo Doll Experiment - vicarious reinforcement Bandura, there are four factors required 4. Motivation Similar process to original – except: for observational learning to occur. process of observational learning – Be motivated to copy the behaviour. Group 1: aggressive model was rewarded Identify each factor in the correct order attention, retention, reproduction, with lollies, soft drink and praise from and relate each factor to the scenario. motivation, reinforcement Vicarious learning another adult. modelling – vicarious reinforcement Vicarious conditioning is when an individual Group 2: aggressive model was punished by Name and define the four internal watches a model’s behaviour being either being spanked and receiving criticism. processes of Observational Learning reinforced or punished and modifies their Group 3: no consequences at all. identified by Bandura. behaviour accordingly. Results: children who watched Group 1 and Group 3 replicated the modelled behaviour more than children Vicarious reinforcement occurs when a who watched Group 2. model’s behaviour is reinforced, and therefore increases the likelihood of the observer behaving in a similar way. Vicarious punishment occurs when a model’s behaviour is punished, and therefore decreases the likelihood of an observer behaving in a similar way.  Motivation and Wellbeing | Unit 4 Syllabus Points Explanation Evidence/Real-life examples Sample exam style questions Physiological needed for survival - think of primary needs such as food, shelter and warmth. Cognitions intellectual challenges - such as problem-solving, puzzles and learning something new. we may need to engage in an intellectual challenge to reach an occupational goal. Emotional Sources of motivation – physiological, Define each source of motivation and This involves seeking positive emotions such as cognitions, emotions, social provide an example of each. happiness, and/or avoiding negative emotions such as pain or fear. Social The driving need to belong and develop community. For example, some people may be motivated to change their behaviour - a couch potato to a marathon runner - in order to belong to a certain group. Amotivation motivation the state of lacking the intention to act - just Intrinsic motivation = Internal motivation Explain the concept of autonomy within the going through the motions. e.g., goals, interests, values context of Self-Determination Theory. Extrinsic motivation Extrinsic motivation = external motivation Describe the difference between intrinsic behaviours that are least autonomous are e.g., rewards systems, grades, others’ opinions and extrinsic motivation as outlined by Deci referred to as externally regulated. and Ryan. Self-determination theory – Deci and Ryan includes: STRENGTHS (1985) external regulation – rewards applicable across cultures & contexts What role does the need for competence amotivation, extrinsic and intrinsic Introjected regulation – not fully widely considered a good model to play in Self-Determination Theory? motivation accepting as own, e.g., avoiding failure. explain motivation. psychological needs for motivation – Identified regulation – accepting as own used across many domains - including How does the need for relatedness influence autonomy, competence, relatedness as it aligns with personal importance. education, healthcare, organisational motivation according to Self-Determination Integrated regulation – actions align with management, and sports. Theory? values and needs. LIMITATIONS Discuss the impact of extrinsic rewards on Intrinsic motivation minimalises external rewards and places a intrinsic motivation according to Self- internal drives that inspire us to behave in strong emphasis on autonomy. Determination Theory. certain ways. a complex theory to apply.  Autonomy does not account for the social and cultural Analyse the strengths and limitations of Self- People have a need to feel that they are the factors that influence motivation and Determination Theory in explaining human masters of their own destiny and that they have behaviour. motivation. at least some control over their lives; most the theory has been criticized for placing importantly, people have a need to feel that they too much emphasis on individualistic Jane is a manager at a software company. are in control of their own behaviour. cultures and neglecting the role of She has noticed that her team seems collectivist cultures in shaping motivation demotivated and less productive recently. Competence and behaviour. Jane decides to implement strategies based Another need concerns our achievements, on Self-Determination Theory to improve knowledge, and skills; people have a need to her team's motivation. build their competence and develop mastery over tasks that are important to them. Describe three specific strategies Jane can use to satisfy her team’s Relatedness (also called Connection) psychological needs for autonomy, People need to have a sense of belonging and competence, and relatedness. connectedness with others; each of us needs Evaluate the potential outcomes of other people to some degree (Deci & Ryan, 2008). these strategies on her team's motivation and productivity. STRENGTHS Self-worth, dignity, born good and strive for self- Maslow's hierarchy of needs focused on What is the difference between growth and actualisation. healthy human psychological deficiency needs? development which Hierarchy of needs – deficiency needs The humanistic concept that individuals Describe the five original levels of Maslow's (These are basic needs people are motivated have the capacity to undergo personal Hierarchy of Needs. to achieve due to their absence) Hierarchy of needs – Maslow (1954, 1970. growth - this is supported by a meta- Physiological needs – food, Levels of motivation based on deficiency analysis conducted by Alexander and Explain how physiological needs differ from water, warmth, rest colleagues in 1991. Results from 42 studies