Psychology

Physhoanalysis

(school of thought)

• unlocking unconscious mind

• childhood experiences influence the unconscious mind

Freud

Sigmond Freud

Human mind had 3 parts

• ego —> rational

• id —> impulse

• superego —> conscience, morals

Freud defense mechanism

much of the mind is unconscious

ego used defense mechanism to distort reality

ego represses unacceptable feelings and experiences so they don’t go your conscious mind

Behaviourism

(school of thought)

Pavlov’s dog experiment

unconditioned response

natural response

eg. move back when something is loud in your face

eg. dog drooling when smelling food

unconditioned stimulus

something/stimulus that naturally triggers a response

eg. the loud sound

eg. the dog food

conditioned stimulus

a neutral stimulus that now triggers a response

(after it was paired with an unconditional stimulus)

eg. Suki and Jasmine (always yelling when seeing mr. Bowring)

eg. The bell (always ringing when there is food)

conditioned response

learned response to a previously neutral stimulus

eg. Mr Bowring moving back before Suki and Jasmine even make a sound

eg. dog drooling at the sound of a bell before food is served

cognitive

(school of thought)

mental process of the brain

study and application of how the brain learns —> how we perceive, remember, think speak, solve etc

children learn by observing and imitating (bobo doll experiment)

cognitive research areas

• perception

• language

• attention

• memory

• problem solving

• decision making

• judgement

• logic

• intelligence

intelligence

ability to:

• reason

• solve problems

• think abstractly

• comprehend complex ideas

• learn from experience

Humanism

Maslow’s Hierarchy of needs —> basic needs to be fulfilled bore high order stuff

—> reaching the human full potential

MRI machine

magnetic resonance imaging machine

(sees what’s happening in brain by looking at blood flow)

frontal lobe

speaking, planning, judging, abstract thinking , personality

parietal lobe

sense of touch, body position

occipital lobes

info related to sight

temporal lobe

sound, speech, comprehension

the brainstem

basic functions —> heart beating, breathing, digestion, circlatation

made up of 3 parts:

• midbrain

• pons

• medulla

cerebeullum

in brain

for voluntary movement

gives coordination/motor memory

motor memory = muscle memory (ie. riding bike)

lymbic system

brain part

involved in behaviour and emotion responses

especially when it come to survival —> eating, flight and fight response etc

amygdala

in the center of the limbic system

basic survival emotional reactions like anger or fear

averse cues —> eg. sweaty palms

related to many mental conditions (depression, autism etc)

hippocampus

deep within the brain

processes new memories for long term storage

first to function in alzheimer’s

hypothalamus

base of brain

maintains body’s status quo (temperature, blood pressure, weight, appetite etc)

thalamus

top of brainstem

two way relay station

teenage brain

• sleep cycle pushed back

• prefrontal cortex not fully developed

• synaptic pruning —> use it or lose it

• reward driven

• mood swings (amygdala)

impact of tech on the brain

• notifications distract, increased anxiety

• blue light —> disrupts sleep cycle

sensation

SENSES

activates sense receptors

sensory thresholds —> limits the info our brain gets from the sense

senses

sight

• most highly evolved

hearing

• vibration detection by ear and converted and perceived in the brain

taste & smell

• chemical sense

• smell closely related to memory

five tastes —> sweet, salty, sour, bitter, umami/savoury

touch

• pressure, pain, cold, warm

• under layer of skin has nerve endings

perception

selecting, organizing and interpreting sensation

what does perception do

• can’t pay attention to everything

• brain registers everything and interprets it for our understanding

• works on a set of assumptions to fill in gaps

• constancy (getting closer, object gets bigger but we understand it's the same object)

• selective attention (see what you notice first)

• perceptual set (experiences and how we expect to see the world)

factors that influence perception

• object itself

• background/surroundings

• the experiences and feelings of the person

memory

capacity to retain and recall knowledge and skills

need it to learn and think

sensory memory

recieves info thru senses

records info for a few seconds

allows you to pick what you think should be remembered

short term memory

temporary

if not processed —> forgotten

vulnerable to distraction (losing train of thought)

can be transferred to long term memory

long term memory

has unlimited capacity (r u sure tho tf)

3 types:

• procedural —> how to do sum (ie. bike riding)

• sematic —> factual info (ie. times tables)

