PSYCHOLOGYPSYCHOLOGY. PSYCHOLOGY PSYCHOLOGY- The science and study of a living organism. (humans and/ or animals) The study of behaviors and activities

PSYCHOLOGYPSYCHOLOGY

PSYCHOLOGY PSYCHOLOGY- The science and study of a living organism. (humans and/ or animals) The study of behaviors and activities. 1. Science-systematic, research 2. Behaviors- measureable activities

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

PSYCHOLOGY Define the relationship between Psychology And other sciences.? a) Physics- Psychology uses instruments to measure several aspects of human behaviors. Example(s): changes in environment and how it affects movement, moods, personality, external stimuli and its effect on internal factors, and results or each.

PSYCHOLOGY b) Chemistry- chemical measure of moods, personality development, treatment, medical intervention (therapy, prescriptions..)

PSYCHOLOGY c) Biology- Central nervous system, sensory stimulus, organs, and hereditary factors.

PSYCHOLOGY d) Anthropology- Culture and its effect on personality and social groupings. How does it affect people, how do we adapt or handle situations, learning.

PSYCHOLOGY e) Sociology- group research, family, friends and othersetc.

PSYCHOLOGY PROJECT- 1 ST GRADE WORTH= 100 PTS/100% Directions: Trace the development of Psychology form the Stone Age beginnings through the developments in the 1700s. You may use only pictures, imagery but NO words or numbers. You must use a poster to demonstrate your understanding. You must present and describe to the class your work, and understanding.

Rubric: 20 pts- accuracy of information 20 pts- creative- thoughtful 20 pts- use of symbolism appropriate 20 pts- presentation organized & timely 20 pts- appropriate use of 2 Multiple Intelligences --------------------------------------------------- = 100 pts

Take the Multiple Intelligence Test

Multiple Intelligences Activities for Multiple Intelligences Linguistic Intelligence Use storytelling to explain Conduct a debate on Write a poem, myth, legend, short play, or news article about Create a talk show radio program about Conduct an interview on

Multiple Intelligences Logical-Mathematical Intelligence Translate into a mathematical formula Design and conduct an experiment on Make up syllogisms to demonstrate Make up analogies to explain Describe the patterns or symmetry in Others of your choice Bodily-Kinesthetic Intelligence Create a movement or sequence of movements to explain Make task or puzzle cards for Build or construct a Plan and attend a field trip that will Bring hands-on materials to demonstrate

Multiple Intelligences Visual Intelligence Chart, map, cluster, or graph Create a slide show, videotape, or photo album of Create a piece of art that demonstrates Invent a board or card game to demonstrate Illustrate, draw, paint, sketch, or sculpt Musical Intelligence Give a presentation with appropriate musical accompaniment on Sing a rap or song that explains Indicate the rhythmical patterns in Explain how the music of a song is similar to Make an instrument and use it to demonstrate

Multiple Intelligences Interpersonal Intelligence Conduct a meeting to address Intentionally use social skills to learn about Participate in a service project to Teach someone about Practice giving and receiving feedback on Use technology to Intrapersonal Intelligence Describe qualities you possess that will help you successfully complete Set and pursue a goal to Describe one of your personal values about Write a journal entry on Assess your own work in Naturalist Intelligence Create observation notebooks of Describe changes in the local or global environment Care for pets, wildlife, gardens, or parks Use binoculars, telescopes, microscopes, or magnifiers to Draw or photograph natural objects

BRAIN DOMINANCE WHAT IS IT????

BRAIN DOMINANCE

Linear vs. Holistic Processing The left side of the brain processes information in a linear manner. It process from part to whole. It takes pieces, lines them up, and arranges them in a logical order; then it draws conclusions.

Linear vs. Holistic Processing The right brain, however, processes from whole to part, holistically. It starts with the answer. It sees the big picture first, not the details.

Sequential vs. Random Processing The left-brained person is a list maker. If you are left-brained, you would enjoy making a master schedule and doing daily planning.

Sequential vs. Random Processing The right-brained student is random. If you are right-brained, you may flit from one task to another. You will get just as much done but perhaps without having addressed priorities. An assignment may be late or incomplete, not because you weren't working, but because you were working on something else. You were ready to rebel when asked to make study schedules for the week.

Symbolic vs. Concrete Processing The left brain has no trouble processing symbols. Many academic pursuits deal with symbols such as letters, words, and mathematical notations. The left-brained person tends to be comfortable with linguistic and mathematical endeavors. Left-brained students will probably just memorize vocabulary words or math formulas.

