PSYCHOLOGY

PSYCHOLOGYPSYCHOLOGY- The science andstudy of a living organism. (humans and/ or animals)

The study of behaviors and activities.1. Science-systematic, research2. Behaviors- “measureable” activities

PSYCHOLOGYPsychologists study such phenomena as perception, cognition, attention, emotion, motivation, personality, behavior and interpersonal relationships.

PSYCHOLOGYDefine the relationship between PsychologyAnd other sciences….?

a) Physics- Psychology uses instruments to measure several aspects of human behaviors.

Example(s): changes in environment and how it affects movement, moods,personality, externalStimuli and its effect on internal factors, andresults or each.

PSYCHOLOGYb) Chemistry- chemical measure of

moods, personality development, treatment, medical intervention(therapy, prescriptions..)

PSYCHOLOGYc) Biology- Central nervous system,

sensory stimulus, organs, and hereditary factors.

PSYCHOLOGYd) Anthropology- Culture and it’s

effect on personality and social groupings. How does it affect people, how do we adapt or handle situations, learning.

PSYCHOLOGYe) Sociology- group research, family,

friends and others…etc.

PSYCHOLOGY PROJECT-1ST GRADE WORTH=100 PTS/100%

Directions: Trace the development of Psychology form the Stone

Age beginnings through the developments in the 1700’s.

You may use only pictures, imagery but NO words or numbers.

You must use a poster to demonstrate your understanding.

You must present and describe to the class your work, and understanding.

Rubric: 20 pts- accuracy of information 20 pts- creative- thoughtful 20 pts- use of symbolism appropriate 20 pts- presentation organized & timely 20 pts- appropriate use of 2 Multiple

Intelligences--------------------------------------------------- = 100 pts

Take the Multiple Intelligence Test

Multiple IntelligencesActivities for Multiple Intelligences

Linguistic Intelligence Use storytelling to explain

Conduct a debate on Write a poem, myth, legend, short play, or news article about Create a talk show radio program about Conduct an interview on

Multiple IntelligencesLogical-Mathematical Intelligence Translate into a mathematical formula

Design and conduct an experiment on Make up syllogisms to demonstrate Make up analogies to explain Describe the patterns or symmetry in Others of your choice

Bodily-Kinesthetic Intelligence Create a movement or sequence of movements to explain

Make task or puzzle cards for Build or construct a Plan and attend a field trip that will Bring hands-on materials to demonstrate

Multiple IntelligencesVisual Intelligence Chart, map, cluster, or graph

Create a slide show, videotape, or photo album of Create a piece of art that demonstrates Invent a board or card game to demonstrate Illustrate, draw, paint, sketch, or sculpt

Musical Intelligence Give a presentation with appropriate musical

accompaniment on Sing a rap or song that explains Indicate the rhythmical patterns in Explain how the music of a song is similar to Make an instrument and use it to demonstrate

Multiple IntelligencesInterpersonal Intelligence Conduct a meeting to address

Intentionally use social skills to learn about Participate in a service project to Teach someone about Practice giving and receiving feedback on Use technology to

Intrapersonal Intelligence Describe qualities you possess that will help you successfully complete

Set and pursue a goal to Describe one of your personal values about Write a journal entry on Assess your own work in

Naturalist Intelligence Create observation notebooks of

Describe changes in the local or global environment Care for pets, wildlife, gardens, or parks Use binoculars, telescopes, microscopes, or magnifiers to Draw or photograph natural objects

BRAIN DOMINANCEWHAT IS IT????

BRAIN DOMINANCE

Linear vs. Holistic Processing The left side of the brain processes

information in a linear manner. It process from part to whole.

It takes pieces, lines them up, and arranges them in a logical order; then it draws conclusions.

Linear vs. Holistic Processing The right brain, however, processes

from whole to part, holistically.

It starts with the answer. It sees the big picture first, not the details.

Sequential vs. Random Processing The left-brained person is a list maker.

If you are left-brained, you would enjoy making a master schedule and doing daily planning.

Sequential vs. Random Processing The right-brained student is random. If you

are right-brained, you may flit from one task to another. You will get just as much done but perhaps without having addressed priorities.

An assignment may be late or incomplete, not because you weren't working, but because you were working on something else.

You were ready to rebel when asked to make study schedules for the week. 

Symbolic vs. Concrete Processing The left brain has no trouble processing

symbols. Many academic pursuits deal with symbols such as letters, words, and mathematical notations.

