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| Why is there a History and Systems Course for the Psychology Major? |
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Professor Lundquist believes that the course was incorporated into the psychology curriculum because there were so many varieties of psychology that were "current" during the time the major was being created (early 1900s).
He notes at least 7 types of psychology that were prevalent in late 19th early 20th century (late 1800s-early 1900s), as well as other possibilities
Those 7 included:
-wundts original approach (voluntarism)
-Tichener's Structuralism
-Functionalism
-Behaviorism
-Psychoanalysis
-Gestalt Psychology
-Clinical Psychology |
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| 7 Forms of Psych in late 1800s/ early 1900s |
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-Wundts voluntarism
-Titcheners Structuralism
-Functionalism
-Behaviorism
-Freud's Psychoanalysis
-Gestalt Psychology
-Clinical Psychology
All 7 being so relevant meant we needed to study the history of all of them |
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| This was one of the 7 types of psych in the early 1900s that was relevant. Together, with the time period, shaped the requirements of being a psych major. It stated to investigate the nature and composition of mental states, with an emphasis on the will! |
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| Titchener's Structuralism |
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This was one of the 7 types of psych in the early 1900s that was relevant. Together, with the time period, shaped the requirements of being a psych major.
It stated that mental states should be studied through introspection of people and themselves. It focused on "static" elements on consciousness (the structure of our consciousness, not the function on conscious itself) |
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This was one of the 7 types of psych in the early 1900s that was relevant. Together, with the time period, shaped the requirements of the psych major.
It stated that the mental capacities were results of evolution for adaptive purposes. They serve a function of survival
IN ADDITION
-Functionalism is interested in both the mind and behavior
-interested in motivation of behavior (doing things because this, survive this), as opposed to structualism
-functionalism focused on indiviudal differences (intelligence, motivation) where structuralism did not! that only focused on universal mind characteristics |
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This was one of the 7 types of psych in the early 1900s that was relevant. Together, with the time period, shaped the requirements of the psych major.
This one stated that psychology should focus on observable organismic responses to the environment, completely neglecting the study of consciousness and introspection!
*Thought that conscious could not actually be observed |
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| Freud Psychoanalytic School |
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Definition
This was one of the 7 types of psych in the early 1900s that was relevant. Together, with the time period, shaped the requirements of the psych major.
This one stated about freud's psychoanalytic approach, and how his clinical observations had implications for the development of their personalities |
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This was one of the 7 types of psych in the early 1900s that was relevant. Together, with the time period, shaped the requirements of the psych major.
This was an approach created in Germany in opposition to structuralism and behaviorism. It stated that perception and behavior were inherently organized into wholes, and it couldnt not be broken down into sensations, stimuli, or reflexes etc |
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| Clinical Psychology (Early 1900s) |
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This was one of the 7 types of psych in the early 1900s that was relevant. Together, with the time period, shaped the requirements of the psych major.
This approach back then focused on individual differences of people, such as intelligence testing and theories on educational psych |
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| Gall was the one who created Phrenology! He believed that our mind had different faculties. Each faculty was housed in a specific area in the brain, and the faculties are different in each person. The phrenology kicks in by stating that if a faculty is well developed, the person would have a bump or marking on the head corresponding to their skull Similarly if there was a divet someone would be bad at that particular faculty |
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This was the idea created by Franz Joseph Gall. It was the idea that our mind had different faculties in the brain. Each faculty lied somewhere else in the brain, and your brain size correlated with how good/bad you were at that faculty. Gall's Phrenology stated that there were bumps/divets in our skull to correspond with the size of our brains!
-The brain size/ skull thing has been disputed, but it changed psychology arguing the mind and brain are closely related, and stimulated localization of function research! |
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| This was the piston to the face guy! Phineas Gage was a railway worker who accidentally shot tamping iron through his head and lived! It cut through his frontal cortex in the brain, and what changed about him was his personality. He went from a friendly guy to easily agitated and irritable. His friends called him "no longer gage. This shows evidence for localization of function! |
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| Four Definitions of Psychology |
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Definition
Psychology Is...
