Psychology 11: Introduction to Psychology

WHAT IS ^^PSYCHOLOGY^^?

* Psychology is the scientific study of the mind
* It is the scientific study of thought and behaviour
* Specific things for development
* Is psychology ONLY genetics or learned behaviour?

THOUGHTS CAN BE DEFINED AS…

* Activities involved in thinking (remembering, dreaming, forming opinions)
* How was a person raised? What surrounded them to think that way?

BEHAVIOUR CAN BE DEFINED AS…

* Any action you perform, including those you can see (laughing, crying) and those you cannot see (heart rate, blood pressure)

APPROACHES TO PSYCHOLOGY

*Each approach offers a different explanation of what affects behaviour*

* The five approaches of psychology are……

(1) **BIOLOGICAL**

(2) **PSYCHOANALYSIS**

(3) **BEHAVIOURIST**

(4) **HUMANIST**

(5) **COGNITIVE**

APPROACHES TO PSYCHOLOGY: %%**BIOLOGICAL APPROACH**%%

* Focus’ on how the brain, genetics and the nervous system influences human behaviour
* We will be focusing on how genetics (nature) influences behaviour
* **EX:** When you do not achieve certain milestones before puberty, affects your mind

APPROACHES TO PSYCHOLOGY: %%**PSYCHOANALYSIS APPROACH**%%

* The scientific study of human bahaviour began with Freud
* Behaviour is caused by the unconscious (things we don’t remember)
* People must understand their behaviour by bringing these motives stored in the unconscious to the conscious mind → EGO, moral compass
* Freud: People’s ideal partners are like their parents
* **EXAM:** The pleasure point in our brains! How individuals act

APPROACHES TO PSYCHOLOGY: %%**BEHAVIOURIST APPROACH**%%

* According to this theory, rewards and punishment that each person experiences determines most behaviour
* **EX:** Doctors become surgeons because they are rewarded through their salaries or by the respect of their positions or by the satisfaction they receive from healing
* Parents: “If you pee in the potty, you get a gummy!”
* Results in entitlement! Constantly tying to reward

APPROACHES TO PSYCHOLOGY: %%**HUMANIST APPROACH**%%

* A lot to unpack, roots in parents & how society plays a role within our perspective of ourselves/opportunities
* People control their behaviour
* Each person has an inborn tendency to grow toward his or her unique potential
* **EX:** a flower will grow if it receives light
* People will achieve their potential if the environment provides correct psychological nourishment

APPROACHES TO PSYCHOLOGY: %%**COGNITIVE APPROACH**%%

* This approach focus’ on how the brain learns (Learning theories)
* The brain takes in information, processes it through perception, memory, thought and decision making which causes behaviour patterns
* **EX:** How to study! Active recall, spaced repetition

**QUESTION THAT PSYCHOLOGY ANSWERS?**

* __WHY DO WE DO WHAT WE DO?__

PSYCH. VIDEO: %%**BIOLOGICAL APPROACH**%%

* Nervous system, explore connection with brains and hormonal patterns
* You think the way you do because of your biological body
* Genetic roots of anxiety, mental illnesses

PSYCH. VIDEO: %%**PSYCHOANALYSIS APPROACH**%%

* Who you are today stems from childhood
* **EX:** Freud says people become smokers have been weened off of breast-feeding too soon

PSYCH. VIDEO: %%**BEHAVIOURIST APPROACH**%%

* You can be trained to act a certain way
* Approach isn’t effective once you do not care what you do/think (desensitized to punishments)
* **EX:** Training dogs with treats

PSYCH. VIDEO: %%**COGNITIVE APPROACH**%%

* Behaviour is determined by expectations and emotions
* Solve problems with past experiences
* How you act based on *internal prophecies*

PSYCH. VIDEO: %%**HUMANIST APPROACH**%%

* You are normally good and amazing.
* You deserve LOVE and FULFILLMENT within life
* Individual empowerment
* The MOST POSITIVE
* Humanistic approach is supportive

History of ^^PSYCHOLOGY^^

* Late 1800s, advances in science encouraged people to study the human mind and human behaviour in a scientific manner
* Psychology has developed techniques and knowledge that provides us with ways to understand and help human beings
* Psychologists study the way people work in an effort to help them improve their job performance & provide counseling
* Psychologists study the way people work, buy patterns, and use what they have learned to help shape consumer habits

Types of Psychologists: **PSYCHOANALYSIS**

**SIGMUND FREUD:**

* Believes that behavior is caused by the unconscious (unaware motives)
* Understanding people’s behaviours to help people by *bringing these motives into the CONSCIOUS mind*

Types of Psychologists: **BEHAVIOURIST**

**B.F SKINNER:**

* Try to understand human behaviour and its causes to predict and control it (known for his experiments with training dogs)

Types of Psychologists: **HUMANIST**

**ABRAHAM MASLOW:**

* Examine the nature of human experience in an effort to help people achieve their potential.

