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The view that psychology:
1. should be an objective science that
2. studies behavior without reference to mental processes |
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| The scientific study of behavior and mental processes. |
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| The controversy over the relative contributions of biology and experience. |
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| The study of brain activity underlying thought. |
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| Historically significant perspective that emphasized the growth potential of healthy people. Used personalized methods to study personality in hopes of fostering personal growth. |
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| The scientific study of behavior and mental processess |
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Derived from the word logos.
The study of or the investigation of something. |
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| Internal processes and external actions |
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| "Mind" or "Mental Processes" |
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Things you think, interpret and feel.
Self Esteem and personality |
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| Psychology is a scientific study... |
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| emphasizes scientific methods to distinguish from philosophy. |
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| One example of a behavior disorder... |
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| OCD - repetition ritual and bodily rituals. The mind belives that it will be safe of it continues to perform rituals exactly. |
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A1: To answer who we are and why do we do what we do.
A2: To discover the general principles of behavior and to help people adapt more sucessfully to their environment.
A3: To predict and control behavior. |
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"Psychology has a long past but only a short history"
- Hermann Ebbinghaus |
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OLD: we study the same questions asked in philosophy
NEW: we use scientific methods to ask questions. |
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is both the oldest and youngest disciplines in the academy.
AT least 2500 years old, rooted in philosophy |
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modern scientific inquiry and methodology emerged.
adopted by natural sciences.
started looking for evidence. |
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| Cognition, Affect, Behaviors |
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First research laboratory.
Formal beginning of psychology with the first psychology laboratory.
Established by Wilhelm Wundt. |
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Professor of philosophy at the University of Leipzig, Germany.
Founder of Discipline
Father of Modern Psychology
Named discipline PSYCHOLOGY
Publication of the first journal to report research. |
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| Psychology emerges from philosophy |
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| to study people's minds on how they think, feel and behave. |
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to describe the nature and components of conscious experience.
Merge Philosophy and Science
Approach philosophical questions about the mind/behavior using scientific methods. |
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Sensations, Images, Affects
Combine to have more complex view of the world. |
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| Psychology contrasts with philosophical approaches |
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Speculation, Intution and Generalization
Logical Reasoning. |
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| Logic Reasoning/ Scientific Methods |
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- controlled observation
- repeated observation
- controlled conditions of variables
- objectivity |
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| many American's traveled to Germany to study psychology |
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| Structuralism - Structure of consciousness |
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| comes to Cornell University with his approach to psychology |
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| Structure to consciousness |
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| Goal: to study immediate experience and break it down |
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Function of (Awareness)
(Conscious experience)
Darwin and Spencer |
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From Austria.
Practioner trying to solve chronic fatigue of hysteria.
Emphasize the importance of the unconscious mind and its effects on behavior. |
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| When psychologists treated people. Research on moral behavior began. |
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| People who argued the proper focus of psychology - the function and purpose of behavior. |
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1st Wave: Psychoanalysis
2nd Wave: Behaviorism
3rd Wave: Humanism
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FREUD - ADLER - JUNG - ERIKSON
- physical problems could have a psychological origin
- mind and its contents need to be analyzed extensively in order for people to gain insight into their problems
- strong emphasis on unconscious determinants of behavior
- role of childhood experiences in shaping adult behavior |
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PAVLOV - WATSON - SKINNER
- no mind, only body
- behavior is a function of the environment
- no glimpse into the black box of mind
- self observation is subjective, not scientific
- purely scientific and objective
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Humanistic Psychology
WAVE THREE |
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ABRAHAM MASLOW - CARL ROGERS
- rejects the pessimistic view of Freud
- Focus: Huamn potential for self awareness, choice, responsiblity and growth
- self actualization |
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| Difference btwn uniformed opinions and examined conclusions |
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| Intuition and common sense may help, but they are not free of error. |
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| "I knew it all along" phenomenon |
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| After learning the outcome of an event, many people belive they could have predicted that very outcome. |
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| Sometimes we think we know more than we actually know. |
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| an explanation that integrates principles and organizes and predicts behavior or events. |
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| Theories or predicting behavior |
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Low self esteem contributes to depression
Absence makes the heart grow fonder
Familiarity breeds contempt
Low blood sugar predicts emotional instability |
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| a testable prediction, often prmpted by a theory, to enabke us to accept, reject or revise the theory. Never proves. |
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People with low self esteem are apt to feel more depressed
The more you know someone, the less you like them |
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| requires us to administer tests or self esteem and depression. |
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| Theories -leads to> Hypotheses -leads to> Research and Observations -generate or refine |
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| A technique in which one person is studies in depth to reveal underlying behavioral principles. |
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| Advantage- Descriptive methods |
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| Takes all individuals into account |
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| Disadvantage - Descriptive Methods |
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| Just looking at one person |
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| A technique for ascertaining the self reported attitudes, opinions or behaviors of people usually done by questioning a representative, random sample of people. |
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| if each member of a population has an equal chance of inclusion into a sample. |
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| age, gender, demographics, social status, economic status, ethnicity, religion |
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| Observing and recording the behavior of animals in the wild and recording self-seating patterns in multiracial school lunch room constitute naturalistic observation. |
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| Naturalistic Observation PRO |
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| Natural environment, all variable present |
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| Naturalistic Observation: CON |
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| no causation, behavior may not occur during observation |
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| case studies, surveys, naturalistic observation describes behaviors |
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| determine if a relationship exits, what direction the relationship is, and how strong it is. |
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| Strong relationship and weak relationship |
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| statistical measure of the relationship between two variables |
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| Correlation Coefficient: 3 components |
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-Valence, r can be either positive or negative
- Range, r always lies between +1.0 and -1.0
- Strength, r tells us how strong the relation between the variables is |
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+1: higher scores on one, higher scores on the other (height and weight)
-1: higher scores on one, lower scores on other (age and consumption of Chee-toes)
0: no correlation (Aspirin consumption and dog ownership) |
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