Building theories

Prepared by: Paula Pilarska

Based on: Psychology Course Companion; John Crane, Jette Hannibal

THEORY

• Theory – is an explanataion for a psychological

phenomenon.

• It is a statment used to summarize, organize, and explain

observations.

• Theory can also be used to make predictions about

observed events.

• Theories are built on cencepts – which are hypothetical, so

they must be defined and after that they must be tested.

THEORY

• Theories in psychology ae not like laws in natural

science.

• Thetheoretical explenations are PROBABLE rather than

certain, and therefore they are always open to some

degree of doubt.

• That is why theories must be evaluate, and psychologists

must examine theories strangths and limitations.

Self-efficacy

• Self-efficacy – is someone’s belief that

she / he will succeed in something, and

it is based on previous experiences.

• Albert Bandura theory predicts that

self-efficacy will determine if and how

hard someone will try to do a certain

thing.Albert Banduraborn 4.12.1925

Do you believe in hard work or talent?

Carol Dweck’s theory

• shows importance of

people’s mindset in

explaining success

• people tend to think that

intelligence or talent are

fixed or changeable Carol Dweck

born 17.10.1946)

Carol Dweck’s theory

• People with fixed mindset believed that inteligence is

static (avoid challanges, give up, efford is a waste of time,

ignore useful negative feedback, threatened by the success

of others)

• People with growth mindset believed that inteligence

can be developed (aren’t afraid of challenges, effort is a part

of process of mastering, learn from criticism, find inspiration

in the success of others)

1. Does this theory correspond to real life? Try to evaluate the

theory using some of your own experiences.

2. To what extent does this theory offer insight into possible

differences in terms of what people achieve in education,

sport or the arts?

Carol Dweck and Lisa

Blackwell’s experiment (2007)

• 2 groups – low achieving students aged 12-13

• Both groups had a lecture: introducing to the brain and

study skills

• First group – neutral session on memory

• Secend group – how intelligence can be developed by

exercise

• Which group improve in maths?

How can you use research to

improve real-life situations?

CRITICAL THINKING

• This is skill which you can learn

• Critical – doesn’t mean to be negative

• When scientists read an article about new

experiment they have to assess if conlclusions

(interpretations) were supported by data

CRITICAL THINKER profile:

1. Evaluates available evidence and relates it to a theory or

opinion.

2. Considers alternative interpretations.

3. Avoids emotional reasoning.

4. Does not jump to oversimplified conclusions.

5. Knows that plausible conclusions are based on evidence.

6. Is willing to reassess conclusions if new information appears.

7. Is able to tolerate some uncertainty.