-The science of mind and behavior
-The science of knowing and experiencing
-The science of experimental epistemology
-The Science of things that move around on their own |
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| This was the year Wilhelm Wundt in Leipzig, Germany found the first laboratory dedicated to psychology! This separated psychology from philosophy for the first time |
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| This was the year John Watson declared that to be a science, psychology must ONLY focus on what is observable, making psychology focus on behavior, rather than mind. This is what started 6 decades of behaviorism being the dominant model of psychology! |
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| Ulric Neisser published a textbook called "Cognitive Psychology," outlining the areas of study (attention, memory, perception, langauge) that had presented a consensus view of the new field that solidified its popularity and led to rapid ascendance. His book helped skyrocket cognitive psychology! |
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| Cognition accepted in psychology |
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| Cognition has ALWAYS been a part of psychology, there was just a period between the 1930s-1950s where it was ignored due to behaviorism dominance. Cognition, or the process of memory, concept formation,, attention, reasoning, etc, has been popular throughout psychology history |
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| He set the stage for psychology as an experimental science! |
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Ebbinghaus studied learning and memory (thinking forgetting curve).
*This was one of the ways cognitve psychology developed before the 1950 |
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| William James wrote a book called "The Principles of Psychology" and cited considerable research on cognition. |
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Piaget published research ion intellectual development in 1926 (piaget = super developist). piaget argued for structures and schemas determine the quality of a childrens life and interactions with environment. He argued that children were blank slates, but also argued hard for the importance of mental schemas!
*This was an example of how cognitive psychology was developed before the 1950s |
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| Gestalt and Behaviorism were created around the same time (1912 and 1913), and the two were contradictory views. Gestalt viewed psychology are purely cognitive, arguing you could not break up our perception of the world into stimuli, reflexes, etc. This hurt a lot of what behaviorists were trying to argue, which is that Those reactions to stimuli were essentially the only things we could study in psychology |
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| In 1942, Rogers argued for the importance of conscious experience in therapeutic situations (rogers was a feel good about yourself guy). This stood against behaviorism and psychoanalysis (the two dominant psych models of the time period). *This is also an example of the development of cognitive psychology prior to the 1950s |
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| George Miller During 1950 |
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| Miller is seen as the leader in the emergence of cognitive psychology! Miller created an article titled "The magical number 7, plus of minus 2." in his article he noted research on how he found that people can only retain 7 "chunks" at a time (only 7 items can be stored in STM). This was extremely influencial in showing an aspect of COGNITION (memory) in psychology that had little to do with observable behavior, and thus catapulted cogntive psychology DURING the 1950s |
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Karl Lashley argued that external stimulation was not sufficient enough to explain serial behavior. Instead, it had to come from WITHIN the organism
*This is an example of how cogntive psychology developed DURING the 1950s |
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Festinger argued against behaviorism and for cogntive psychology during the 1950s. He stated how an idea can be compatible with one person and incompatible with another person, AKA someone engaged in a boring task or smoking knowing its bad for you. WHEN you do something that you know is bad for you, you have "cogntive dissonance" and it makes you want to change your behavior! This change coming from within is evidence for cogntition
*this was BIG evidence for cognitive psychology DURING the 1950s |
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He created a book called "the study of thinking" which emphasized the concept of learning. He talked about you needed to use active utilization of cognitive strategies during learning new things!