Types of Psychologists: **COGNITIVE**

**JEAN PIAGET:**

* Study the mental processes involved in learning, thinking, remembering, and problem-solving. Also analyzing how a human thinks cognitively over the years.

%%**INNATE BEHAVIOUR**%%

* **Innate:** Natural, refers to characteristics a person is born with.


* Reflex actions that humans have which is determined by the genetic structure that babies inherit from their parents.
* How species have their innate behaviour formed VARIES!
* Psychologists believe that innate behaviours diminish, or lessen, according to a species’ ability to learn

**EX:** Blinking is a type of human innate behaviour. If we try to not blink for a long-period of time, most likely we would not be able to. It is a reflex that protects our eyes from over-drying.

@@**LEARNED BEHAVIOUR**@@

* **Learning:** A change in behaviour that is a result of experience. 


* Attitudes/beliefs taught by parents or community → Attitudes are shaped through the explicit and implicit messages conveyed to children in their daily lives 
* Learning takes place over a lifetime
* In humans, most is innate but they need to observe another (socialize) so they can learn (ISOLATES)
* **EX:** Racisim, homophobia, islamophobia...etc. 
* **EX:** Animals raised in isolation do not learn how to parent. 

%%**INNATE BEHAVIOUR**%% - %%***NATURE***%%

* also referred to as Nature (Genetics)
* Characteristics a person is born with
* Are not learned and occur naturally (impulses)
* Will appear no matter where the child is raised and will be transmitted from generation to generation (planting a seed, NATURE: walking due to human ancestors BUT needs to be learned through observation)
* **EX:** reflexes such as coughing when something irritates the throat and blinking, flinching, breathing, eating, sleeping, yawning, urinating

@@**LEARNED BEHAVIOUR**@@ - @@***NUTURE***@@

* Also referred to as Nurture (environment)
* A result of experiences you had as you came into contact with the world
* Most human behaviours are learned in an environment
* We learn from our parents and the environment in which we live
* These learned behaviours must be relearned by each generation
* Being raised in isolation = not learning certain behaviours
* **EX:** speaking a language, playing an instrument, or learning a sport

%%***NATURE*** %%V.S @@***NURTURE*** @@Debate

* **EX:** To what degree is human behaviour due to inherited characteristics (nature) or the environment (nurture)?

%%***NATURE*** %%V.S @@***NURTURE*** @@Debate: %%**INNATE BEHAVIOURS**%%

* Curiosity
* Sleeping
* Eating
* Sounds (listening/hearing/screaming)
* Becoming easily angered
* Blinking
* Falling in love

%%***NATURE*** %%V.S @@***NURTURE*** @@Debate: @@**LEARNED BEHAVIOURS**@@

* Language
* Playing guitar
* Doing mathematics
* Playing a sport
* Racism
* Driving a car
* Becoming an engineer
* Sharing
* Becoming a politician
* Painting a picture (through **OBSERVATION**)

%%***NATURE*** %%V.S @@***NURTURE*** @@Debate: **BOTH**

* Walking (normal behaviour BUT children have to be around walking humans or be taught it)
* Parenting (natural instinct, but one can learn how to be a GOOD one with education)
* Violence/aggression (humans know how to be aggressive naturally, BUT one learns it through family or their environment)

^^Psychology^^ & ==***TWINS***==:**QUESTIONS**

* Are twins innate?
* Do they think/behave the same?
* Does the environment affect the child’s life?
* Do they have the same “quirks”?

^^Psychology^^ & ==***TWINS***==: **WHY DO PSYCHOLOGISTS STUDY TWINS?**

* Psychologists study twins to learn more about which behaviours are a product of nature and which behaviours are a product of nurture
* Twins help us reveal some of the complicated influences of heredity and the environment

^^Psychology^^ & ==***TWINS***==: **What evidence is there that identical twins share certain inherited personality traits?**

* Evidence displayed through Leavey and his twin
* Acted similarly, both were compulsive flirts and worked in the same field (firefighters)
* Daphne and Barbara are another example as they are both bubbly and afraid of heights

^^Psychology^^ & ==***TWINS***==: **What evidence is there that identical twins do not share certain inherited personality traits?**

* Even though they share the same egg, they did not share the same sperm so are not the EXACT same genetically (small differences)

^^Psychology^^ & ==***TWINS***==: **How was this evidence collected?**

* Through interviews
* Case studies
* Observations
* Word of mouth
* **EX:** The Minnesota study yields data on the heritability of characteristics for the population at large

^^Psychology^^ & ==***TWINS***==: **What further evidence would you like that the article did not provide?**