The left-brained person tends to be comfortable with linguistic and mathematical endeavors.

Left-brained students will probably just memorize vocabulary words or math formulas.

Symbolic vs. Concrete Processing The right brain, on the other hand,

wants things to be concrete. The right-brained person wants to see,

feel, or touch the real object. Right-brained students may have had

trouble learning to read using phonics.

Logical vs. Intuitive Processing The left brain processes in a linear,

sequential, logical manner. When you process on the left side, you use

information piece by piece to solve a math problem or work out a science experiment.

When you read and listen, you look for the pieces so that you can draw logical conclusions. Your decisions are made on logic--proof.

Logical vs. Intuitive Processing You may know the right answer to a

math problem but not be sure how you got it.

You may have to start with the answer and work backwards. On a quiz, you have a gut feeling as to which answers are correct, and you are usually right.

Verbal vs. Non-verbal Processing Left-brained students have little

trouble expressing themselves in words. The left-brained person will say

something like "From here, go west three blocks and turn north on Vine Street. Go three or four miles and then turn east onto Broad Street."

Verbal vs. Non-verbal Processing Right-brained students may know what

they mean but often have trouble finding the right words. The best illustration of this is to listen to people give directions.

The right-brained person will sound something like this: "Turn right (pointing right) by the church over there (pointing again). Then you will pass a McDonalds and a Walmart. At the next light, turn right toward the BP station."

Reality-Based vs. Fantasy-Oriented Processing

The left side of the brain deals with things the way they are--with reality.

When left-brained students are affected by the environment, they usually adjust to it.

Left-brained people want to know the rules and follow them.

Left-brained students know the consequences of not turning in papers on time or of failing a test

Reality-Based vs. Fantasy-Oriented Processing

Not so with right-brained students; they try to change the environment!

In fact, if there are no rules for situations, they will probably make up rules to follow!

Right-brained students do know the consequences of not turning in papers on time or of failing a test. “…there’s always extra credit”.

Right-brained students are sometimes not aware that there is anything wrong. So, if you are right-brained, make sure you constantly ask for feedback and reality checks.

Characteristics of Left Brain Students

You probably work with a To-Do list You like to be the critic in class You're good at math or science You are rational and logical Your research is precise and well-documented You set goals for yourself You can interpret information well Your room is orderly You can answer questions spontaneously You follow directions and you do read directions (unlike some people) You aren't touchy-feely You can listen to a long lecture without losing patience You don’t let feelings get in your way You like action movies You read sitting up Your words are precise

 Characteristics of

Right-Brain Students

You take notes but lose them. You may have a hard time keeping track of your research

You might have a hard time making up your mind You are good with people You don't fall for practical jokes as easily as some You seem dreamy, but you're really deep in thought People may have told you you're psychic You like to write fiction, draw, or play music You might be athletic You like mystery stories You take time to ponder and you think there are two sides to every

story You may lose track of time You are spontaneous

You’re fun and witty You may find it hard to follow verbal directions You are unpredictable You get lost You are emotional You don't like reading directions You may listen to music while studying You read lying down You may be interested in “the unexplained” You are philosophical

STONE AGELife during the Stone Age must have been very mystifying. During this timePeriod, many things were explained by superstition or the belief in theSupernatural-spirits-Gods.

Spirits were believed to be responsible for abnormal behavior. If a person was NOT contributing to society or the village life thenthe treatment of these individuals was simple, hit them over the head.

WHY? …to allow the evil spirits to escape to the unknown. Most people died!!!

ANCIENT EGYPTIANSThe Ancient Egyptians had a different approach to understanding human behavior. They believed that inside every person was and even smaller person, named, KA.Eventually the questions arose; who controls the smaller KA. The answer, KA #2. This reasoning continued till KA number 7. Seven was a SACRED number.There are no other extensions of KA.

How did the Ancient Egyptians prove their theory??

Answer: Look into the eye of someone and you will see!?!

ANCIENT GREEKS

Plato believed that the mind and body are 2 distinct elements.

Aristotle believed that the body and Mind act as one unit and can not existApart.

Hippocrates believed that behavior was NOT caused by evil spirits but by a chemical imbalance called the 4 Humors.

Ancient Greeks continued…The physiological Theory of the 4 Humorsis based onchemical componentsin the body.Blood, Yellow bile,Black bile & Phlegm.