Symbolic vs. Concrete Processing The right brain, on the other hand, wants things to be concrete. The right-brained person wants to see, feel, or touch the real object. Right-brained students may have had trouble learning to read using phonics.

Logical vs. Intuitive Processing The left brain processes in a linear, sequential, logical manner. When you process on the left side, you use information piece by piece to solve a math problem or work out a science experiment. When you read and listen, you look for the pieces so that you can draw logical conclusions. Your decisions are made on logic--proof.

Logical vs. Intuitive Processing You may know the right answer to a math problem but not be sure how you got it. You may have to start with the answer and work backwards. On a quiz, you have a gut feeling as to which answers are correct, and you are usually right.

Verbal vs. Non-verbal Processing Left-brained students have little trouble expressing themselves in words. The left-brained person will say something like "From here, go west three blocks and turn north on Vine Street. Go three or four miles and then turn east onto Broad Street."

Verbal vs. Non-verbal Processing Right-brained students may know what they mean but often have trouble finding the right words. The best illustration of this is to listen to people give directions. The right-brained person will sound something like this: "Turn right (pointing right) by the church over there (pointing again). Then you will pass a McDonalds and a Walmart. At the next light, turn right toward the BP station."

Reality-Based vs. Fantasy-Oriented Processing The left side of the brain deals with things the way they are--with reality. When left-brained students are affected by the environment, they usually adjust to it. Left-brained people want to know the rules and follow them. Left-brained students know the consequences of not turning in papers on time or of failing a test

Reality-Based vs. Fantasy-Oriented Processing Not so with right-brained students; they try to change the environment! In fact, if there are no rules for situations, they will probably make up rules to follow! Right-brained students do know the consequences of not turning in papers on time or of failing a test. theres always extra credit. Right-brained students are sometimes not aware that there is anything wrong. So, if you are right-brained, make sure you constantly ask for feedback and reality checks.

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

Characteristics of Right-Brain Students Characteristics of Right-Brain Students You take notes but lose them. You may have a hard time keeping track of your research You might have a hard time making up your mind You are good with people You don't fall for practical jokes as easily as some You seem dreamy, but you're really deep in thought People may have told you you're psychic You like to write fiction, draw, or play music You might be athletic You like mystery stories You take time to ponder and you think there are two sides to every story You may lose track of time You are spontaneous

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

STONE AGE Life during the Stone Age must have been very mystifying. During this time period, many things were explained by superstition or the belief in the supernatural-spirits-gods. Spirits were believed to be responsible for abnormal behavior. If a person was NOT contributing to society or the village life then the treatment of these individuals was simple, hit them over the head. WHY? to allow the evil spirits to escape to the unknown. Most people died!!!

ANCIENT EGYPTIANS The Ancient Egyptians had a different approach to understanding human behavior. They believed that inside every person was and even smaller person, named, KA. Eventually the questions arose; who controls the smaller KA. The answer, KA #2. This reasoning continued till KA number 7. Seven was a SACRED number. There are no other extensions of KA. How did the Ancient Egyptians prove their theory?? Answer: Look into the eye of someone and you will see!?!

ANCIENT GREEKS Plato Plato believed that the mind and body are 2 distinct elements. Aristotle Aristotle believed that the body and Mind act as one unit and can not exist Apart. Hippocrates Hippocrates believed that behavior was NOT caused by evil spirits but by a chemical imbalance called the 4 Humors.

Ancient Greeks continued The physiological Theory of the 4 Humors 4 Humors is based on chemical components in the body. Blood, Yellow bile, Black bile & Phlegm.

The physiological theory of the 4 Humors Flegmaticus The temperament of the calm and tough Flegmaticus Flegmaticus was influenced by excess phlegm and was closely water, associated with water, cold and moisture. Characteristics Characteristics of theFlegmaticus: Dull Dull Pale Pale Cowardly Cowardly Self-content Kind. Accepting and affectionate.

The physiological theory of the 4 Humors Sanguinicus The temperament of Sanguinicus Sanguinicus is influenced by excess blood and was closely air, associated with air, heat and moisture. Characteristics Characteristics of theSanguine: Amorous Amorous Happy Happy Generous Generous Risk-taker Risk-taker Creative Creative

The physiological theory of the 4 Humors Melancholicus The temperament of Melancholicus is Melancholicus influenced by excess Black bile and was closely earth, associated with earth, cold and dryness. Characteristics Characteristics of Melancholicus: the Melancholicus: Gluttonnous Gluttonnous Lazy Lazy Sentimental Sentimental Perfectionist. Self-reliant and independent.

