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psych 104 chapter 1
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Psychology
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goals of psychology
\- describe behaviour, and causes
\- predict behaviour under certain conditions
\- influence and control behaviour through knowledge and control of causes
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basic research
\- knowledge for its own sake
\- questions for curiosity and knowledge
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applied research
\- designed to solve specific practical problems to better human welfare
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mind-body interactions
\- the relations between mental processes in the brain and the functioning of other body systems
\- focussing on positive vs negative thoughts and the benefits
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levels of psychological analysis
\- all reciprocal
\- environmental/social
\- psychological
\- biological
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environmental/social level
* Physical, social, school or family environment
* past and current to which we are exposed
* Cultural norms
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psychological level
* Behaviours within an individual, thoughts, feelings and motives
* Working memory capacities, IQ scores, depression/anxiety levels
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biological level
* Observe influence on behaviour
* brain processes and genetic influences
* Brain areas/drug action mechanisms, physiological/biological functioning, cellular, atomic, molecular
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primary source
* needs peer review journal
* study has methods and backgrounds
* experiment is done by author of the study
* quantitative
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secondary source
\- any media article written by anyone based on the primary source
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Mind-Body Dualism
\- Rene Descartes
\- Mind = spiritual entity
\- Non material entity controlling our behaviour, not subject to physical laws
\- Cannot be studied
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Monism → Structuralism
* Mental events are a product of physical events → Dissect behaviour into basic components (like a cell or atom)
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Evolution → Functionalism
* Natural selection, advantageous physical and behavioural traits→ Functional advantage- best traits so we can survive
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schools of psychology/perspectives
\- functionalism and structuralism
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structuralism
\- Wundt, Titchener
\- analysis of the mind in terms of its basic elements
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functionalism
\- James (leader), Calkins (studied memory/dreams)
\- the functional basis and advantage of behaviour
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psychodynamic
* behaviours reflect our unconscious
* motives in the mind we are unaware of, unresolved past conflicts
* freud
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behaviourism
\- experiences/environment determine and shape behaviour
\- stimulus → response
\- Locke, Pavlov, Thorndike, Watson/Skinner
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locke- behaviourism
* human mind is a blank slate with experiences influencing behaviour
* nature shaped by environment
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pavlov- behaviourism
\- classical conditioning
\- learning occurs when events are associated with each other
\- dogs act associated with food
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thorndike- behaviourism
\- **learn** through consequences of your actions
\- law of effect: satisfying consequences mean more likely to occur, unsatisfying means less likely
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watson/skinner- behaviourism
\- observable behaviour most important over mental events
\- fear conditioning, control environment to control behaviour
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gestalt psychology
\- the whole is greater than the sum of the parts
\- how we see the world
\- mind is studied in terms of larger units instead of smaller like structuralism
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cognitive behaviourism
\- Bandura- humans are thinking creatures, they learn
\- thinking and learning and not just reacting
\- environment influences us and we influence the environment: two way
\- stimulus → organisms → response
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humanism
\- emphasizes conscious motives, freedom, choice, self-actualization and individual potential
\- belongingness, identity, esteem- transitioned from survival to more
\- the study of human strengths
\- Maslow (Hierarchy of needs)
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sociocultural
\- psychological being is impacted by cultural and environment not just biological
\- different socialization and norms across cultures
\- clark and clark
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Clarks’ - sociocultural
\- examining how discrimination and prejudice influenced the personality development of African American children
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behavioural neuroscience
\- biological understanding of psychology, human behaviour
\- physical side of human nature
\- roles of brain structures and functions, biochemical processes and genetic factors
\- Lashley
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Lashley- Behavioural neuroscience
\- examined how damage to various rats’ brain region affected their ability to learn and remember
\- the law of mass effect- the more damage the more effect, proportional
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behaviourists
\- skinner
\- language is acquired through basic principles of learning
\- need environment w language to learn a language
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linguists
\- chomsky
\- humans are biologically built to acquire language
\- children understand language as a set of mental rules
\- inherited, nativist
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Jean Piaget- Cognitive Psychology
\- childrens thinking becomes sophisticated w age, different process than adults
\- different than tiny adult in industrial revolution
\- cognitive revolution led to interest in mental processes
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Elizabeth Loftus- Cognitive psychologist
\- studied memory and false memories aka gaslighting, or factors which distort memories
\- influences from other people, sometimes unknowingly creating different realities
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Evolutionary psychology
\- fears evolved from survival
\- social behaviours are products of evolution- such as strength in numbers, or generally aggression, competition and nurturing
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Darwin: Natural Selection
characteristics that increase likelihood of survival will be maintained
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