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| Scientific study of mind and behavior |
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- low external validity
- low internal validity
- interesting, teaching tools,
* The Case of Genie |
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- determines cause and effect relationship
- experimental & control groups |
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| undergoes experimental manipulation |
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undergoes a placebo treatment
(each group randomly assigned) |
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| neither researcher or subjects know who is in the control and experimental groups |
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| only researcher knows who is in each group |
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- behavior can influence subjects results
- expectations can make observer "lean" one way or another |
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| differing age groups, times of day, environment of experiment, etc. |
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- do not determine cause and effect
- only determine if 2 variables are related
- ideal P value < or = 0.5 |
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| Both go up or both go down |
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| one goes up, other goes down |
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| no relationship between variables |
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1. informed consent
2. confidentiality
3. protection from harm
4. cessation of participation
5. cost-benefit analysis
6. dehoaxing and debriefing |
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- "obedience to authority"
- teacher electrocutes learner |
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| Sympathetic Nervous System |
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| Parasympathetic Nervous System |
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| Planning, movement, higher learning, abstract thinking |
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| somatosensory ("bodily sensations"), spacial perception, senses |
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-basic biological needs
- hunger, sex, thirst |
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| emotion, memory, motivation |
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- opposite side control
- left hemisphere controls right side body movements, etc. |
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| balance, coordination, fine muscle movement |
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| speech production, written and verbal |
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| Sequence of Human Evolutionary Brain Development |
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| midbrain (brainstem) > limbic > cerebral cortex |
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| sites between 2 hemispheres and allows them to communicate |
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| loss of language processing ability after brain damage |
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| chemical that diffuses across the synaptic gap and stimulates the next neuron |
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| small, spherical structures that contain NTs and discharge them into synapse when stimulated |
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-re-absorption of the NTs by synaptic terminal from which it was released.
-cuts off action
-spares axon terminals from having to manufacture more of the substance |
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| study of how sensations are experienced |
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| minimum magnitude of a stimulus that can be detected 50% of the time |
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| -minimum amount a stimulus must change in order for the change in sensation to be detected 50% of the time |
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| just noticeable difference |
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| perception of something that differs systematically from reality |
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| driven by knowledge, experience, attention, and expectations |
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| driven soley by input, raw sensory data |
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- E.H. Weber
- amount of stimulation needed to result in a just noticeable difference |
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| tough, white outer covering of the eye |
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| transparent covering at the front of the eye |
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| allows light to enter the eye |
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| allows you to see detail when looking at something straight on |
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| creates blind spot in vision |
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| conversion of environmental energy to neural impulses |
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| all colors come from 3 primary colors |
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red-green
blue-yellow
black-white |
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| night and peripheral vision |
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| day and color vision, greater acuity than rods |
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| clues about distance based on the differing views of both eyes |
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| clues about distance based on the image in either eye alone |
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| an organisms awareness of objects and events in its environment based on interpretation |
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"whole is greater than the sum of its parts"
-closure
-continuity
-similarity |
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| study of the changes in behavior, attitudes, and mind as a function of time |
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-motor development
-"head to tail" |
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-motor development
-"near to far" |
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| condition where the body is unable to break down amino acids |
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-Down syndrome
-extra copy of 21st chromosome |
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| developed stages of Cognitive Development |
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- First stage of cognitive development
- 0-2 years
- object permanence develops |
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| fits old rules, aligns with cognitive schema |
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| doesn't fit old rules, a change in cognitive schema |
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| rules that must be acquired about how to live life |
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- 2nd stage of cognitive development
- 2-7 years
- does not show serialization or conservation |
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| Period of Concrete Operations |
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- 3rd stage of cognitive development
- 7-11 years
- not fully logical |
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| Period of Formal Operations |
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- 4th stage of cognitive development
- 12+ years
- fully logical , capable of abstract thought, deductive reasoning, and hypothesis testing |
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- emphasized what children can't do rather than can do
- some tests were motor or language dependent
- underestimated abilities of children |
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| stages of psychosocial development |
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| Stages of Psychosocial Development |
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1. Trust vs Mistrust
2. Autonomy vs Shame & Doubt
3. Initiative vs Guilt
4. Competence vs Inferiority
5. Identity vs Role Confusion
6. Intimacy vs Isolation
7. Generalitivity vs Stagnation
8. Integrity vs Despair |
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| developed stages of Moral Development |
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| Stage of Moral Development |
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- Lawrence Kohlberg
- Pre Conventional: morality of self-interest
- Conventional: law and social rules
- Post Conventional: morals and ethical principles |
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| a relatively permanent change in behavior that is not due to illness, fatigue, or drugs. |
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| Classical/Respondent/Pavlovian Conditioning |
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- Ivan Pavlov (dogs salivating)
- UCS
- UCR
- CS
- CR |
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| Operant/Instrumental/Skinnerian Conditioning |
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- B.F. Skinner
- punishment and reinforcement |
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-increases behavior
positive: add something to continue behavior
-negative: removal of a bad thing to continue behavior |
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-decreases behavior
-positive: giving a bad thing (spanking)
-negative: removal of a good thing (no tv) |
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- tendency to respond to similar stimuli conditioned to
- John B. Watson, Little Albert, furry white things |
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| conditioned to respond to only one stimulus and not others |
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| Extinction/Spontaneous Recovery |
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| continue UCS over and over, UCR goes away. Wait a while, spontaneously returns. |
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- Operant conditioning
S - R - S
stimulus response reinforcement |
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| Schedules of Reinforcement |
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Definition
- ratio: reinforcement is contingent upon number of responses
- interval: reinforcement is contingent upon the passage of time
- fixed: set number
- variable: changed number |
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opportunity to do something good makes you agree to do something bad first
(ex: promise of ice cream if you eat spinach first) |
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- H.M.
