The four approaches and their assumptions

What an approach is

An approach is a set of assumptions about where behaviour comes from. Each one shapes what a researcher measures, what counts as evidence and what a 'treatment' would look like. Exam answers are graded on whether you use the assumption to explain the study, not on whether you can name the approach.

Biological

Behaviour originates in physical structures and processes: brain areas, neurotransmitters, hormones, genes, evolution. Typical methods are brain scanning, physiological recording and twin studies. Strength: objective measurement. Weakness: explaining a complex behaviour by one brain region or chemical is reductionist.

Cognitive

Behaviour is the output of internal mental processes — attention, memory, perception, decision-making — often modelled as information processing. Methods are controlled laboratory tasks measuring accuracy and reaction time. Strength: it studies what behaviourism ignored. Weakness: mental processes are inferred, never observed directly.

Learning

Behaviour is learned from the environment: classical conditioning (association), operant conditioning (consequences) and social learning (observation, imitation, vicarious reinforcement). Strength: it produces practical treatments such as systematic desensitisation. Weakness: it plays down biological predispositions and thought.

Social

Behaviour is shaped by the presence, expectations and authority of other people and by the situation. It explains obedience, conformity and bystander behaviour. Strength: high relevance to real events. Weakness: findings can be culturally specific and studies often raise ethical problems.

Using them together

The strongest answers show two approaches explaining the same behaviour and then say what each one misses — that is exactly the skill the 'issues and debates' questions are testing.