mrthrills
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Mind Map on TOPIC C, created by mrthrills on 05/22/2014.

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mrthrills
Created by mrthrills over 5 years ago
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TOPIC C
1 THE BRAIN
1.1 LIMBIC SYSTEM
1.1.1 INVOLVED WITH EMOTION
1.1.1.1 RECOGNISING
1.1.1.2 CONTROLLING
1.2 AMYGDALA
1.2.1 INVOLVED WITH AGGRESSION
1.2.2 RECOGNISES & CREATES RESPONSE
1.2.3 KING (1961)
1.2.3.1 WOMEN AGGRESSIVE
1.2.3.1.1 WHEN AMYGDALA STIMULATED
1.2.4 REMOVED IN CATS
1.2.4.1 BECOME CALM
1.2.5 CASE STUDY
1.2.5.1 CHARLES WHITMAN
1.2.5.1.1 TUMOUR PRESSING AMYGDALA
1.3 EVALUATION
1.3.1 STRENGTHS
1.3.1.1 CATS STUDIES
1.3.1.2 CASE STUDY CHARLES WHITMAN
1.3.1.3 KING (1961)
1.3.2 WEAKNESSES
1.3.2.1 RISKY TO STUDY BRAIN
1.3.2.2 NO DEFINITE LINK
1.3.2.2.1 BETWEEN BRAIN & AGGRESSION
1.3.2.3 CASE STUDIES
1.3.2.3.1 INDIVIDUAL
1.3.2.3.1.1 UNRELIABLE
1.3.2.4 ANIMAL AND HUMANS
1.3.2.4.1 DIFFERENT
1.3.2.5 SOCIAL LEARNING THEORY
1.3.2.5.1 CAN EXPLAIN AGGRESSION
2 HORMONES
2.1 CHEMICALS IN BLOOD
2.2 MESSAGES
2.3 MADE IN GLANDS
2.4 TESTOSTERONE
2.4.1 MALE SEX HORMONE
2.4.2 MEN MORE AGGRESSIVE
2.4.3 SECRETED ADRENAL GLANDS AND TESTES
2.4.4 10 X THE AMOUNT THAN WOMEN
2.5 EVALUATION
2.5.1 STRENGTHS
2.5.1.1 ANIMALS STUDIES
2.5.1.1.1 CASTRATION CALMS THEM
2.5.1.1.2 NOT ETHICAL CASTRATE HUMANS
2.5.1.2 CORRELATIONAL STUDIES
2.5.1.2.1 RELATIONSHIP
2.5.1.2.1.1 HIGH BLOOD TESTOSTERONE
2.5.1.2.1.1.1 REPORTED LEVEL OF AGGRESSION
2.5.2 WEAKNESSES
2.5.2.1 ANIMAL STUDIES
2.5.2.1.1 NOT SAME AS HUMANS
2.5.2.1.1.1 HUMANS CONSIDER CONSEQUENCES
2.5.2.2 CORRELATIONS AREN´T CAUSE AND EFFECT
2.5.2.3 IGNORES HUMAN UPBRINGING
2.5.2.4 DOES AGGRESSION CAUSE HIGH TESTOSTERONE?
2.5.2.4.1 OR THE OTHER WAY AROUND
2.5.2.5 WOMEN CAN BE MORE AGGRESSIVE
3 SOCIAL LEARNING THEORY
3.1 OBSERVATIONAL LEARNINNGI
3.1.1 MODELLING
3.1.1.1 ATTENTION
3.1.1.2 MEMORY
3.1.1.3 REPRODUCTION
3.1.1.4 MOTIVATION
3.1.2 ROLE MODELS
3.1.2.1 IDENTIFICATION
3.1.3 VICARIOUS LEARNING
3.2 BANDURA (1961)
3.2.1 BOBO DOLL
3.2.1.1 CHILDREN COPIED