Hippocrates

The physiological theory of the 4 Humors…Flegmaticus

The temperament ofthe calm and toughFlegmaticus was influenced by excess phlegm and was

closely associated with

water, cold and moisture.

Characteristics of the

Flegmaticus: Dull Pale Cowardly Self-content Kind. Accepting and affectionate.

The physiological theory of the 4 Humors… Sanguinicus

The temperament ofSanguinicus is influenced by

excess blood and was

closely associated with air, heat and

moisture.

Characteristics ofthe Sanguine: Amorous Happy Generous Risk-taker Creative

The physiological theory of the 4 Humors… Melancholicus

The temperament ofis Melancholicusinfluenced by

excess Black bile and wasclosely associated with

earth,cold and dryness.

Characteristics ofthe Melancholicus:

Gluttonnous Lazy Sentimental Perfectionist. Self-reliant and independent.

The physiological theory of the 4 Humors… Cholericus

The temperament ofCholericus is influenced by

excess Yellow bile and

was closely associated with

fire, heat and

moisture.

Characteristics ofthe Cholericus: Aggressive Vengeful Violent Ambition Energy and Passion

Middle Ages Full of superstition

and witches. Result: Witch

burnings, and torture

1600-1700’s Descartes- March 31, 1596 –

February 11, 1650

Phrenology-Personality was

definedby locating and

feeling bumps on the head.

1800’s to present day…Functionalism ~ William James Psychology is the study of mental

activity (e.g. perception, memory, imagination, feeling, judgment).

Mental activity is to be evaluated in terms of how it serves the organism in adapting to its environment.

Functionalism ~William JamesThe First Paradigm in Psychology

studying sensory perception by manipulating stimuli and having subjects report back their experience. Wundt adopted this general approach for his new science.

Psychoanalysis~ Sigmund Freud

Freud’s theory consist of 3 components of

energy that are constantly in conflict.-----------------------------------------------------

1. Id- pleasure principle2. Ego- reality principle3. Super Ego- conscience

Psychoanalysis~ Sigmund Freud ID- At birth, that nervous system is little

more than that of any other animal, an "it" or ID. The nervous system, as id, translates the organism's needs into motivational forces OR instinctual drives.

Also, known as the pleasure principle, which can be understood as a demand to take care of needs immediately(I.E. Water, food, shelter, security etc.).

Psychoanalysis~ Sigmund Freud

The ego, unlike the ID, functions according to the reality principle, which says "take care of a need as soon as an appropriate object is found." It represents reality and, to a considerable extent, reason.

Freud’s

Psy

chose

xual Sta

ges

Age Name Pleasure source Conflict

0-2 Oral

Mouth: sucking, biting, swallowing

Oral receptive personality is generally passive, needy and sensitive to rejection.Oral aggressive personality is hostile and verbally abusive to others, using mouth-based aggression.

Weaning away from mother's breast

2-4Anal Anus: defecating or retaining feces

Anal retentive personality is stingy, with a compulsive seeking of order and tidiness. Anal expulsive personality is lack of self control, being generally messy and careless.

Toilet training

4-5 Phallic Genitals Oedipus (boys), Electra (girls)

6-puberty

Latency

Sexual urges sublimated into sports and hobbies.

Same-sex friends also help avoid sexual feelings.

Repressed Sexuality may be transferred to deviant sexuality

puberty onward

Genital Physical sexual changes reawaken repressed needs.

Direct sexual feelings towards others lead to sexual gratification.

Social rules

Defense Mechanisms

Sigmund Freud describes how the Ego uses a range of mechanisms to handle the conflict between the Id, the Ego and the Super ego, which is why these mechanisms are often called 'Ego defense mechanisms'.

Defense Mechanisms

Denial: claiming/believing that what is true to be actually false. Displacement: redirecting emotions to a substitute target. Intellectualization: taking an objective viewpoint. Projection: attributing uncomfortable feelings to others. Rationalization: creating false but credible justifications. Reaction Formation: overacting in the opposite way to the fear. Regression: going back to acting as a child. Repression: pushing uncomfortable thoughts into the

subconscious. Sublimation: redirecting 'wrong' urges into socially acceptable

actions.

Psychoanalysis~ Sigmund Freud The superego (there are two aspects to the

superego) : One is the conscience, which is an internalization of punishments and warnings.