safety needs in Maslow's Hierarchy. and growth needs (1954) Safety needs – security, good revealed that transcendental meditation, a deficiency needs – physiological, health, money variant of with significant progress toward What is the significance of the self- safety, love and belongingness, Love & Belongingness needs – self-actualisation in participants. actualisation level in Maslow's Hierarchy of esteem relationships, friendships, Needs? growth needs – self-actualisation intimacy LIMITATIONS expanded hierarchy of needs (1970) – Esteem needs – prestige, feeling The sample of participants Maslow How do love and belonging needs influence cognitive, aesthetic and transcendence of accomplishment. interviewed was small and purposefully an individual's motivation according to needs selected to be made up of those he Maslow? concept of self-actualisation Growth needs believed to have self-actualised. No characteristics of a self-actualised person These are needs that once met, act as the objective measures were used to gather his Describe how the need for esteem can motivation for people to continue fulfilling information, only subjective measures. impact a person’s behaviour and goals. them. Satisfaction comes from happiness The hierarchical categorisation of needs What are the new levels that have been and motivation increases once each need has oversimplifies complex human behaviour added to Maslow's Hierarchy of Needs in been met. (Italics = revised needs). and may not be the most suitable structure recent updates? for describing Maslow's theory. While Expanded Hierarchy of Needs Maslow never described a pyramid shape  Cognitive - mental process of for his hierarchy, this assumption has been Explain the concept of self-transcendence gaining knowledge and made by many and fuels the idea of neatly and its place in the updated Hierarchy of understanding through personal compartmentalised needs that are Needs. experiences and mental activity. independent from each other. How does the need for cognitive Aesthetic - includes beauty as well understanding fit into the revised Hierarchy as the appreciation of anything of Needs? beautiful. Self-actualisation – achieving Discuss the importance of aesthetic needs in one’s full potential, including the context of Maslow's updated Hierarchy. creative activities. Transcendence needs - is the What role does transcendence play in an experience of going beyond the individual's personal growth according to limitations of physical human Maslow's revised theory? experience. John is a high-achieving professional who Concept of self-actualisation has recently felt a lack of fulfillment in his The desire for self-fulfilment, namely the career. Despite having a high salary and job tendency for him [the individual] to become security, he is considering a career change to actualized in what he is potential. This tendency something more meaningful. might be phrased as the desire to become more and more what one is, to become everything that Using Maslow's Hierarchy of one is capable of becoming. Needs, analyse John's situation. Characteristics of a self-actualised person Which levels of the hierarchy are They perceive reality efficiently and likely being unmet, and how might can tolerate uncertainty; addressing these needs impact his Accept themselves and others for what sense of fulfillment? they are; Discuss potential career paths or Spontaneous in thought and action; changes John could pursue to meet Problem-centered (not self-centered); his higher-level needs, including Unusual sense of humour; any of the newly added levels in Able to look at life objectively; Maslow's updated hierarchy. Highly creative; Resistant to enculturation, but not purposely unconventional; Concerned for the welfare of humanity; Capable of deep appreciation of basic life experience; Establish deep satisfying interpersonal relationships with a few people; Peak experiences; Need for privacy; Democratic attitudes; Strong moral/ethical standards.  Describe the components of Diener's Model of Subjective Wellbeing. How does Diener define 'subjective wellbeing'? Explain the difference between affective and cognitive evaluations in the context of subjective wellbeing. Wellbeing can be understood as how people feel and how they function both on a personal and social level and how they evaluate their lives as a What role does life satisfaction play in whole. Diener's Model of Subjective Wellbeing? Subjective well-being (SWB) refers to how people How do positive and negative affect experience and evaluate different aspects of their contribute to overall subjective wellbeing lives. according to Diener? People can evaluate their lives in terms of - a global judgment (such as life satisfaction Affective Balance What are some methods used to measure or feelings of fulfilment) Frequent positive affect: subjective wellbeing as outlined by Diener? Models of wellbeing evaluating the domains of their lives (such This refers to how often an individual Subjective wellbeing – Model of Subjective as marriage or work) experiences positive emotions and moods such How can cultural factors impact subjective ongoing emotional feelings about what is Wellbeing – Diener (1984) as joy, contentment, enthusiasm, and affection. wellbeing according to Diener? happening to them (feeling pleasant key components – life satisfaction, emotions, which arise from positive affective balance Infrequent negative affect: Explain the concept of 'hedonic balance' in evaluations of one's experiences This refers to the rarity of experiencing negative the context of Diener's Model of Subjective low levels of unpleasant feelings, which emotions and moods such as sadness, anger, Wellbeing. arise from negative evaluations of one's fear, and anxiety. experiences. Maria is a 35-year-old woman who has Life Satisfaction (cognitive component) recently experienced a significant drop in her General life satisfaction is an overall assessment subjective wellbeing. She feels less satisfied of one's life and how one feels about their life with her life and experiences more negative circumstances. emotions despite no major changes in her external circumstances. High life satisfaction indicates that individuals feel their lives are fulfilling, meaningful, and Using Diener's Model of Subjective aligned with their values and goals. Wellbeing, analyse Maria's situation. Which components of the model might be contributing to her decreased wellbeing? Propose a series of interventions based on Diener's model that could help Maria improve her subjective wellbeing.  