3.2.1.1.1 MORE WITH REWARD
3.2.1.1.2 LESS WITH PUNISHMENT
3.3 EVALUATION
3.3.1 STRENGTHS
3.3.1.1 FOUND CAUSE AND EFFECT
3.3.1.1.1 CHILDREN DO COPY
3.3.1.2 SCHOOL SHOOTINGS
3.3.1.2.1 LINKED TO MEDIA AND VIOLENCE
3.3.2 WEAKNESSES
3.3.2.1 COULD BE NATURALLY AGGRESSIVE
3.3.2.1.1 HIGH LEVEL OF TESTOSTERONE
3.3.2.2 NOT ALL COPY
3.3.2.3 WATCHING VIOLENCE
3.3.2.3.1 CAN LOWER AGGRESSION
3.3.2.4 DIFFICULT TO STUDY
3.3.2.4.1 COPIED BEHAVIOUR NOT OBSERVED
4 COMPARING THEORIES
4.1 BIOLOGICAL
4.1.1 NATURE
4.1.1.1 LIMBIC SYSTEM
4.1.1.2 AMYGDALA
4.1.1.3 TESTOSTERONE
4.2 SOCIAL LEARNING THEORY
4.2.1 NURTURE
4.2.1.1 OBSERVATIONAL LEARNING
4.2.1.2 MODELLING
4.2.1.3 IDENTIFICATION
4.2.1.4 VICARIOUS REINFORCEMENT
4.3 CONCLUSION
4.3.1 COMBINATION OF BOTH THEORIES
5 RAMIREZ ET AL (2001)
5.1 CULTURE AND AGGRESSION
5.1.1 AIM
5.1.1.1 DOES AGGRESSION VARY WITH CULTURE?
5.1.2 PROCEDURE
5.1.2.1 400 PSYCHOLOGY STUDENTS
5.1.2.1.1 VOLUNTEER SAMPLE
5.1.2.1.1.1 HALF FROM JAPAN
5.1.2.1.1.2 HALF FROM SPAIN
5.1.2.1.1.3 QUESTIONNAIRE
5.1.2.1.1.3.1 ASSESSES
5.1.2.1.1.3.1.1 VERBAL AGGRESSION
5.1.2.1.1.3.1.2 PHYSICAL AGGRESSION
5.1.2.1.1.3.1.3 ANGER
5.1.2.1.1.3.1.4 HOSTILITY
5.1.3 RESULTS
5.1.3.1 JAPANESE STDUENTS
5.1.3.1.1 MORE PHYSICALLY AGGRESSIVE
5.1.3.2 SPANISH STUDENTS
5.1.3.2.1 MORE VERBALLY AGGRESSIVE
5.1.3.3 MALES MORE VERBAL AND HOSTILITY
5.1.3.4 BOTH GENDER SAME ANGER LEVEL
5.1.4 CONCLUSION
5.1.4.1 STEREOTYPES
5.1.4.1.1 SPANISH EXPRESSIVE
5.1.4.1.2 JAPANESE CALM?
5.1.4.2 SUPPORTS MALES MORE AGGRESSIVE
5.1.4.2.1 DUE TO UPBRINGING AND HORMONES
5.1.5 EVALUATION
5.1.5.1 STRENGTHS
5.1.5.1.1 QUANTITATIVE DATA
5.1.5.1.1.1 OBJECTIVE
5.1.5.1.2 ETHICAL STUDY
5.1.5.1.2.1 VOLUNTEER SAMPLE
5.1.5.1.2.2 INFORMED CONSENT
5.1.5.2 WEAKNESSES
5.1.5.2.1 QUESTIONNAIRE
5.1.5.2.1.1 HALO EFFECT
5.1.5.2.1.2 CAN LIE
5.1.5.2.1.2.1 WHAT YOU SAY DIFFERENT WHAT YOU DO
5.1.5.2.2 ALL PSYCHOLOGY STUDENTS
5.1.5.2.2.1 GUESSED AIM OF STUDY
6 CONTENT ANALYSIS
6.1 MEASURES THE NUMBER TIMES
6.1.1 A BEHAVIOUR OR EVENT OCCURS
6.2 CAN BE
6.2.1 TELEVISION
6.2.2 COMPUTER GAME
6.2.3 BOOKS
6.2.4 NEWSPAPER
6.2.5 MAGAZINES
6.2.6 SONG LYRICS