*This was an example of how cognitive psych developed during the 1950s |
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| Post 1950, George Miller did EVEN more for Cognitive Psychology. In 1960, he published "plan and structure of behavior" in which he argued for goal directed behavior as the driving force of behavior and not just a simply stimulus-response model. Additionally, he created the center for cognitive studies at Harvard University. |
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| in 1967 (BIG IMPORTANT DATE), Neisser published the book "cognitive psychology" which really drove the shift away from behaviorism. |
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| Chomsky's View on Verbal Behavior |
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Definition
| Verbal Behavior was a book written by BF skinner (behaviorist) who explained language was a result of behaviorism (association and reinforcement). Chomsky BLASTED this, saying children are born with brain structures to learn the rules of language easily. But with association and reinforcement alone, they cannot learn these rules! This was in 1957, and helped the shift in psychology from radical behaviorism to cognitive psychology |
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| The science of Mind and Behavior |
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Definition
| This is the FIRST definition of psychology. It essentially describes psychology as the text book goes, as almost a battle between science of the mind (cognition) and science of behavior (behaviorism). Throughout time however, both have been vital in analyzing psychology, and thus both are relevant to describe psychology as the science as both. Each view has had its moments of dominance in psychology history, but they both make up psychology's first definition! |
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| The view that the origin of our knowledge is that we are born with innate ideas, and experience provides occasion for knowing. It is the "nature" view for how knowledge is created |
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| The view that the origin of our knowledge is that we are born as "clean slates" (tabula rasa). Experience is the source of our knowledge. It is the "nuture" view of how knowledge is created |
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| It is the theory that we obtain knowledge from manipulation of our own concepts and ideas. we "rationalize" in our heads. It is considered the "nature" view of how we learn things |
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| It is the theory that we learn by connecting experiences in our world. It is the "nuture" view of how we learn things |
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| Plato was the foundational psychologist for the theory of rationalism. He beleived in a theory known as the "reminiscence theory of knowledge" or all knowledge is innate and can only be attained through introspection (oneself). This is a huge foundation for the epistemology of psychology science |
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| Descartes was a very famous rationalist. He stated the phrase "I think, therefore I am" which established that people how their own thought processes and introspections. This went against ideas of environments shaping who we are. |
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Kant was very important to psychology for 2 reasons. First, he stated the importance of innate factors, and was an influential rationalist and nativist because of that.
2nd: He beleived psychology could never become an experimental science! He believed so because 1) the mind isnt a physical entity, 2) the mind could not be objectively observed since introspection was the only possible method, and 3) the mind couldnt be subject to mathematical analysis. These arguments were argued against, however, by later psychologists |
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| Kants 3 Arguments against psychology as an experimental science |
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1)The mind is not a physical entity (However, Helmholtz measured the speed of nerve impulses and other aspects of physical basis of thought)
2) The mind could not be objectively observed since introspection is the only possible method, and would always reveal the mind in the process of introspecting itself (but Donders invented the reaction time methodology, which provided objective measures of the functioning of other minds than his own!)
3) The mind could not be subjected to mathematical analysis (but Weber and Fechner came up with precise mathematical expressions that related intensity of a stimulus (EX light) and the magnitude of the sensory impression produced (brightness) |
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| "The mind wasn't a physical entity" proved wrong |
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| Helmholtz measured the speed of the nerve impulse and other aspects of the physical basis of thought, showing it was a physical entity! |
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| "The mind cannot be objectively observed since introspection is the only possible method" proved wrong |
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| Donders invented the reaction time methodology, which provided objective measures of the functioning of OTHER Peoples brains! |
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| "The mind cannot be subject to mathematical analysis" proved wrong |
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Definition
| Weber and Fechner came up with precise mathematical expressions that related the intensity of a physical stimulus (like like) to the magnitude of the subjective sensory impression it produced (like brightness) |
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-Helmholtz was a hard materialist, believing that everything in life could be explained by chemistry and physics
-Helmholtz felt everything could be measured, even the conduction of a nerve! He was able to find that a human nerve rate was 50m/s
-Helmholtz believed that peoples sensations (what they physically see) and their perceptions (what they think they see) were the result of "unconscious interference, or the idea that who we are makes up what we think we see!
-Helmholtz proposed a theory of color vision in terms of groups of three color receptors instead of 1 "color receptor." The different combinations of the 3 receptors dictated the different combinations of color we see as people!