The other is called the ego ideal. It derives from rewards and positive models presented to the child. The conscience and ego ideal communicate their requirements to the ego with feelings like pride, shame, and guilt.

Psychoanalysis~ Sigmund FreudICEBURG THEORY

Psychoanalysis~ Sigmund FreudICEBURG THEORY

ID- At birth, that nervous system is little more than that of any other animal, an "it" or ID. The nervous system, as id, translates the organism's needs into motivational forces OR instinctual drives.

\

Psychoanalysis~ Sigmund FreudICEBURG THEORY

~during the first year of a child's life, some of the "it" becomes "I," some of the ID becomes EGO.

What Is Behaviorism?

Quote: “Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take any one

at random and train him/her to become any type of specialist I might select -- doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.”

--John Watson, Behaviorism, 1930

Behaviorism-B.F. (Burrhus Frederic)SkinnerBorn: 20-Mar-1904

Birthplace: Susquehanna, PADied: 18-Aug-1990Location of death: Cambridge, MACause of death: Cancer - LeukemiaRemains: Buried, Mount Auburn Cemetery, Cambridge, MA

Gender: MaleReligion: ?Atheist?Race or Ethnicity: WhiteSexual orientation: StraightOccupation: Psychologist, Philosopher

Behaviorism-B.F. Skinner While at Harvard, B. F. Skinner invented

the operant conditioning chamber to measure responses of organisms (most often, rats and pigeons) and their orderly interactions with the environment.

The consequences of an act affect the probability of it's occurring again. B. F. Skinner

Rewards and punishments…

Reinforcement…how does it work? reinforcement strengthen behavior, or

increase the probability of a behavior reoccurring;

the difference is in whether the reinforcing event is something applied (positive reinforcement) or something removed or avoided (negative reinforcement).

Punishment…reinforcement? Punishment and extinction have the

effect of weakening behavior, or decreasing the future probability of a behavior's occurrence.

or the absence of a rewarding stimulus, which causes the behavior to stop (extinction).

How do we use rewards and punishments on puppies?

How does Education use Operant Condition??? Skinner suggests that any age-appropriate skill can be taught. The steps

are

Clearly specify the action or performance the student is to learn to do.

Break down the task into small achievable steps, going from simple to complex.

Let the student perform each step, reinforcing correct actions.

Adjust so that the student is always successful until finally the goal is reached.

Transfer to intermittent reinforcement to maintain the student's performance.

How behaviorism works…~define the following terms using the pgs 214 in the NEW text

A Fixed Interval Schedule

A Variable Interval Schedule

The Fixed Ratio Schedule

A Variable Ratio Schedule

Extinction

How behaviorism works…(pgs 188-pgs 216)

A Fixed Interval Schedule provides reinforcement for a correct response only after a certain period of time has passed. Classrooms are full of fixed interval schedules: the weekly spelling test on Friday, the semester unit test every nine weeks, your report cards. The length of a fixed interval can be relatively brief or long and still yield the desired response rate.

A Variable Interval Schedule yields a more uniform rate of response than the previous fixed schedule. If a weekly math quiz were changed to be given on a more unpredictable schedule, students would study more each day rather than cramming the day before a known assessment. Pop quizzes are a much more effective reinforcement schedule to foster classroom learning.

How behaviorism works con’t…(pgs 188-pgs 216) The Fixed Ratio Schedule provides reinforcement for a consistent

number of responses regardless of how long it takes to produce these responses. A student working on a computer program knows that five correct responses are required before advancing to a new screen. However, this schedule often results in an uneven rate of response. As soon as the reinforcement is delivered, the learner takes a break because the next reinforcement is predictably several responses away.

A Variable Ratio Schedule provides reinforcement after a varying number of desired responses are produced. The reinforcement is contingent on the number of responses rather than on the time interval. The strongest of the reinforcement schedules, many games of chance are visible examples of variable ratio. The more times you play a slot machine, the more likely you are to win. As a result, the rate of response for casino players is the most consistent of the behavioral techniques. Can you think of ways to use the variable ratio schedule to increase desired behavior in your classroom?

How behaviorism works con’t…(pgs 188-pgs 216) Extinction-It is possible to weaken

behavior by removing the reinforcing events that maintain the behavior. In Skinner's Operant Conditioning, a subject will not persist in certain behavior if the usual reinforcer is withheld.

Removal of reinforcement altogether leads to EXTINCTION.