The physiological theory of the 4 Humors Cholericus The temperament of Cholericus is influenced by excess Yellow bile and was closely fire, associated with fire, heat and moisture. Characteristics Characteristics of : the Cholericus: Aggressive Aggressive Vengeful Vengeful Violent Violent Ambition Energy and Passion

Middle Ages Full of superstition and witches. Result: Witch burnings, and torture

1600-1700s Descartes- March 31, 1596 February 11, 1650 Phrenology- Personality was defined by locating and feeling bumps on the head.

1800s to present day Functionalism ~ William James Psychology is the study of mental activity (e.g. perception, memory, imagination, feeling, judgment). Mental activity is to be evaluated in terms of how it serves the organism in adapting to its environment.

Functionalism ~William James The First Paradigm in Psychology studying sensory perception by manipulating stimuli and having subjects report back their experience. Wundt adopted this general approach for his new science.

Psychoanalysis~ Sigmund Freud Freuds theory consist of 3 components of energy that are constantly in conflict. ----------------------------------------------------- 1. Id- pleasure principle 2. Ego- reality principle 3. Super Ego- conscience

Psychoanalysis~ Sigmund Freud ID- At birth, that nervous system is little more than that of any other animal, an "it" or ID. The nervous system, as id, translates the organism's needs into motivational forces OR instinctual drives. Also, known as the pleasure principle, which can be understood as a demand to take care of needs immediately(I.E. Water, food, shelter, security etc.).

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

Freuds Psychosexual Stages AgeNamePleasure sourceConflict 0-2 Oral Mouth: sucking, biting, swallowing Oral receptive personality is generally passive, needy and sensitive to rejection. Oral aggressive personality is hostile and verbally abusive to others, using mouth-based aggression. Weaning away from mother's breast 2-4Anal Anus: defecating or retaining feces Anal retentive personality is stingy, with a compulsive seeking of order and tidiness. Anal expulsive personality is lack of self control, being generally messy and careless. Toilet training 4-5PhallicGenitalsOedipus (boys), Electra (girls) 6- puberty Latency Sexual urges sublimated into sports and hobbies. Same-sex friends also help avoid sexual feelings. Repressed Sexuality may be transferred to deviant sexuality puberty onward Genital Physical sexual changes reawaken repressed needs. Direct sexual feelings towards others lead to sexual gratification. Social rules

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

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

Psychoanalysis~ Sigmund Freud The superego (there are two aspects to the superego) : One is the conscience, which is an internalization of punishments and warnings. The other is called the ego ideal. It derives from rewards and positive models presented to the child. The conscience and ego ideal communicate their requirements to the ego with feelings like pride, shame, and guilt.

Psychoanalysis~ Sigmund Freud ICEBURG THEORY

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

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

What Is Behaviorism? Give me a dozen healthy infants, well- formed, and my own specified world to bring them up in and Ill guarantee to take any one at random and train him/her to become any type of specialist I might select -- doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors. Quote: Give me a dozen healthy infants, well- formed, and my own specified world to bring them up in and Ill guarantee to take any one at random and train him/her to become any type of specialist I might select -- doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors. --John Watson, Behaviorism, 1930

Behaviorism-B.F. (Burrhus Frederic)Skinner Born: 20-Mar-1904 Birthplace: Susquehanna, PA Died: 18-Aug-1990 Location of death: Cambridge, MA Cause of death: Cancer - Leukemia Remains: Buried, Mount Auburn Cemetery, Cambridge, MA 20-Mar190418-Aug1990Cambridge, MACancer - LeukemiaMount Auburn Cemetery, Cambridge, MA20-Mar190418-Aug1990Cambridge, MACancer - LeukemiaMount Auburn Cemetery, Cambridge, MA Gender: Male Religion: ?Atheist? Race or Ethnicity: White Sexual orientation: Straight Occupation: Psychologist, Philosopher AtheistPsychologistPhilosopherAtheistPsychologistPhilosopher

Behaviorism-B.F. Skinner operant conditioning While at Harvard, B. F. Skinner invented the operant conditioning chamber to measure responses of organisms (most often, rats and pigeons) and their orderly interactions with the environment.