6.3 LIST BEHAVIOURAL CATEGORIES
6.3.1 TALLY
6.3.1.1 IF RELIABLE
6.3.1.1.1 EACH RESEARCHER SAME TALLY NUMBER
6.4 SAMPLING
6.4.1 NOT JUST ONE PROGRAMME
6.4.1.1 SINCE IT WOULD BE UNREPRESENTATIVE AND BAISED
7 ETHICAL GUIDLINES
7.1 PROTECTION OF PARTICIPANTS
7.1.1 SAME AS EVERY DAY STRESS
7.2 CONSENT
7.2.1 PRESUMTIVE
7.3 RIGHT TO WITHDRAW
7.3.1 SAY YOU CAN CAN LEAVE
7.4 DECEPTION
7.4.1 DEBRIEF
7.4.2 COUNSELLING AFTERWARDS
7.5 COMPETENCE
7.5.1 CHECK WITH OTHERS
7.6 ANDERSON AND DILL ETHICAL?
7.6.1 YES
7.6.1.1 PROTECTION FROM HARM
7.6.1.1.1 SHORT BLASTS OF NOISE (0.5-1.75 SEC, 55 dB)
7.6.2 NO
7.6.2.1 DECEPTION
7.6.2.1.1 NO INFORMED CONSENT
7.6.2.2 EMBARASSED FOR BEHAVIOUR
8 ANDERSON AND DILL (2000)
8.1 AIM
8.1.1 DOES PLAYING VIDEO GAMES CAUSE AGGRESSION
8.2 PROCEDURE
8.2.1 LABORTAORY
8.2.2 210 PSYCHOLOGY STUDENTS
8.2.3 INDEPENDENT GROUPS
8.2.4 IV - GAME PLAYED
8.2.4.1 AGGRESSIVE
8.2.4.1.1 WOLFENSTEIN 3D
8.2.4.2 NON AGGRESSIVE
8.2.4.2.1 MYST
8.2.5 TOLD MOTOR SKILLS TEST
8.2.6 PLAYED GAME 15 MIN
8.2.6.1 THEN REACTION TEST
8.2.6.1.1 AGAINST OPPNENT
8.3 RESULTS
8.3.1 MORE AGGRESSION SHOWN WITH VIOLENT GAME
8.3.1.1 MEASURED BY LOUDNESS AND DURATION
8.3.1.1.1 WHITE NOISE
8.3.2 FEAMALES MORE AGRESSIVE
8.4 CONCLUSION
8.4.1 MADE PEOPLE THINK AGGRESSIVELY
8.5 EVALUATION
8.5.1 STRENGTHS
8.5.1.1 LAB
8.5.1.1.1 WELL CONTROLLED
8.5.1.1.2 CAUSE AND EFFECT
8.5.1.1.3 RELIABLE
8.5.1.1.4 JUSTIFICATION TO AGE RATING
8.5.2 WEAKNESSES
8.5.2.1 MAY HAVE GUESS AIM
8.5.2.2 FALSE ENVIRONMENT
8.5.2.3 PP NOT INFOMRED
8.5.2.4 DEMAND CHARACTERISTICS
8.5.2.5 UNREALISTIC AGGRESSION
9 CHARLTON ET AL (2000) ST HELENA
9.1 AIM
9.1.1 EFFECTS OF TV ON CHILDREN
9.2 PROCEDURE
9.2.1 OBSERVE BEHAVIOUR BEFORE AND AFTER
9.2.2 NATURAL EXPERIMENT
9.2.2.1 IV - TV
9.2.3 QUESTIONNAIRES
9.2.4 INTERVIEW
9.2.5 OBSERVATIONS
9.2.6 CONTENT ANALYSIS
9.3 RESULTS
9.3.1 LITTLE DIFFERENCE
9.4 CONCLUSION
9.4.1 TV DOESN´T INCREASE AGGRESSION
9.4.2 DUE TO TIGHT COMMUNITY
9.5 EVALUATION
9.5.1 STRENGTHS
9.5.1.1 ECOLOGICAL VALIDITY
9.5.1.1.1 NATURAL EXPERIMENT
9.5.1.2 COVERT OBSERVATION
9.5.1.2.1 CHILDREN DIDN´T KNOW BEING FILMED
