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Psychology is not the same as
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Psychiatry
(Misconception) |
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| Medical practitioner specializing in the diagnosis and treatment of mental illness |
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Psychology is not limited to
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Psychology is not just
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Psychology is not covered well in the media so
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| you should take the class to learn more |
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| Precursor to the field (B.C.-1700s) |
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| Early 'doers' (Late 1800s-1920) |
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| structures of the 'mind', functions of the 'mind, reaction time (first simple experiments) (Wundt and James) |
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| Late Innovators (1960's-present) |
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| Unconscious, Behaviorism, Human Potential, Cognition |
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| Goal= increased knowledge |
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| Relative Size of Basic Research Subfields |
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| 1.(biggest) developmental 2.Social 3.Experimental 4.Other 5.Biological 6.Cognitive 7.Psychometrics 8.Personality |
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| Relative Size of Basic Research Subfields |
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| 1.Clinical 2.Counseling 3.Educational 4.Industrial 5.Other |
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| Applied Research Fields: Clinical |
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| Studies, asses, and treats people with psychological disorders |
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| Applied Research Fields: Counseling |
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| Helps people cope with academic, vocational, and marital challenges |
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| Applied Research Fields: Educational/School |
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| Studies and helps individuals in school and educational settings |
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| Applied Research Fields: Industrial/Organizational |
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| Studies and consults on issues related to human behavior in the workplace |
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| Basic Research Subfield: Biological/Neuroscience |
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| Explore the links between brain and mind |
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| Basic Research Subfield: Cognitive |
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| Study how we perceive, think, and solve problems |
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| Basic Research Subfield: Developmental |
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| Study changing abilities from womb to tomb |
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| Basic Research Subfield: Social |
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| Explore how we view and affect one another |
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| Basic Research Subfield: Personality |
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| Investigate traits related to stable behaviors |
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1. Identify Problem
2. Read/Develop Theory
3. Formulate Hypothese
4. Test Hypothese Empirically
5. Collect/Analyze
6. Draw Conclusions
7. Communicate Results |
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| Step #4: Testing Hypotheses Empirically |
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| Balancing control & generalizability |
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| Eliminate or reduce confounds, variables affecting the DV or the IV |
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| That which is manipulated or believed to influence dependent variable |
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| Degree to which study results are relevant to population of interest by using real-world participants & conditions |
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| Confound: Situational Effects |
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Definition: Time, temp, etc. might affect outcomes
Control: Eliminate or hold constant |
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| Confound: Experimenter Bias |
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Definition: Experimenter's expectations influence outcomes
Control: Blind design, Standardization |
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| Confound: Social Desirability |
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Definition: Participant tries to make self appear better or fit expectations
Control: Ensure anonymity, Mild deception( w/ debriefing), Measure personality |
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| That which is observed for changes due to the independent variable |
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| Step #3: Formulating Hypotheses |
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| Operationalizing IVs and DVs (I believe the IV will influence the DV) |
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| Step #6: Drawing Conclusions |
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1. Was the change due to factors you thought it was? (i.e were any confounds present)
2.Was the difference or change significant? (Was the influence of the IV large enough to influence the DV more than what might occur by chance alone)
3. Was the observed difference reliable? (Consistent results across representative samples) |
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| EXAMPLE: Hypothesis= People who have occasional emotional outburst are better able to control their anger long-term |
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- IV= Emotional outbursts
- DV= Long term anger
- Problem= Short-term operalization of the dependent variable |
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Curiosity
Skepticism }
Objectivity >CRITICAL THINKING
Humility } |
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| Experiences/environment (parenting styles, culture, experience) |
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| How we study questions about nature/nurture |
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-Family studies
-Adoption studies
-Twin studies |
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| Benefits of studying adopted identical twins |
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-"Similar' genes
-Different environments |
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| (Twins) We can infer that |
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| Differences are due to environment and similarities are due to genes |
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| Studies suggest twins raised apart are very similar in: |
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1. Abilities
2. Attitudes
3. Interests
4. Brain waves
5. Heart rate
6. Intelligence
7. Interests
8. Personality
9. Temperament |
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| Studies suggest twins raised apart differ in: |
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1. Values
2. Beliefs (i.e faith, politics)
3. Manners |
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| Physical and psychological traits (environment also matters) |
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| Interact with the environment |
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| When the presence of one variable changes the appearance of another |
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| Social learning theory-gender roles are |
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| Reinforced through observation, rewards, and punishment |
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| Stereotypes: Boys/Men gain respect through |
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| Dominance, independence, earning potential, etc. |
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| Stereotypes: Girls/Women gain attention via |
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| Maturation, stages of cognitive development |
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| Parental attachment, Parenting styles & behavior |
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| When a baby roots for food when you stroke their cheek |
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| Baby cries when it needs something |
