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| Scientific study of behavior and mind |
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| subjective experiences such as thoughts and emotions |
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| Psychologists who specialize in the diagnosis and treatment of psychological problems like depression, anxiety |
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| Psychologists who extend the principles of scientific psychology to practical problems in the world. Example: school psychologist |
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| Psychologists who try to discover the basic principles of behavior and mind |
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| study how people think about, influence, and relate to each other |
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| Developmental Psychologist |
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| Study how behavior and internal mental processes change over the course of the life span |
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| Human Factors Psychologist |
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| Design and engineer new products like the color of traffic lights, or telephone numbers |
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| Industrial/Organizational Psychologist |
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| Employed in industry to help improve morale, train new recruits, help managers establish effective lines of communication |
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| Difference between a psychiatrist and a clinical psychologist |
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| A psychiatrist is a medical doctor that goes through medical school and further training. Like clinical psychologists, psychiatrists treat mental disorders, but, psychiatrists can prescribe medications. |
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• 17th century French philosopher
• argued that mind and body are separate
• believed mind controlled the actions of a mechanical body through the pineal gland
• introduced the concept of reflex
o automatic, involuntary reaction of a physical body to an event in the outside world |
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• Believed that both physical and psychological characteristics were adaptive because of natural selection
• Principles of natural selection apply to characteristics that pass from parents to their offspring
• Natural selection plays a role in the evolution of mental abilities, then its easier to accept the idea that people may inherit certain ways of thinking or viewing the world ways of thinking |
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| o Psychological characteristics such as intelligence, emotion, and personality, are influenced by genetic factors |
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• Established the first psychological laboratory 1879
• Recognized as the founder, or father, of modern psychology
• Believed in controlled observations
• Believed that psychology should be the study of what people sense and perceive when they reflect inward on their own minds |
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• Founded by Titchener who was Wundt’s student
• Early school of psychology
• Structuralists tried to understand the mind by breaking it down into basic parts, much as a chemist might try to understand a chemical compound
• One problem: not easy to observe the internal networking’s of the human mind |
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• Early technique used to study the mind
• Required people to look inward and describe their own experiences |
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| The Proper way to understand mind and behavior is to first analyze their function and purpose |
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• Functionalist
• Convinced that the mind couldn’t be understood by looking simply at its parts
• Need to determine the goal of the mental operation first, then you can discover how the individual parts work together |
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| Different Schools of Psychology |
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| Structuralism, Functionalism, Behaviorism, Psychoanalytical, Humanistic |
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• Represented Behaviorism
• Behaviorism rejects the study of immediate conscious experience and mental events, unless they are defined in terms of observable behavior
• Discovered the principles of behavior modification
o How actions are changed by reinforcement and non-reinforcement |
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• Believed in psychoanalysis:
• The mind and its contents (psyche) must be analyzed extensively before effective treatments can begin
• Believed that dreams were largely significant and that people’s unconscious side of their brain guide and control actions |
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| o Analyzing personality and treating psychological disorders by focusing on unconscious determinants of behavior. Also contends that childhood experiences play an important role in shaping adult behavior |
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| Humanistic School of Thought |
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| • Rejected Freud and focused instead on what they considered to be humans’ unique capacity for self-awareness, choice, responsibility, and growth |
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• Helped Develop the humanistic perspective
• Promoted the idea of client-centered therapy
o Therapist seen not as a judge but as a supporter and friend |
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• Helped develop the humanistic school of thought
o Thought humans are built for personal growth, to seek their fullest potential, to become all they are capable of being |
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• President of the American Psychological Association
• Developed the paired-associate learning technique |
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• Second female president of the American Psychological Association
• First woman to receive a Ph.D. in psychology
• Published The Animal Mind
• Structuralist |
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| The capacity to preserve and recover information |
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| Must be operating when people act on information that is no longer physically present |
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| Processes that determine and control how memories are formed |
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| Controls how memories are maintained |
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| How stored memories are recovered and translated into performance |
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| Keeps the message in a relatively pure, unanalayzed form. I.E. Fleeting snapshots of the world |
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| System that produces and stores visual sensory memories |
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System that Produces and stores auditory sensory memories.
Widely believed to play a key role in language processing |
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o Limited-capacity system that we use to hold information after it has been analyzed for periods lasting less than a minute or two
o Rapidly forgotten
o Can be maintained for extended periods through internal repetition
o An aid to perception |
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| • We can use an acoustic sound inside of our head to recode and translate a visual message into an inner voice |
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• Process that helps to maintain short-term memories indefinitely through the use of internal repetition
• Without rehearsal, short term memories are quickly forgotten |
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• The number of items that can be recalled from short-term memory in the exact order of presentation on half of the tested memory trials
o Short-term memory span ranges between five and nine items******** |
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| • short-term memory strategy that involves rearranging incoming information into meaningful or familiar patterns |
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• Developed originally by Baddeley and Hitch
• Several distinct mechanisms are important for short-term retention |
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controls the temporary storage of acoustic and verbal information
• structure we use to temporarily store verbal information and engage in repetitive rehearsal
• plays a critical role in language |
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| controls the short-term retention and processing of visual and spatial information |
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| controls and allocates how processing is divided across the loop and the sketchpad |
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| • System we use to maintain information for extended periods |
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• Memory for a particular event, or episode that happened to you personally
o I.E. remembering what you ate for breakfast this morning |
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| • Knowledge about the world, stored as facts that make little or no reference to one’s personal experiences |
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| • Knowledge about how to do things, such as riding a bike or swinging a golf club |
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• Active relate new information to the already-stored contents of long-term memory
• Thinking about the meaning rather then the sound leads to more elaborate connections between events and other things in memory |
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• Active relate new information to the already-stored contents of long-term memory
• Thinking about the meaning rather then the sound leads to more elaborate connections between events and other things in memory |
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| Noticing relationships between words to remember them |
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| Making something stand out more so it is easier to remember |
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| If you record a visual image it is easier to remember |
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| Spacing the repetitions of to-be-remembered over time |
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Reread the same material over and over again without a break.
Likely to think about the material in exactly the same way every time it is presented |
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| The better memory of items near the beginning of a memorized list |
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| The better memory of items near the end of a memorize list |
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| o Mnemonic device in which you choose some pathway, such a moving through the rooms in your house, and then form visual images of the to-be-remembered items sitting in locations along the pathway |
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| o A mnemonic device in which you form visual images connecting to-be-remembered items with retrieval cues, or pegs |
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| Linking a word with a visual image |
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| Rich memory records of the circumstances surrounding emotionally significant and surprising events |
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| Testing condition which a person is asked to remember information without explicit retrieval cues |
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| Something that helps you remember something either internally, or present in the environment |
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| Testing condition in which people are given an explicit retrieval cue to help them remember |
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| Transfer-appropriate processing |
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| the likelihood of correct retrieval is increased if a person uses the same kind of mental processes during testing that he or she used during encoding |
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| Large clusters of related facts are organized into knowledge structures |
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Remembering what occurs in the absence of conscious awareness and willful intent
(how to walk, how to breathe) |
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| Conscious, willful remembering |
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