Learned behavior…Operant Conditioning http://

www.youtube.com/watch?v=eNu-WZdHzaA

http://www.youtube.com/watch?v=XSkeIdFdifY&feature=related

Ivan PavlovBorn: September 14, 1849(1849-09-14)Ryazan, Russia Died: February 27, 1936 (aged 86)Leningrad, Soviet Union

Ivan Pavlov background facts… http://www.youtube.com/watch?

v=hhqumfpxuzI

Nobel Prize portrait Born September 14, 1849(1849-09-14)

Ryazan, Russia Died February 27, 1936 (aged 86)

Leningrad, Soviet Union

Residence Russian Empire, Soviet Union Nationality Russian, Soviet Fields Physiologist, psychologist, physician Institutions Military Medical Academy Alma mater

Saint Petersburg University Known for Classical conditioning

Transmarginal inhibitionBehavior modification

Notable awards Nobel Prize in Physiology or Medicine (1904)

Behaviorism Behaviorism is a worldview that

operates on a principle of “stimulus-response.” All behavior caused by external stimuli (operant conditioning).

All behavior can be explained without the need to consider internal mental states or consciousness.

How it works… UCS means unconditioned stimulus

UCR means unconditioned responseCS means conditioned stimulusCR means conditioned response

Food (UCS) --------------------Salivation (UCR)

Food (UCS) --------------------Salivation (UCR)

Bell (CS)-------------------------Salivation(CR)

Behaviourism involves the consideration of Stimuli Responses

These components are used to form the rules of conditioning

Ivan Pavlov- “famous dog”

Abraham MaslowMaslow's hierarchy of needs is a theory in psychology, proposed by Abraham Maslow in his 1943 paper A Theory ofHuman Motivation.

The main focus of this theory is basedon developmental needs of humansWhile describing the stages of growth in humans.

Maslow's Hierarchy of

Needs

Physiological needsPhysiological needs-requirements for human survival such as;

Air, water, and food are metabolic requirements for survival in all animals,including humans. Clothing and shelter provide necessaryprotection from the elements

Safety needs Safety and Security needs include: Personal security Financial security Health and well-being Safety net against accidents/illness and

their adverse impacts

Love and belonging

After physiological and safety needs are fulfilled, the third layer of human needs are interpersonal and involve feelings of belongingness

Esteem Needs2 Types of Esteem... The lower one is the need for the

respect of others, the need for status, recognition, fame, prestige, and attention.

The higher one is the need for self-respect, the need for strength, competence, mastery, self-confidence, independence and freedom.

Esteem Needs The latter one ranks higher because it

rests more on inner competence won through experience. Deprivation of these needs can lead to an inferiority complex, weakness and helplessness.

Self Actualization“What a man can be, he must be.”

Self Actualization Maslow describes this desire as the

desire to become more and more what one is, to become everything that one is capable of becoming.

For example one individual may have the strong desire to become an ideal parent, in another it may be expressed athletically, and in another it may be expressed in painting, pictures, or inventions

Gestaltism… The Gestalt effect refers to the form-

forming capability of our senses, particularly with respect to the visual recognition of figures and whole forms instead of just a collection of simple lines and curves.

In psychology, Gestaltism is often opposed to structuralism and Wundt.

Gestaltism ~ Emergence Emergence is the process of complex

pattern formation from simpler rules. It demonstrated by the perception of the Dog Picture, which depicts a Dalmatian dog sniffing the ground in the shade of overhanging trees. The dog is not recognized by first identifying its parts (feet, ears, nose, tail, etc.), and then inferring the dog from those component parts. Instead, the dog is perceived as a whole, all at once.

Emergence

Gestaltism ~Reification Reification-the constructive or

generative aspect of perception, by which the experienced percept contains more explicit spatial information than the sensory stimulus on which it is based.

Reification

Gestaltism ~ Multistability Multistability-the tendency of

ambiguous perceptual experiences to pop back and forth unstably between two or more alternative interpretations.

Multistability

Invariancethe property of perception

whereby simple geometrical objects are recognized independent of rotation, translation, and scale.

Invariance

Prägnanzwe tend to order our experience in amanner that is regular, orderly,

symmetric,and simple.

Prägnanz

The end… Classroom work:NOW, Read Dr. Covey’s, The Seven Habits Of Highly Effective

Teens, Pgs. 1-45. You will be tested on the

material and given a worksheet to complete then handed in.