Autonomy List and describe the six factors in Ryff's Six- Autonomy refers to an individual's ability to Factor Model of Wellbeing. make independent decisions and self-regulate their behaviour. How does Ryff define 'self-acceptance' in the High Autonomy: regulate behaviour from within; context of wellbeing? and evaluate yourself by personal standards. Low Autonomy: You are concerned about the Explain the importance of 'positive relations expectations and evaluations of others. with others' in Ryff's model. Environmental Mastery Environmental mastery is the capacity to manage What does 'autonomy' refer to in Ryff's Six- and influence the external environment Factor Model of Wellbeing? effectively to meet personal needs and goals. High Environmental Mastery: You have a sense of Strengths: Discuss the role of 'environmental mastery' mastery and competence in managing the comprehensive framework in an individual's overall wellbeing. environment. empirical support Low Environmental Mastery: You have difficulty applicability across life span How does Ryff's model address the concept managing everyday affairs. focus on positive functioning of 'purpose in life'? Models of wellbeing cultural sensitivity Psychological wellbeing– six factor model of Personal Growth Describe 'personal growth' as outlined in Personal growth involves the continuous Limitations Ryff's Six-Factor Model of Wellbeing. wellbeing – Ryff (1989) development of one’s potential and the pursuit significant overlap between the six factors How can Ryff's model be used to assess autonomy, environmental mastery, of personal improvement. self-report measures can be subject to psychological wellbeing in older adults? personal growth, positive relations Strong Personal Growth: see yourself as growing biases such as social desirability with others, purpose in life, self- and expanding; are open to new experiences. some factors may not hold the same What methods are commonly used to acceptance Weak Personal Growth: You have a sense of significance in all cultural contexts measure the six factors of Ryff's wellbeing personal stagnation. primarily presents a static view of model? wellbeing, focusing on current states Purpose in Life rather than changes over time Discuss the relevance of Ryff's Six-Factor Purpose in life involves having goals and a sense most research validating Ryff’s model has Model of Wellbeing in today's society. of directedness that give meaning to life. been conducted in Western contexts. Strong Purpose in Life: You have goals in life and a John is a 45-year-old professional sense of directedness. experiencing a mid-life crisis. He feels Weak Purpose in Life: You lack a sense of meaning dissatisfied with his achievements, has poor in life; have few goals or aims. relationships with others, and lacks a sense of purpose. Positive Relations with Others Positive relations with others emphasize the Using Ryff's Six-Factor Model of Wellbeing, analyse John's situation. importance of having warm, trusting, and Which factors of the model might be meaningful relationships. contributing to his current state of Strong Positive Relations: You have warm, dissatisfaction? satisfying, trusting relationships with others. Weak Relations: You have few close, trusting Propose a series of interventions based relationships with others; find it difficult to be on Ryff's model that could help John warm and open. improve his psychological wellbeing.  Self-acceptance Self-acceptance is the positive evaluation of oneself and one’s past life. High Self-Acceptance: You possess a positive attitude toward yourself. Low Self-Acceptance: You feel dissatisfied with yourself. Stress is the body’s response to changing stimuli Define stress according to Hans Selye. or stressors. What are environmental stressors? Provide Distress is a negative form of stress that arises two examples. when an individual perceives a situation as threatening, overwhelming, or beyond their How do psychological stressors differ from ability to cope. social stressors? § deadlines § financial crisis Discuss the impact of cultural stressors on § death of a loved one an individual's stress levels. Eustress is stress that What are the characteristics of stressors has positive effects. Eustress is what energizes us according to their nature? Applications of psychology to health – and motivates us to make a change. It gives us a When we think about stress, we think about four positive outlook and makes us capable of Explain how the duration of a stressor can stress and stressors different levels of stressors: overcoming obstacles and sickness. influence its impact on an individual. cataclysmic events: sudden and demand § exercise Stress as defined by Selye (1936) an immediate response; usually affect § socialising How does the strength of a stressor affect an types of stress – distress and eustress whole communities. § building individual's stress response? (Selye, 1983) stressful life events: major incidents, such § relationships/friendships Stressors as changes to family (divorce, death). Provide an example of a stressor that can be types of stressors – environmental, daily hassles: frustrations such as work Environmental stressors refer to aspects of one's classified under both psychological and psychological, social, cultural hassles, and noise pollution.