* The reason why twins inherit the same gestures/behaviours/intrests like the Leavey twins if they grew up in different environments

^^Psychology^^ & ==***TWINS***==: **Can you draw a conclusion regarding whether personality is inherited or learned?**

* Personality appears to be determined by a complicated interplay of BOTH genes and upbringing
* Heredity and environmental influences are so intertwined, it is difficult to identify which behaviours are strictly a product of nature and or nurture.
* Nature & Nurture are 50/50
* **EX:** I am reserved like my dad and strong-opinionated like my mom
* **EX:** Some behaviours can be passed on through genes, but some can be taught by friends/teachers/social media

**Isolates**

* Children who have been **physically**, **socially**, **mentally**, and **emotionally** neglected during the early years of their lives (early years refers from birth to 5 years of age)
* Children who have been neglected from the nurture aspect of development

**Isolates** - *4 COMPONENTS*

**A child has to have ALL FOUR COMPONENTS to be considered an** ***isolate***

* If happens/saved before puberty, the child has the capability to move forward in life and regain all they missed in their development


1. **PHYSICALLY**
2. **SOCIALLY**
3. **MENTALLY**
4. **EMOTIONALLY**

**Isolates**- *4 COMPONENTS:* ^^**PHYSICALLY**^^

* Refers to overall health (healthy weight and the ability to walk and be active)
* Physical movements

**Isolates**- *4 COMPONENTS:* ^^**SOCIALLY**^^

* Refers to access to social interactions with others

**Isolates**- *4 COMPONENTS:* ^^**MENTALLY**^^

* Refers to the ability to learn... this includes speaking

**Isolates** - *4 COMPONENTS:* ^^**EMOTIONALLY**^^

* Refers to the ability to express emotions in a way that is socially acceptable in society

**Isolates** - __*Socialization*__

* Isolates have not been socialized, which is the process by which we learn certain behaviour patterns, skills, values and beliefs that are important in our society
* In order to be socialized, we must be taught. (remember 50% of our behaviours are learned)

**Isolates** - __*Opportunity*__

* Psychologists see this as an opportunity to further study which behaviours are a product of nature and which are a product of nuture

**Isolates** - %%**GENIE**%%

* 13-year-old girl who was forced to be in a room alone for 10 years by her alcoholic father, his mother died prior (an EXCUSE(
* She was tied to a potty chair and left to sit alone
* At night, Genie was tied into a sleeping bag that restrained her arms
* Sometimes, Genie was forgotten by her father and beaten if she made a sound
* On November 4, 1970, she was rescued and put into a Children’s Hospital in Los Angeles, California
* A team of scientists discovered how she has been treated and the restrictions that prevented her from fulfilling her potential in life
* Eventually, Genie lived in a foster home once 6 months passed, BUT Genie’s mom, Irene was jealous of the relationship between her and one of the researchers, she filed a lawsuit
* Genie was unable to live with the researcher of the *“Forbidden”* experiment

**Isolates** - **GENIE:**

Effects On Development (***FOUR COMPONENTS)***

**PHYSICAL:**

* Tied to a potty chair and sleeping bag, prevented her from walking like a normal child. She had a bunny-like walk (due to a bunny toy she had) and could not chew solid food, and had trouble swallowing.
* Genie did not have much vocabulary, only knowing words like “stopit” and “nomore.”
* Her talking was limited to short high-pitched squeaks that were hard to understand. She was abused for making any noise. 

**MENTAL:**

* Genie attached herself to the scientists researching her. One, in particular, would tuck her in at night and they created a sense of family. 

**EMOTIONAL:**

* For Genie to express her emotions, she could only make high-pitched squeaking sounds.
* Once shown the world, Genie displayed excitement for the new things she saw and curiosity.

**SOCIAL:**

* Socially, Genie began to develop a sense of touch and how to express herself as a person. 


* Strangers felt compelled to help her learn more about the world after being abandoned by it for so long. 
* In some ways, she was like a normal 18-20 month-old child

**Isolates** - %%**OXANA**%%

* At three-years-old, Oxana was thrown out of her home by her alcoholic parents because her parents wanted a boy


* To survive, she lived with dogs and adapted their behavior
* For six years, Oxana ate raw meat, barked, walked on all fours, and slept in a kennel
* One day, a neighbor noticed how feral Oxana acted and called the police
* Oxana and her dog friends were strongly bonded, therefore, they protected each other when they saw the “strangers” (policemen)
* Oxana lived in a home for the mentally handicapped and surprisingly, she developed impressive language skills and had a brief boyfriend at 22

**Isolates** - %%**OXANA**%%

Effects On Development (***FOUR COMPONENTS)***

**PHYSICAL:**

* Oxana learned all her behaviors from dogs, so she walked on all four and slept in a kennel. She was never abused and lived like a canine. 