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| Baby flails and then tucks in when it feels like it is falling |
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| Basic course (sequence of steps) |
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| across most persons, adjusted to some extent through experience (nurture) |
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| Cognitive Development (Piaget): Sensorimotor (birth-2yrs) |
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-Experience world via senses and action
-Memory begins to develop w/ object permeance
-Stranger anxiety |
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| Cognitive Development (Piaget): Pre-operational (2-7 yrs) |
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-Represent world w/ words and images (language development, pretend play)
-Use intuition rather than logic (fail conservation of mass &volume)
-Egocentric perspective |
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| Cognitive Development (Piaget): Concrete Operational (7-11 yrs) |
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| -Logical Reasoning (conservation of mass&volume completed, mathematics) |
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| Cognitive Development (Piaget): Formal Operational (12-Adult) |
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-Abstract thinking (symbolism, reasoning)
-Hypothetical reasoning & logic develops (use symbols and imagined realties to systematically reason)
-Provides the cognitive potential for later stages of moral reasoning to develop |
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| Attachment (early social development) |
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-Strong emotional bond with caregiver, not a matter of bodily needs (harlow)
-Increases with familiarity (imprinting) |
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| 1st year (Bowlby's stages) |
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| Bowlby's Stages of Attachment: Phase 1 (birth-3 months) |
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-indiscriminate (no difference) responsiveness
-Social smile, babbling, grasp reflex |
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| Bowlby's Stages of Attachment: Phase 2 (3-6 months) |
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-Focus on the familiar
-Selective smile, stare at unfamiliar |
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| Bowlby's Stages of Attachment: Phase 3 (6 months-3yrs) |
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-Intense and exclusive attachment
-Separation (stranger) anxiety, attachment styles (1 yr) |
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| Bowlby's Stages of Attachment: Phase 4 (3-12 yrs) |
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-Partnership behavior
-Visualize parent when apart, more like a partner vs. dependent |
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| Ainsworth Attachment Styles: Secure Attachment |
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-Based on the strange situation
-Mom is secure base
-In response to sensitive, responsive care-giver |
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| Ainsworth Attachment Styles: Ambivalent Insecure Attachment |
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-Unresponsive, uncommunicative
-In response to insensitive, unresponsive care |
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| Ainsworth Attachment Styles: Avoidant Insecure Attachment |
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| Deprivation of Attachment: Low Levels |
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-Withdrawn, frightened
-Unable to develop a secure attachment |
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| Deprivation of Attachment: Prolonged |
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-Puberty delays & problems (e.g serotonin levels)
-Psychological problems
-Social delay |
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| Parents impose rules and expect obedience |
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| Submit to child's demands |
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| Parents are demand but not responsive to child |
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| Grows faster than frontal cortex. May explain impulsivity & emotionality |
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| Abstract reasoning & Social awareness lead |
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| adolescents to think about & criticize self and others |
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| Moral Development: Pre conventional (<9 yrs) |
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| Focus= avoid punishment/gain reward (share so mom won't be mad) |
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| Moral Development: Conventional (9 yrs+) |
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| Focus= seeking approval/sense of duty (If you drive too fast, you will break the law) |
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| Moral Development: Post Conventional (Late teens+) |
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| Personal ethical principles/affirms rights of others over self & law (I don't care if it's the law, it's not right and not fair) |
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Erikson's Stages of Psychosocial Development: Adolescence
(teens-20s)- Identity vs. Role Confusion |
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| Independence vs. Acceptance |
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| Increasingly independent from parents & experiment with identity |
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| Roles of Parenting in Teen Social Development: Know that teens do |
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| Listen even if they don't act like it |
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| Roles of Parenting in Teen Social Development: Allow teens to |
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| Re-earn trust & respect if they do wrong |
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| Roles of Parenting in Teen Social Development: When confronting a teen |
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| Roles of Parenting in Teen Social Development: Set Rules |
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| Teens needs practice limits & values |
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| Roles of Parenting in Teen Social Development: Praise |
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| Adult Physical Development: Physical Performance |
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| Muscular strength, lung capacity, reaction time declines after 20 years of age |
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-Women go through menopause
-Men's hormones & Fertility decrease |
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| Sensory perception declines (hearing, visions, smell) & increase in fatal accidents |
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| Adult Cognitive Development: Recognition Memory |
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| Is stable but recall declines w/ age (difficulty remembering names) |
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| Fluid Intelligence (Process Speed) |
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| Declines with age, but crystalline intelligence (Accumulated knowledge and skills) does not |
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| Of white matter>desynchronization of brain activity |
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| Adult Social Development: (Generativity vs. Stagnation) |
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| Give back, become the best a something, become a role model |
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| Have things worked out, settled |
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| Adult Social Development (Young, middle, late) |
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-Shaped by life events associated with family, relationships and work
-Not as likely to occur in stages/sequences, but rather change triggered by major life events (marriages, parenthood, divorce) |
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-Distraction, escape from big problems
-There is order (some like it more than others)
-Accomplish (be a part of something bigger) |
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| Adult Social Development: (Integrity vs. Despair) |
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-Look back with a sense of pride (integrity)
-Despair: I don't have a lot of time to change things, not happy with past
-Successful aging |
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