9.5.1.2.1.1 ACTED NATURALLY
9.5.2 WEAKNESSES
9.5.2.1 DIDN´T WANT TO GIVE BAD IMPRESSION
9.5.2.2 NOT ALL CHANNELS
9.5.2.2.1 LESS VIOLENT PROGRAMMES
10 WILLIAMS ET AL (1981)
10.1 AIM
10.1.1 BEHAVIOUR BEFORE AND AFTER TV
10.2 PROCEDURE
10.2.1 MEASURE
10.2.1.1 PLAYGROUND AGGRESSION
10.2.1.2 LEISURE ACTIVITIES
10.2.1.3 IQ
10.2.1.4 CREATIVITIY AND READING ABILITY
10.2.2 3 GROUPS
10.2.2.1 NOTEL
10.2.2.1.1 NO TV
10.2.2.2 UNITEL
10.2.2.2.1 1 CHANNEL
10.2.2.3 MULTITEL
10.2.2.3.1 MANY
10.3 RESULTS
10.3.1 2X AGGRESSIVE AFTER TV
10.3.2 SPENT 50% LESS LEISURE TIME
10.3.3 GREATER GENDER DIFFERENCES
10.3.4 LESS CREATIVITY
10.3.5 LOWER IQ
10.3.6 BIGGEST DIFFERENCE IN NOTEL
10.4 CONCLUSION
10.4.1 TV DOES INCREASE AGGRESSION
10.4.2 REDUCES LEISURE TIME
10.4.3 LOWERS CREATIVITY AND IQ
10.5 EVALUATION
10.5.1 STRENGTHS
10.5.1.1 NATURAL EXPERIMENT
10.5.1.2 COMPARISONS BEFORE AND AFTER
10.5.1.3 CHILDREN USED TO OBSERVERS
10.5.1.3.1 NATURAL BEHAVIOUR OBSERVED
10.5.2 WEAKNESSES
10.5.2.1 NO CONTROL OVER TV
10.5.2.2 POSSIBLE OBSERVER BIAS
11 COMPARING CHARLTON AND WILLIAMS
11.1 SIMILARITIES
11.1.1 NATURAL EXPT.
11.1.2 REAL COMMUNITIES
11.1.3 NO TV BEFORE STUDY
11.2 DIFFERENCES
11.2.1 ISLAND V TOWN
11.2.2 COMMUNITIES
11.2.3 PARENTING STYLES
11.2.4 CULTURE
12 BECOMING AN ED PSYCH
12.1 WORK FOR
12.1.1 LOCAL AUTHORITY
12.1.2 PRIVATE SCHOOL
12.1.3 SELFL EMPLOYEED
12.2 SKILLS
12.2.1 COMMUNICATION
12.2.2 EMPATHETIC LISTERNER
12.3 QUALIFICATIONS
12.3.1 PSYCHOLOGY DEGREE
12.3.2 EXPERIENCE
12.3.3 MASTERS DEGREE
12.3.4 DOCTORATE
12.3.5 CPD
12.3.5.1 EXTRA TRAINING
12.3.5.2 CHARTERED
13 ED PSYCH AND ANGER MAMAGEMENT
13.1 MAKE OBSERVATIONS
13.2 GATHER INFORMATION
13.3 HELP TO SOLVE PROBLEMS
14 WATERSHED
14.1 9PM
14.1.1 PARENT´S CONFIDENT OF CONTENT
14.2 MORAL CENSORSHIP
14.2.1 HARMFUL TO OTHERS
14.2.2 BBFC
14.2.2.1 CATEGORIES PROGRAMMES VIDEO GAMES
14.2.2.1.1 MILD VIOLENCE
14.2.2.1.2 MILD HORROR
14.2.2.1.3 18
14.2.3 GOVERNMENT
14.2.3.1 AUTHORITARIAN
14.2.3.1.1 NO PUBLIC SAY
14.2.3.2 PATERNALISTIC
14.2.3.2.1 INTERESTS OF THE PUBLIC
14.3 FOR
14.3.1 Enter text here

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