-He also created the resonance place theory of auditory perception! explaining how we hear so many different perceptions of sound through different vibration of fibers in the basilar membrane! |
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| An idea created by Helmholtz, which stated that our past experiences shape our perceptions of things without us knowing it does. For example, seeing a chair and thinking to yourself "chair" helmholtz felt was the result of unconscious interference! |
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| Helmholtz Color Perception Theory |
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Definition
| AKA the Trichromatic Theory. It was the idea that we see color as a result of 3 receptors instead of 1 color receptor. This explained why different wavelengths can give you the same color experience. |
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| Helmholtz Auditory Perception Theory |
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| AKA the resonance theory of auditory perception. Helmholtz found that different areas on the basilar membrane are sensitive to different sounds! With the membrane being pitch sensitive, it explained our different perceptions of what we hear! |
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Muller created the Doctrine of Specific Nerve Energies! This demonstrated that there are 5 types of sensory nerves, each containing a characteristic energy, and when they are stimulated have a characteristic sensation result. AKA, a nerve responses in its own characteristic way NO MATTER HOW ITS STIMULATED.
Mueller stressed that what we perceive is different from what we see |
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| Weber was a physiologist who focuses mainly on the sensation of touch. He discovered the theory that "perceptual judgments are relative, not absolute" He ran an experiment where participants were to say whether or not they noticed differences in weights placed in their hands and when they were asked to lift weights up. He noticed that the weight-to notice ratio, or the just noticeable difference, was different for the two conditions! This meant that the weight in which we perceive things, or our perceptions of how we perceive anything, are not always the same! They are subject to change! |
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| Fechner created Psychophysics, a concept where there is an absolute difference in psychological experience that is proportional to a physical difference in stimulus. Essentially, the recorded difference physically, compared to the felt difference psychologically, could be computed! |
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| Donders conducted the subtractive logic reaction time study! Donders would first measure the time it took to do something easy, like push a button when you see a stimulus. Then, he would tell you to push a button when you see a certain light, but showed them many different ones. The time it took to figure out when to hit the button, minus the time it took to hit the button for the simple stimulus, was the time it took for the mental process! Cognitive processes could be measured! |
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Wundt was the first person to conduct a psychological experimental lab in 1879! He was influential in psychology becoming a science!
-Wundt strongly believed psych was an experimental science
-He coined "voluntarism", or the idea that our will, choice and purpose, which was an early view on psychology and how our mental states were shaped by our free will!
-He argued that Psychology was a science because it was still based on experience, but this experience was immediate instead of mediate, or the idea that physicists use non immediate ways to record physical knowledge about the world, but psychology must be recorded as it occurs (aka reaction time). This was his argument for it being a science
-Wundt used reaction time, and experimental introspection (reporting self information in a way it can be recorded) as ways of recording this immediate info.
-He always recorded the mental time it took to perform acts as ways of measuring conscious behavior
-Wundt also believed that certain mental behaviors could not be studied in a lab, but instead should be studied in "group" psychology studies through observation, called volkerpsychologie. AKA higher mental processes were studied via observation, but lower ones could be tested via experiments
ALL IN ALL, Wundt was extremely influencial in getting Psychology viewed as a science (first lab, believed in free will (voluntarism) and wanted to test those capacities, utilized reaction time and experimental introspection, etc) |
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| Mediate vs Immediate Experience |
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| This is used to describe Wundt's argument for psychology as a science. He argues that it is a science cuz like other sciences, its data relies on experience. However, instead of like physics, which uses machines to record data, which is called mediate data, psychologists must use immediate data. He argued to study the conscious mind, you need to study experience immediately after the behavior occurs, or during it! (like using experimental introspection to have people record data as their thinking it) |
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| Experimental Introspection |
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Definition
This was a term coined by Wundt in which he used for his experiments. To record data on the mind, he had people tell him something based on a series of questions or tasks. However, instead of the philisophical approach, participants were asked simply yes or no questions, or asked to record their answers on telegraphs, making it as precise as external perception
-Experimental introspection is used the same was psychophysicists and Helmholtz did, which is using introspection to see of a person is experiencing a sensation. |
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| This is an idea proposed by Wilhelm Wundt. Wundt argued that higher order processes of the mind could still be studied, but they were products of studying culture around people. In other words, for high end processes like social customs, myths, religion, language, morals etc, you needed to conduct observational studies about the persons surroundings to understanding them |
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Titchener was an early psychologist who studied psychology in the same time period as Wundt.