- forget old, remember new |
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- method of loci
- acronyms |
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new info is blocked by old info
(can't retain psych because you just studied bio) |
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new info bounces out old info
(study psych, then study bio, then can't remember psych after) |
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| Developed stages of psychosexual development |
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- 1st year
- sexual pleasure focuses on mouth
- deprivation at this stage can result in overeating, smoking, etc. |
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- 2nd year
- child begins to have voluntary control over elimination of feces
- sexual pleasure from elimination and later withholding of feces
- deprivation at this stage can result in anal-explusive (messy) or anal-retentive (neat) |
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| - 3-6 years - child focuses on genitals and fondling them - discovers difference between males and females - precipitates Electra complex (females) and Oedipal complex (males) |
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- 7-puberty
- sexual urges repressed to focus on learning |
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- puberty
- sexual gratification focused on intercourse |
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| emphasizes human potential for growth, creativity, and spontaneity |
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| unconditional positive regard |
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Hierarchy of needs, self actualization
safety -> esteem/belongingness -> justice/beauty/truth |
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Components of Personality
Id: pleasure principle
Ego: reality principle
Superego: moral standards |
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| the way people differ in their beliefs, desires, feelings, and views. |
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| Problems with Intelligence Tests |
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Definition
- self fulfilling prophesy
- stigmatization
- reliability
- what is intelligence? |
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| Today's Intelligence Tests (Mean/Standard Deviation) |
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| James-Lang Theory of Emotion |
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Definition
Emotions are a result of physiological changes
"I am afraid because my heartbeat is rapid" |
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| Schatter-Singer Two Factor Theory of Emotions |
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| Emotions are the result of both physiological and cognitive appraisal |
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- "father of medicine"
- Greek physician |
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| unchained the patients at La Bicetre, thought mentally ill should be treated with compassion and understanding |
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| The Diagnostic and Statistical Manual (DSM) |
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Definition
1. provides specific criteria for diagnoses
2. avoids speculation regarding causes and preferred treatments
3. dynamic and changing
4. homosexuality removed in the 1970s |
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| combination of predisposition and environmental stress leads to abnormal conditions/disorders |
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| Universal Facial Expressions (3) |
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| maintaining internal regulation |
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| regulates back on itself to control various processes |
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| unpleasant physiological state (drive) that motivates an organism to reduce it |
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| remember first and last things best, middle least |
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-phobia: intense, irrational fear of a specific object/situaion
-generalized anxiety: not tied to anything specific, panic attacks, acute terror
-OCD: obsessions increase anxiety, compulsions relieve it |
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| fear of unfamiliar places |
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| fear of different, new people |
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- Hypochondriasis
- Conversion Disorders: sensory or motor impairment without organic cause |
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- Major Depression (decreased levels of seratonin and norepinephrine in parts of the brain)
- Mania (elation, sped up speech, hyperactive)
- Bipolar Disorder (alternating depression & mania) |
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- Fugue (leaves/travels, amnesia for personal identity)
- Amnesia
- Dissociative Identity Disorder (multiple personality disorder, distinct personalities) |
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Definition
- delusions, false belifs
- difficulty arranging thoughts logically
- emotional disturbances
- hallucinations/perceptions of stimuli that are not actually present
- increased levels of dopamine in some parts of brain |
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