**MENTAL:**

* Once the police appeared in front of Oxana, she saw them as predators and strangers she should protect herself from.
* She was strongly bonded to the dogs.

**EMOTIONAL:**

* Eventually, at the age of 22, Oxana had developed enough language skills to have a brief boyfriend (who ran away after discovering her rooted dog-like behaviour).

**SOCIAL:**

* Oxana’s behaviour was often too similar to a dog, even her boyfriend broke up with her because of it
* Oxana was happy with the dogs as she felt comfortable with them; they were her family, social SUPPORT

**Isolates** - %%**EDIK**%%

* Living in Ukraine, Edik survived in a run-down apartment by himself and three dogs
* When Edik was found he was 4-years-old
* The dogs traded their compassion with the child for free food.
* Sister was taken care of by neighbourhood
* When returned to Miny, Ukraine, police denied what happened to Edik (LIED)

**Isolates** - %%**EDIK**%%

Effects On Development (***FOUR COMPONENTS)***

*Similarly To Oxana…*

**PHYSICAL:**

* Can infer that he walked on all fours
* Barked and had no use of language but sounds

**MENTAL:**

* Believed he was “part of the pack” with the other three dogs
* Did not socialize with actual human beings, so ways of communicating needs were different (no words were used)

**EMOTIONAL:**

* Felt safe living with the other three dogs and viewed them as his family

**SOCIAL:**

* Only interacted with canine animals, so he could socialize with them through playing and laughter
* However, he could not learn tactics to start conversations with human beings

**Isolates** - __*Conclusion: What are the consequences of inadequate socialization?*__

* Lack of self-awareness, easily manipulatable as one without socialization might see the world through a naive perspective. Much like Rapunzel from Tangled. 


* Can result in mental illnesses like depression, anxiety, social anxiety…etc. 
* Unable to deal with emotions and see the mind as a jail cell
* Loneliness, increased stress and hopelessness
* Cognitive speech delays, not a large vocabulary
* Fear of interaction with other people (since they have never learned how to) BUT it can also be the opposite, with an increased curiosity in social interactions (to the point where they drive people away)

__Wild Child: The Story of Feral Children__ - **What was the central ethical issue faced by all the researchers working with Genie?  What about Victor?** 

* **GENIE:** involved too close of a relationship with a research subject. No longer studied Genie but formed a friendship with her. If a personal relationship develops in an investigation, the results of the study can be contaminated with biases and disturb the natural settings. - *respect for people’s rights and dignity + bias*
* **VICTOR:**  Itard’s study of Victor’s central ethical issue was the lack of consent on Victor’s behalf. He never considered forcing Victor to develop faster than he could comprehend would end in Victor’s unhappiness. Itard was frustrated with Victor’s incapability to speak and slapped a ruler on him, breaking the guideline of *benefience*

__Wild Child: The Story of Feral Children__ - **Which of the APA’s ethical guidelines did the researcher studying Genie break?** 

1. **BIAS:** Researcher began to love her, the research on Genie would see her from a personal view, rather than a professional researcher’s perspective
2. **RESPECT FOR PEOPLE’S RIGHTS AND DIGNITY:** Government permitted researchers BUT they never got the mother, Irene’s permission and did not consider if Genie was in the right state of mind to be studied. 

__Wild Child: The Story of Feral Children__ - **Why was Genie referred to as the “forbidden experiment”?**

* Genie was referred to as the “forbidden experiment” because they could not fathom that someone would treat a child so poorly for thirteen years
* It is considered “forbidden” because a child was locked into a room all alone and stripped of socialization and personal development

__Wild Child: The Story of Feral Children__ - **How could you care for a child such as Genie if this situation ever occurred again?  Create a plan that takes into consideration the APA ethical guidelines.**

* Providing them with the opportunities to help them flourish in life


* First see if they are comfortable enough to live with me, through their body language and how they interact with the environment around them
* Do my best to teach them words using flashcards and visual representations of words to help them understand the knowledge they lost
* Plan to take the child on daily walks or visits to stores, maintaining my distance from them by asking frequent questions about what they see; treating the walks/visits as a classroom

%%*Socialization and the Developing Brain:*%% **ACCORDING TO PSYCHOLOGICAL STUDIES…**

**QUESTION:** How much can no socialization damage a child? __(REMEMBER ALL FOUR ELEMENTS!)__

* Abuse and neglect affects a child’s potential to learn
* All children have important needs and if these needs are not met, the brain can suffer long-term consequences
* Nature is there, BUT it should be NURTURED
* A child does NOT know how to control emotions, they need help
* **EX:** learn to walk and talk through OBESERVATION