-He coined structuralism, which was the idea that we should study psychology through introspection and looking at what MAKES UP (the structure of) our consciousness.
-He viewed consciousness as our mental experience at that moment, and our "mind" as our mental experiences leading to that moment
-During his experiments, he used more traditional introspection techniques than Wundt, allowing participants to use more than yes and no or hit a button. Instead he would ask them to describe the stimulus they saw
-He would train his participants to avoid the "stimulus error," or saying the word when describing something. He wanted people to describe what they thought of when they saw the stimulus, not the stimulus itself, so he could know what makes up what we think of a certain stimuli
-He found that sensations are what make up our conscious mind, and there are 40,000 of them! (all based on images we have!)
-Titchener ignored alot of areas of psych (personality, development, etc) in his strucutralism that lead to its demise
OVERALL Titchener was an early psychologist whose views on mental states and what they are composed of (introspection mental images and perceptions) were key in psychology developing |
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| This is when Titchener was conducting experiments in the late 1800s/ early 1900s. Titchener wanted to use peoples introspection to learn about the structure of how they perceive things. He would show people a stimulus and ask them to describe it. He would want you to use the most rudimentary words possible to describe the process of "getting the the apple" not the apple itself. When someone used the word, or said "apple", it would be known as a stimulus error, which is why titchener trained his subjects |
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Oswald Kulpe was an early psychologist who studied under Wundt. Even though he studied under him, he disagreed with him in a number of areas, most notably that you needed a referent or evidence for a thought to occur, which Kulpe disagreed with.
-Kulpe felt that higher order processing did not need to be studied by Volknerpsychologie, and instead could in fact be studied experimentally.
-He therefore created systematic experimental introspection, which was when he would have subjects solve problems and he would ask them to describe the mental operations of going through the task. He found people were able to describe things such as searching, doubt, confidence, etc!
-These thoughts were known as "image less thoughts," which disapproved of Tichener's structuralism idea that all mental states are made up of stimulus images |
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Watson was the famous Behaviorist who said that all psychology can only be studied based on concrete observable behavior. His criticisms of cognitive psych started the wave of behavioral psychology.
-He believed there were 4 categories of behavior, explicit learned, implicit learned, explicit unlearned, implcit unlearded. He thought EVERYThing we did fell into one of those 4 categories
-Watson did the "little Albert" experiment showing how emotions are displaced to stimuli (albert got scared of rats due to the noise). Felt over behavior from conditioning was what we could observe
-Watson completely rejected the mind over the courses of his studies, as his view of the mind body problem were that the concept of the mind is rejected. He felt mental processes were unfit for scientific use, as they were unprovable!
-OVERALL, watson shifted psychology as a way to explain consciousness to a way to describe BEHAVIOR, and he made that overt behavior the EXCLUSIVE subject matter in psychology! |
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| The idea that we have a conscious, thought producing mind, but it have no physical properties like our bodies do! The ways of explaining this is debated! |
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This is one of the theories about the Mind/Body problem. It states that our mental/conscious states, and our physical/material worldly things are made up of "different kinds of stuff."