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

Rewards and punishments

How behaviorism works ~define the following terms using the pgs 188-pgs 216 in the NEW text A Fixed Interval Schedule A Variable Interval Schedule The Fixed Ratio Schedule A Variable Ratio Schedule Extinction

How behaviorism works (pgs 188-pgs 216) A Fixed Interval Schedule provides reinforcement for a correct response only after a certain period of time has passed. Classrooms are full of fixed interval schedules: the weekly spelling test on Friday, the semester unit test every nine weeks, your report cards. The length of a fixed interval can be relatively brief or long and still yield the desired response rate. A Variable Interval Schedule yields a more uniform rate of response than the previous fixed schedule. If a weekly math quiz were changed to be given on a more unpredictable schedule, students would study more each day rather than cramming the day before a known assessment. Pop quizzes are a much more effective reinforcement schedule to foster classroom learning. The Fixed Ratio Schedule provides reinforcement for a consistent number of responses regardless of how long it takes to produce these responses. A student working on a computer program knows that five correct responses are required before advancing to a new screen. However, this schedule often results in an uneven rate of response. As soon as the reinforcement is delivered, the learner takes a break because the next reinforcement is predictably several responses away. A Variable Ratio Schedule provides reinforcement after a varying number of desired responses are produced. The reinforcement is contingent on the number of responses rather than on the time interval. The strongest of the reinforcement schedules, many games of chance are visible examples of variable ratio. The more times you play a slot machine, the more likely you are to win. As a result, the rate of response for casino players is the most consistent of the behavioral techniques. Can you think of ways to use the variable ratio schedule to increase desired behavior in your classroom? Extinction. It is possible to weaken behavior by removing the reinforcing events that maintain the behavior. In Skinner's Operant Conditioning, a subject will not persist in certain behavior if the usual reinforcer is withheld. Removal of reinforcement altogether leads to EXTINCTION.

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

Ivan Pavlov background facts Nobel PrizeNobel Prize portrait Born September 14, 1849(1849-09-14) Ryazan, Russia RyazanRussia Died February 27, 1936 (aged 86) Leningrad, Soviet Union LeningradSoviet Union Residence Russian Empire, Soviet UnionRussian EmpireSoviet Union Nationality Russian, SovietRussianSoviet Fields Physiologist, psychologist, physicianPhysiologistpsychologistphysician Institutions Military Medical Academy Alma mater Saint Petersburg UniversityAlma materSaint Petersburg University Known for Classical conditioning Transmarginal inhibition Behavior modificationClassical conditioning Transmarginal inhibition Behavior modification Notable awards Nobel Prize in Physiology or Medicine (1904)Nobel Prize in Physiology or Medicine

Behaviorism Behaviorism is a worldview that operates on a principle of stimulus-response. All behavior caused by external stimuli (operant conditioning). All behavior can be explained without the need to consider internal mental states or consciousness.

How it works UCS means unconditioned stimulus UCR means unconditioned response CS means conditioned stimulus CR means conditioned response Food (UCS) --------------------Salivation (UCR) Bell (CS)-------------------------Salivation(CR) Behaviourism involves the consideration of Stimuli Responses These components are used to form the rules of conditioning

Ivan Pavlov- famous dog

Gestaltism The Gestalt effect refers to the form- forming capability of our senses, particularly with respect to the visual recognition of figures and whole forms instead of just a collection of simple lines and curves. In psychology, Gestaltism is often opposed to structuralism and Wundt.structuralismWundt

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

Emergence

Gestaltism ~Reification Reification-the constructive or generative aspect of perception, by which the experienced percept contains more explicit spatial information than the sensory stimulus on which it is based.

Reification

Gestaltism ~ Multistability Multistability-the tendency of ambiguous perceptual experiences to pop back and forth unstably between two or more alternative interpretations.

Multistability

Invariance the property of perception whereby simple geometrical objects are recognized independent of rotation, translation, and scale.

Invariance

Prgnanz we tend to order our experience in a manner that is regular, orderly, symmetric, and simple.

Prgnanz

The end Classroom work: NOW, Read Dr. Coveys, The Seven Habits Of Highly Effective Teens The Seven Habits Of Highly Effective Teens, Pgs. 1-45. You will be tested on the material and given a worksheet to complete then handed in.

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PSYCHOLOGYPSYCHOLOGY. PSYCHOLOGY PSYCHOLOGY- The science and study of a living organism. (humans and/ or animals) The study of behaviors and activities