%%*Socialization and the Developing Brain:*%% **ACCORDING TO PSYCHOLOGISTS…**

* Neglected children can be socialized (taught to potty train, eat and walk) however, there is a “critical period” in a child’s life to learn language
* This period is limited to the years before puberty
* After puberty, the ability to learn language is lost
* This is referred to as the “Critical Period Hypothesis”
* **EX:** Neglect, sexual abuse affects a child’s future relationships and the ones they already have, parents __HAVE__ to tell their children they are worthy of love
* It is important for parents to apologize and take accountability to teach their children they are __WORTHY__ of respect

%%*Socialization and the Developing Brain:*%% **EXAMPLES**

* %%__**GENIE:**__%% who was found at age 13, never mastered the rules of grammar
* %%__**OXANA:**__%% who was found at age 8, was able to partially learn the rules of grammar
* %%__**VICTOR:**__%% not able to learn any language (remember Itard’s frustration!) but he integrated back into society
* %%__**EDIK:**__%% was able to learn language because he was rescued before the age of 5.

%%*Socialization and the Developing Brain:*%% **REMEMBER THE HARLOW EXPERIMENT (SURROGATE MOTHER)**

* Monkeys only went for soft, cloth surrogate mother for comfort
* Proves compassion & love is MORE important than means (food/clothes)
* #1 thing for a child is their parent’s time, sometimes parents are unable to give their time due to work or life’s obstacles

%%*Socialization and the Developing Brain:*%% **IMPACT OF NEGLECT ON THE DEVELOPING BRAIN**

* Children are affected MENTALLY TOO by no socialization
* Neglect **MINIMIZES** a child’s brain
* **LOVE IS A NECESSITY**
* **EX:** Genie looked like a 7-year-old even though she was 13-years old. The left part of her brain was not stimulated, she never heard people speak, she was a teenager and could never learn

%%*Socialization and the Developing Brain:*%% **IN CONCLUSION…**

* Humans are born with the innate ability to learn, but if we are not provided with a nourishing environment during the developing years, the potential to learn will be compromised
* The longer a child is neglected, the harder it is to reverse this effect

%%*Socialization and the Developing Brain:*%% **JOHN WILEY’S (Genie’s brother) INTERVIEW**

* He “lived” a life, but was damaged
* John: “…family that once was, but fell apart…”
* John: “I am so happy my sister is getting all the ***attention***\*…” → why would he say “attention’? Jealousy? Upset?\*
* Feared his upbringing, his parents did not live up to his expectations
* He expected his parents to give him the tools of knowledge, knowing God, or accomplishing goals, BUT they didn’t
* He did not even know who God was, **LACK OF FAITH**

Psychological Approaches to Understanding Behaviour: **DEVELOPMENTAL PSYCHOLOGIST…**

* Concerned with explaining how we change and offer a variety of theories to help us understand what we can expect and what is happening to us at different times in our lives

Psychological Approaches to Understanding Behaviour: ***SIGMUND FREUD (1856 - 1939)***

* Stages of development based on his observations of how children focus on pleasure as they mature


* Oral, anal, phallic stage: those who over- or under-indulge in this area can lead to engaging in behaviours like smoking, nail-biting, or over-eating in adulthood

Psychological Approaches to Understanding Behaviour: SIGMUND FREUD - Psychosexual Stages of Development

1. ORAL: (Birth-18 months) → Sucking, biting, chewing.

• Leads to nail-biting, smoking, and overeating

2. ANAL: (18 months-3 years) → Toilet-training (controlling anus)

• Concern with perfection and obsessive cleanliness or extreme messiness

3. PHALLIC: (3-6 years) → Source of pleasure; develops Oedipus complex (boys unconsciously desire their mothers and compete with their father)

• Overindulgence or avoidance of sexual behaviour or weak sexual identity

4. LATENCY: *(6 years-Puberty)*→ Plays mainly with same-gender friends

• Repressed sexual urges

5. GENITAL: (Puberty Onward) → Sexual urges towards opposite sex

• Final stages so no issues in adulthood

Psychological Approaches to Understanding Behaviour:

***JEAN PIAGET (1896 - 1980)***

* Cognitive psychology
* Became interested in why children’s answers at various ages were qualitatively different through his work on the Binet IQ test
* Cognitive development theory!
* **FREUD: Children move through the stages in order as they grow older**


* **PIAGET: Theory applied to education**

**EX:** High school teachers assume their students are moving from concrete operational to formal operational stages. So, teaching strategies have graphs, charts, step-by-step instructions, and formal + class discussions

Psychological Approaches to Understanding Behaviour:

*JEAN PIAGET* - **Piaget’s Stages of Cognitive Development**

1. __**SENSORIMOTOR**__**:** *(Birth-2 years)* → Sense begins & language
2. __**PRE-OPERATIONAL**__**:** *(2-6 years)* → Egocentric, symbols, meaning
3. __**CONCRETE OPERATIONAL**__**:** *(7-11 years)* → Logic, less ego, ability to link
4. **FORMAL OPERATIONAL:** *(12 years-Adulthood)* → Abstract ideas, not all adults reach this stage