-It is split up into Substance dualism, which states the "mind" and "body" are made up of two different stuff, and property dualism, which states that are made up of 1 matter, but they have different properties! |
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| This is one of the two major types of dualism! It is the idea that the mind and body are made of two different substances |
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| This is one of the types of substance dualism, or the idea that our mind and body are made up of different types of material. This type states that there is infact a mind and a spirit, or a physical brain that is able to communicate with and immaterial consciousness. The spirit takes up no space in the brain, and we are able to communicate with it via our pineal gland. |
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| This is one of the two subtypes of Substance Dualism, which is the idea that our mind and body are made up of different material. However as opposed to Cartesian dualism, popular states that the mind does occupy space in the brain. It is thought of as independent energy independent from matter, but it has the same effects as physical matter! (EX electrons have not been shown to take up space but we know they are there inside the atom taking up space! Popular dualism does the same thing, stating we know it takes up space, just does so in a non-matter way. |
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| This is one of the two major types of dualism. It states that our mind and body are made up of one kind of stuff (matter), but the way that matter behaves/ the properties of that matter is different for our mind and body! It states that matter can have physical and non-physical properties! |
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This is one of the subtypes of property dualism, This is the idea that our physical brain produces the non-physical mental states, but those mental states do not effect our physical brain functions. EX: sadness does NOT cause crying, crying is a physical process. It is the idea that sadness is our experience of the physical state, or that we feel sad during certain physical processes such as crying.
*This relates well with what BF skinner believes, who was a hard behaviorist |
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| Interactionist Property Dualism |
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Definition
This is one of the three subtypes of property dualism, or the idea that our mind and body are made up of the same matter, but that matter has different properties. Interactionist Property Dualists believe that our non physical mental states are a result of physical traits, but these mental states CAN effect whats going on in the physical relm. A big criticism of this view is that if it can effect physical reactions going on in our body, why cant they CAUSE them? and how do they effect the physical relm of our matter, how do they retain they non-physical characteristics
*STILL this one is the one that makes the most sense to you tyler |
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| Elemental Property Dualism |
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Definition
This is one of the three types of property dualism, which is the idea that our mind and our body are made up of the same stuff (matter) but have different properties. This idea states that instead of non-physical conscious matter emerging from physical reactions, there are fundamental mental properties (or could be) in everything! Not just brains. Its saying that there are elemental properties in everything that allow for consciousness!
However, this does not bode well with the argument, why doesn't a chair have consciousness? |
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| Monism is one of the argued ways to solve the mind body problem. It is the idea that our mind and body are the same entity! (everything is physical/ non physical) |
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This is a type of monism, or the idea that our mind and body are made up of the same entity. It believes that everything in objects of knowledge, or that everything we know about the world, and the world itself, is dependent on the mind. Everything we know is an idea, and therefore everything is dependent on mental activity, and everything is a mental state!
*this is wrong, large skepticism about knowing anything mind-dependent |
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| This is one of the types of monism, which is the idea that everything, both our body and mind, is made up of 1 entity. This states that everything in the world is matter, physical body or mental state |
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| Philosophical Behaviorism |
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Definition
This is one of the 3 subtypes of materialism, or the idea that everything, both mind and body, is mater up of matter. It states that mental states are just shorthands for describing observable behaviors or our dispositions to them. It also states that mental states are given in terms of observables, like "pain" = moaning.
HOWEVER, this view cannot distinguish pretending and reality. If our mental states are only a reflection of our behavior, how is faking a headache different than a headache? |
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| Identity Theory/ Reductive Materialism |
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Definition
This is one of the 3 subtypes of monism, or the idea that our mind and body are made up of the same stuff. This idea states that our brain states, are the SAME thing as our mental states! It is known as reductionism because it uses basic terms in one theory and integrates it into terms of another. (EX loudness in psych = density of pressure waves in physics). Therefore, it is saying that minds can have size (size of our brain 1400 cm3), and brain states have meaning!!
AKA brain states and mental states are the same thing |
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| Functionalism related to the Mind/Body Problem |
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Definition
This is one of the three subtypes of materialism, which is the idea that our mind and body are made up of matter. Functionalism states that mental states are defined by 3 factors
1) relation to environment
2) relation to other mental states
3) relation to our behavior consequence
In other words, a mental state is defined by the "function" it plays in our cognitive system as a whole!
*this is important because it includes mental states interacting with eachother (so its not just stimulus-response) and it states that mental states are physical, but not parts of brain, so other animals can have them too! |
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| Functionalism vs Philosophical Behaviorism |
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Definition
These two are both views of materialistic monism, the view that our body and mind are made up of matter. the Philosophical behavior approach says our mind is a reflection of our observable external behavior. Functionalism says that mental states are physical, and are defined by their function in our cognition as a whole. The main difference between the two is that functionalism defines a mental state in 3 ways, relations to environment, other mental states, and consequences, where as PBism simply focuses on its relation to environment and consequence. Functionalism includes them effecting eachother! Ideas effecting eachother
EX: PBism is like a gumball machine, quarter goes in, candy comes out. Functionalism is a soda machine, where you put in a quarter, it will still require a dollar, then 75, then putting in a dime means 65 left, the state of the money youve put in effects other states |
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| Functionalism vs Identity Theory/ Reductive Materialism |
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Definition
| These are both subtypes of materialistic monism, the idea that our mind and body are both made up of physical matter. The main difference between the two is Identity theory states that mental states are physical brain states, where functionalism states they are physical states, it does not specify to the human brain! This is important because functionalism can then explain why animals, computers, etc have mental states, but Identity Theory cannot explain that |
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| It is the idea that computers can capture the mental processes of humans ("created" intelligence). It factors largely into the mind body problem |
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| The turing test was a way that Turing proved that computers do have some form of artificial intelligence! He would have a human and a computer stand behind 2 doors and answer the same question. Then a person would be on the other side of the doors and observe how long it took each to produce the answer, and what their answer was. Both the computer and the human tried to convince the person that they were the human. If the interrogator was unable to consistently say which was the human, it meant the computer passed the turing test, or had intelligence like that of a human! |
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| Weak Artificial Intelligence |
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| This is the idea that computers can only simulate human intelligence, and do not actually have high order mental processing. People who are proponents of weak AI believe the computer is only a tool to study the mind |
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| Strong Artificial Intelligence |
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| This is the idea that computers are just tools to study the mind, rather that if done correctly they are programmed to be capable of understanding and having mental states! |
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| He was the one who conducted the Chinese Room test. The chinese room was a spinoff on the Turning test, where a human would stand behind a door, and another human who spoke fluent chinese stood on the other. They would pass notes back and fourth, and the human who did not speak Chinese was to use rules and letters given to respond. He would follow rules such as "take squiggle sign here" or take letter from this basket here." It was found that the non Chinese speaking human was able to communicate with the fluent one, even though he had no idea what he was saying. This relates to computers and AI because it shows how computers can communicate, and imitate as though they are communicating, without actually having understanding of what they are saying. In other words, computers have SYNTAX but not SEMANTICS |
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| The chinese room was a spinoff on the Turning test conducted by John Searle, where a human would stand behind a door, and another human who spoke fluent chinese stood on the other. They would pass notes back and fourth, and the human who did not speak Chinese was to use rules and letters given to respond. He would follow rules such as "take squiggle sign here" or take letter from this basket here." It was found that the non Chinese speaking human was able to communicate with the fluent one, even though he had no idea what he was saying. This relates to computers and AI because it shows how computers can communicate, and imitate as though they are communicating, without actually having understanding of what they are saying. In other words, computers have SYNTAX but not SEMANTICS |
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| Steve Pinker And Computational Theory of Mind |
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Pinker was the reading we had to do outside of class. His take on the mind body problem was the computational theory of mind, or the idea that our mind and our conscious self is information, incarnated as configurations of symbols, or bits of matter in the brain. It essentially states that our neurons, and the combination/ order of these neurons, determine our conscious selves. (This explains how we all, and compared to animals too, have similar looking brains, but completely different conscious mental states!
-In addition, it states how the computational theory of mind is different than the computer metaphor in that brains are parallel, doing many things at once, where as computers are serial, doing one thing at a time. He also claims how brains and computers are different in many ways!
-Computational theory of mind also touches on evolution, stating that the "programs" we inherit explain how we learn things through generations.