Psychological Approaches to Understanding Behaviour:

***ERIK ERIKSON (1902 - 1994)***

* Freud’s stages of psychosexual development influenced Erik’s thinking, yet he believed that humans continue to develop over their lifetime rather than just in childhood


* He believed that individual growth depends on society, not just personal experiences
* His stages of psychosocial development outline the developmental tasks that must be resolved during each stage of life
* Erik also believed in the adolescent IDENTITY CRISIS: → A time in a teenager’s life filled with extreme self-consciousness as they attempt to test and integrate various roles

Psychological Approaches to Understanding Behaviour:

ERIK ERIKSON - Erikson’s Stages of Psychosocial Development

1. TRUST VS. MISTRUST:

• (Birth - 1 year old)

2. AUTONOMY VS. SHAME AND DOUBT:

• (2 - 3 years old)

3. INITIATIVE VS. GUILT:

• (3 - 5 years old)

4. INDUSTRY VS. INFERIOTITY:

• (6 years - Puberty)

5. IDENTITY VS. ROLE CONFUSION:

• (Adolescence: teens - 20’s)

6. INTIMACY VS. ISOLATION:

• (Young adulthood: 20’s - early 40’s)

7. GENERATIVITY VS. STAGNATION:

• (Middle adulthood: 40’s - 60’s)

8. INTEGRITY VS. DESPAIR:

• (Late adulthood: late 60’s onward)

^^Perception and Its Affect On Behaviour:^^

**WHAT IS PERCEPTION?**

* Most of what we learn, we acquire through our physical senses: sight, sound, touch, smell, and taste


* Humans select from the sensations around them and organize them into something meaningful
* Perception involves using our senses to gather information and about our environment
* **EX: We use our ears to hear frequency and volume**

^^Perception and Its Affect On Behaviour:^^ **FACTORS THAT INFLUENCE PERCEPTION AND BEHAVIOUR**

*HAAGEN-DAZS*

* What comes to mind when you see this product?

^^Perception and Its Affect On Behaviour:^^ **ACCORDING TO PSYCHOLOGISTS… (Factors)**

*There are* **FOUR (4) major factors** *that can explain the variations in perception amongst people* ***(which explains a difference in behaviour among people)***


1. **OBJECT OF PERCEPTION**
2. **BACKGROUND AND SURROUNDINGS**
3. **THE PERCEIVER**
4. **PERCEPTION CHANGES WITH THE SITUATION AND THE INDIVIDUAL**

^^Perception and Its Affect On Behaviour:^^

**(1) OBJECT OF PERCEPTION**

* Some things attract more attention than others
* **EX:** The Haagen Dazs ice cream gives the perception that this brand of ice cream is a premium, high-end ice cream. The packaging, the size of the product, the image on the product, the name of the product all indicate it is a premium ice cream

^^Perception and Its Affect On Behaviour:^^

**(2) BACKGROUND AND SURROUNDINGS**

* Some things are more enjoyable in a comfortable surrounding


* **EX:** We usually associate ice cream as a comfort food. It makes us feel so good when we consume it

^^Perception and Its Affect On Behaviour:^^

**(3) THE PERCEIVER**

* Each person brings a unique and personal point of view; negative or positive
* **EX:** Some people have purchased the ice cream and some have not

^^Perception and Its Affect On Behaviour:^^

**(4) PERCEPTION CHANGES WITH THE SITUATION AND THE INDIVIDUAL**

* **For example:** You might like Haagen Dazs ice cream as an occasional treat 


* If you eat too much of it, or if you’ve had a bad experience with it…you might not enjoy it anymore

^^Perception and Its Affect On Behaviour:^^ **CONCLUSIONS**

* The Haagen Dazs brand ice cream is very expensive. On average, it costs $8.99 for 14 oz container. In comparison, you can purchase a two of ice cream for $4.99.
* Consumers might think the price is justified because

→ Packaging (sturdy, cardboard)

→ Sounds foreign (items that are imported must cost more)

→ High-end ingredients (vanilla flower on packaging leads us to believe that it is actually the vanilla bean and not artificial vanilla extract

^^Perception and Its Affect On Behaviour:^^

**HAAGEN DAZS BRAND’S REAL STORY**

* An American product owned by Nestle


* Founded by an American 1960s . Reuben Mattus and he lived in Brooklyn, NY
* He named it Haagen Dazs because it sounds expensive, elite & exclusive (marketing world → referred to as foreign branding)
* In the 1980’s, he sold his brand to Nestle