All in all, Pinker claimed that the mind is information and how that information is processed in us as people |
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| Naturalistic Explanation of Science |
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The idea that science is the explanation of all nature, but in terms of nature. The current view of nature that only matter that is in motion exists, so "science" is the explanation of all matter in motion.
This also follows determinism, which states that all entities are subject to determinism, or the idea that hey can be explained as a function of something else.
ALL IN ALL, naturalistic explanation of science is the idea that science explains what exists (matter in motion), and all of those entities must be subject to explaining as the result of something else(determinism). |
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| 3 major components of something being a science |
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Definition
It must have:
1) empirical observation, or the idea that what you can observe is in nature
2) Theory, and set to testable proportions. Or the idea that you can take theory about the science and realistically test it out in the world
3) Publicly observable data, or data then when tested out in theory can be reproduced by others using the same method and reviewed by peers |
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| Albert Einstein and Relativity |
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| Einstein noticed how time is relative to the speed at which you are moving! He observed a bullet from being stationary and while on a train, and how far the bullet was from the person changed based on being on the train or not. Why was this? Because TIME GOES SLOWER ON THE TRAIN, or time is different due to the speed you are traveling at on the train |
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This theory arose after Einstein discovered the relativity of time. After this had occurred, philosophers realized they could not follow guidelines set by Newtown and colleagues anymore, rather that they should rely on empirical observation. In other words, after seeing what Einstein was able to prove, they shifted the thinking of science to ONLY include concrete observational terms. If a scientific theory's terms are based on observational terms, terms we can see, then we can more certain, or "logically positive" that the data is sounds, because it is in terms we already know exist!
THIS is the standard view of science, excluding non observational theory!
ALL in ALL, this is the idea you must set your theories in terms of what we already know for sure, and rely on what we can observe, for it to be considered science |
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Popper disagreed with logical positivism in 2 ways. First he felt that theory comes before observation, not the other way around. This is because he argued we need to theorize what we are going to see and looking for before we can see it. (argued that when asking someone to "observe!" they're going to ask, observe what?)
-The second way he disagreed that proving a theory right did not involve concrete answers rather it was "failure to be disconfirmed." he beleived that the best way to prove something right is to not prove it wrong, so he felt making a theory, seeing how it applied, and seeing if it could be critiqued was the best approach to science!
*felt that if you could find a fault, you could find the "solution!" |
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Kuhn changed science by proving it was much more subjective than people realize. He did so by arguing that science is based on trying to prove things true, based on whether or not its mind-independent. If something was mind independent, it was considered a truth, BUT what exactly is mind independent then, making the field much more subjective!
He then concluded that sciences are paradigms, or that when all of the professionals in that field follow the one set of beliefs! When scientists accept 1 paradigm, it becomes THE way to analyze subject matter in their field, or becomes the "truths" that science looks to further prove.
*This lead him to conclude the stages of scientific paradigm, which brings about how psychology is looked at as a science |
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This is what was proposed by Thomas Kuhn in regards to science when he proved it was much more subjective than people realized. He stated how when the group of scientists in their field were able to agree on something, it wildly becomes the popular viewpoint of that science. Following that, scientists continue to prove more upon that paradigms truths, until some scientists disbelieve and find another one to follow. He basically came up with the fact that science is based on what other scientists believe it to be true.
*this relates to psychology because it is is the "pre paradigm phase, or the idea that there are competing ideas and paradigms for what is the central one. Once that had been determined, psychology will become a "normal" or "hard" science |
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| Popper felt that science was based on only what we can physically observe, that it is the idea that we must follow what we know as physical truths. Kuhn believed science was based on essentially which viewpoint is accepted and popular at that time, as scientists will prove it right and that will form the "reality" they explore. Kuhn says truths are relative to paradigms! |
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Determinism is the idea that all behavior is the result of something else. Naturalistic explanation of science claims that in order for something to be a science, it must show that it was determined or caused by something else. Determinism basically says nothing happens spontaneously, and there is an explanation for all
*This is broken up into different types! Biological (physiological conditions determine behavior), sociocultural, physical (both nature+nuture), etc. |
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