^^Perception and Its Affect On Behaviour:^^

**So why do people continue to purchase this expensive Nestle ice cream?**

* For most people, in society, perception is REALITY. We tend to believe that we see without knowing the reality behind it
* Sometimes what we perceive is not corresponding with reality
* **EX:** Most of would choose a pair of running shoes from Nike than a no-name brand since no-named brands have a reputation of being cheaply made

Intro. To Learning ==**CLASSICAL**== and **OPERANT** Conditioning: ==**CLASSICAL** CONDITIONING Theory==

**CLASSICAL** CONDITIONING Theory → Created by **Ivan Pavlov**, a Russian Scientist

*According to Pavlov…*

* The environment shapes behaviour
* His theory is depicted by a dog, a bell and food

because he disovered this theory by observing his

dog → first thing you want to do with a dog is train them

* According Pavlov, you can teach anybody

anything with his theory on *classical conditioning*

==**CLASSICAL** CONDITIONING Theory:==

**WHAT IS IT?**

*  Where the learner reacts to a situation as it occurs because that situation had become associated with a pleasant experience. 
* **EX:** Nell conditioned to associate outside with evil.

==**CLASSICAL** CONDITIONING Theory:==

**PAVLOV VIDEO → Defining TERMS**

1. __**Unconditional Stimulus:**__ **Causes automatic response.**

* **EX:** A feather tickles a nose, causing a sneeze. 
* **EX:** Food in front of dog.

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2. __**Unconditional Response:**__  **A natural response to the unconditioned stimuli**

* **EX:** Dog salivates in front of food. 

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3. __**Conditioned Stimulus:**__ **You have conditioned dog to salvate, reverse is also the same (if feed with bell, dog does nothing). Signal given before another one.** 

* **EX:** Dog sees food, salivates, Pavlov gives the food once the dog sits (or the bell rings before!)

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4. __**Conditioned Response:**__  **Associating experience with something.** 

* EX: Dog associated the bell with food. First with Pavlov’s footsteps, then with the bell.

==**CLASSICAL** CONDITIONING Theory:==

**QUESTIONS TO ASK**

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* *Stimulus is FOOD, dog’s Response to salvation*
* Ask these questions when examining conditional learning: What is the **response**? What is **stimulus**? 
* **EX:** Stimulus is bell, conditioning is taking bell
* Any stimulus an organism receives, the organism can respond

==**CLASSICAL** CONDITIONING Theory:==

__**TERMS**__

* __**STIMULUS:**__ A physical event that elicits a response or behaviour
* __**RESPONSE:**__ An action or set of actions produced when an organism reacts to a stimulus

==**CLASSICAL** CONDITIONING Theory:==

**PAVLOV’S EXPERIMENT**

* Pavlov attacked a dog to a harness, then attached a tube to the dog’s cheek to measure saliva
* Meat powder caused the dog to salivate
* **MEAT** = *UNCONDITONAL STIMULUS* (UCS)
* **Dog Salivating** = *UNCONDITIONAL RESPONSE* (UCR)
* Then Pavlov sounded the bell just before giving the meat powder to the dog
* **Bell =** ***CONDITIONAL SITMULUS*** **(CS)**
* Meat powder and bell together caused the dog to salivate
* **UCS  + CS = UCR (Unconditonal Response) } Dog will automaticall response**

==**CLASSICAL** CONDITIONING Theory:==

**PAVLOV’S EXPERIMENT → THEN…**

* Pavlov sounded the bell without giving the dog any meat powder
* Dog salivated at the sound of the bell alone
* The dog’s reaction to the bell was named a *CONDITIONED RESPONSE* (CR)
* The dog learned to associate the bell with the delivery of meat (CS = CR)


1. __**Unconditoned Response:**__ **The dog salivates in response to seeing food.** 
2. __**Conditioning:**__  **Every time dog sees food, bell is rung**
3. **Conditioned Response:** The dog salivates in response to a bell being run

==CLASSICAL CONDITIONING Theory:==

**LITTLE ALBERT**

* Watson conditioned a human


* He introduced everything he liked (animals, toys)
* THEN, everytime Albert reached to pet a specific thing he liked such as a white rate, a loud bang would occur
* Albert began to distance himself from all furry things that resembled the rat, he feared them (even Santa Claus)
* This is called *GENERALIZATION*
* Fear is ALL **CONDITIONAL**
* Phobias happen through condition!
* Learning process involving 2 Stimuli is what conditioning is!

Intro. To Learning ==**CLASSICAL**== and **OPERANT** Conditioning: %%**OPERANT** CONDITIONING Theory%%

**OPERANT** CONDITIONING Theory → Created by **B.F. Skinner**, an American Psychologist (1904 - 1990)

*According to Skinner…*

* He wanted to explain more complex behaviour (using a simple theory)


* Created the *“Skinner Box”* 
* Automatic behaviour **BEFORE** stimulus, response first THEN stimulus
* Skinner placed a mouse in a cgae rigged with a bar that when pushed, released a pellet of food that fell into a dish


* When the mouse pressed the bar, it would receive
* pellets of food

Soon the mouse was pushing the bar constantly *(continues to push it in hopes of receiving it again!)*

%%**OPERANT** CONDITIONING Theory:%%

**IN CONCLUSION…**

* This is **OPERANT CONDITIONING**  → **(Reward/Punishment System)** where the behaviour comes before the reward
* This theory is also referred to as the theory of reward and punishment
* To *encourage* a behaviour after a reward after behaviour (**EX:** The window-kinder-egg activity!)
* To *discourage* a behaviour punishment should be given after the behaviour (**EX:** Laws, criminal code)

**Cognitive Approach -** __*COGNITIVE LEARNING CAN BE DEFINED AS:*__

* How we acquire information and what we do with the information 
* Everyone retains information differently (EX: Visual, Auditory, Tactical)

**Cognitive Approach -** *COGNITIVE LEARNING*

* The word “cognitive” comes from the Latin word meaning “to know” → How do we retain information” 
* The major levels of cognitive learning can be classified as __memorizing__, __understanding__, and __applying__ (examples i.r.l)
* Cognitive styles refers to how peoples processes information they are taught
* **EX: Teachers teach lessons (cognitive & the homework is application)**

**Cognitive Approach -** *INSIGHT LEARNING*

* **Insight:** understanding, sometimes sudden
* Refers to a sudden understanding that has occured or a problem has suddenly been solved
* “Aha” experience
* **EX: Struggling with a math problem then suddenly a solution comes to you**
* Basically just realizing an idea

**Cognitive Approach -** *LATENT LEARNING*

* Learning that takes place while the learner is unaware. This may occur after the initial contact with material, and while the learner is occupied with something else
* Latent learning seems to be an important part of insight 
* Putting something aside and coming back to it later can be a good idea
* When one is clueless about if they are learning

**Cognitive Approach -** *OBSERVATIONAL LEARNING*

* Some things are best learned by observation and imitation
* We learn not only how to behave in certain ways but also about what behaviours can be expected to lead to certain consequences 
* **EX: Hockey hopefuls study Sidney Crosby hoping by that intimidating him they will also successful and receive the same rewards**

**Cognitive Psychology**

* **Cognition:** refers to the mental processes in the brain
* Cognitive psychology is the study and application of how the brain learns
* Cognitive psychologists believe in and consider mental states, such as beliefs, motivations, and desires
* Often coupled with behavioural psychology to create methods of treating people with some mental illnesses and neurotic disorders

**Cognitive Psychology:** ALBERT BANDURA (1925-)

* Part of “cognitive revolution” of psychologists moving away from purely behaviourist thought
* He wondered why the same situation could generate different responses from different people even the same person
* Led him to come up with social cognitive theory, a perspective on personality that takes a person’s motivation, environment, and behaviour into account
* Bandura believes people learn behaviour by watching and then immitating 
* He created the *Bobo Doll Experiment*

**Cognitive Psychology:** ALBERT BANDURA (1925-) - *BOBO EXPERIMENT*

* First, children watched a video in which an adult acted aggressively toward a rubber Bobo doll by hitting, punching, kicking, and even striking with a mallet 
* He allowed the children, one at a time, to interact with the doll
* The children behaved just as aggressively when watching the adult 
* The children had increased interest in using toy guns to hit Bobo, despite the guns not being used by the adult in the video, and even created new ways of acting aggressively toward the doll
* The children in the control group did not view the video and were therefore not exposed to aggressive modelling
* They were less likely to behave aggressively toward the dool and were not as interested in the other aggressive toys in the room, such as the guns

**Cognitive Psychology:** ELIZABETH LOFUTUS (1944-)

* Lofutus has been studying false memories and the flexibility and reliability of repressed memories
* Her belief and that repressed memories rarely exist and can be created through the power of suggestion has been controversies
* Sexual assault victims who recall their repressed memories after many years are quite hurt by Lofutus’s claim: They fell that their painful memories are being brushed aside as being nothing more than made-up stories
* Loftus’s work has ahad an impact on the fields of cognitive psychology as well as law in terms of the reliability of eyewitness accounts

**Cognitive Psychology:** GERALD ECHTERHOFF

* A German psychologist researchers false memories created by observation
* Study involved having participants perform and read about many simple actions, such as shuffling a deck of cards 

**MEMORY**

* We use memory for studying & retaining information

(1) SHORT-TERM MEMORY

(2) LONG-TERM MEMORY

* Is essential for learning
* Without memory, learning is useless

**Memory:** SHORT-TERM MEMORY EXERCISE

* We remember more effectively when we:


1. Group items together
2. Give item meaning