• episodic —> personal events (ie. first time playing a game)

cognition

how we get, store and use knowledge

learning

a change in knowledge or behaviour as a result of experience

related to: behaviourism (school of thought)

classical conditioning

acquiring patterns of behaviour in the presence of a stimulus

involuntary

*recall: pavlov’s dog experiment

everyday use: exposure therapy

operant conitioning

voluntary behaviour (not instinctual like the dog drooling)

uses rewards and punishments to get desired behaviour

positive reinforcement —> getting something good for good behaviour

(getting candy for good grades)

negative reinforcement —> avoid/taking away something bad for good behaviour

(no chores for good grades)

personality

Bandura —> social cognitive theory → motivation, environment and behaviour influence affect personality

jung →

introverted (interests inward)

extroverted (interests outward)

• thinking

• feeling

• sensation

• perception

inactivity theory

sleep theory

is an adaptation for survival —> keeps organism outta harms way because they could stay still and quiet to avoid being caught by predators (natural selection)

brain plasticity theory

sleep theory

sleep is correlated to changes in brain structure

• critical in brain dev. of infants

• sleep deprivation negatively impacts people’s ability to learn and perform

restorative theories

sleep theories

sleep rejuvenates the body and restores what is lost (animals that get no sleep lose all immune function and die fast)

muscle growth, tissue repair, growth hormone mostly release during sleep

repairs cognitive function

energy conservation theory

sleep theory

strong factor in natural selection is competition for energy

sleep reduces energy demand (utilize it better) at times when it’s less efficient to search for food

sleep waves uses

gamma —> learning

beta —> conversation

alpha —> relax, drifting off

theta —> drowsy

delta —> deeply asleep

sleep stage 1

preparing to drift off

alpha waves

• periods of dreaminess

• maybe feeling of falling

theta waves

• light stage of sleep 95-10 min)

sleep stage 2

starts to produce sleep spindles

• body temp decreases, bpm slows, 20 min

sleep stage 3

delta waves —> dep and slow waves

transition between light and deep sleep

sleep stage 4

many delta waves, 30 min

for some ppl, sleep walking or bedwetting at this time

REM

rapid eye movement (after stage 4)

• increased eye movement, breathing rate and brain activity

• brain more active, muscle relaxes (u dont move)

• dreaming

• 90 min after falling asleep, last abt 1hr

hypersomina

excessive daytime sleepiness r prolonged nighttime sleep

naps repeatedly, naps provide no relief of symptoms

other symptoms: anxiety, restlessness, slowing thinking and speech, loss of appetite, hallucinations, memory difficulty

insomnia

difficulty falling or staying asleep, non-restorative sleep

• 3 times a week for 3 months

narcolepsy

irresistible attacks of refreshing sleep

cataplexy → brief episodes of sudden loss of muscle tone caused by emotions

• seen at 15-25 yrs old

• mild (1x week), moderate (every few days), sever (drug resistant, daily)

REM sleep behaviour disorder

waking up after REM sleep

reaction to dream events (running, punching, kicking, falling outta bed)

restless legs syndrome

neurological sleep disorder

desire to move limbs (uncomfortable sensations)

frequent movement legs

symptoms worse when resting

sleep apnea

breathing pauses or gasping/snorting for air during night

sleep terror/night terrors

abrupt awakening from sleep, panicky scream

most common in 2-6 yr olds

intense fear, no detail of dream recalled

sleepwalking

rising from bed, blank staring, unresponsive, hard to wake up

person doesn’t remember the episode

sleep deprivation info

• instigator of anxiety

• messes ur emotions (prefrontal cortex can’t regulate)

• impairs cognition, poor decision making

• reduce attention

• placekeeping (following series of steps right) errors increased

• increased feelings of hopelessness

• high blood pressure, heart attacks, diabetes

stress

response to circumstances in environment that test our ability to cope

biological basis of stress

increased

• heart rate

• blood pressure and sugar

• breathing (in more)

blood flows towards major organs

adrenaline released

general adaption syndrome

reaction to long term stress

1. Alarm → recognizes threat (adrenaline)

2. Resistance → stabilize when getting used to threat (less capacity to deal with extra stress)

3. exhaustion → body’s resources wearing down, immune system weakens, can become sick

Cognitive development

how thinking, feeling and behaviour changes thru a person’s life

piaget’s definition → reorganization of mental processes due to maturation and environmental experience

experiencing something that doesn't match with what we already know

schema

expected order of events

set of ideas of the world → used to understand and respond

eg.having a meal at a restaurant

schema here is reading menu, ordering, eating, paying

assimilation

using existing schema to deal with new object (eg. first day of school)

accommodation

when existing schema doesn’t work and needs to be changed to deal with new situation

equilibrium

drives the learning process

we are frustrated and seek to restore balancing by understanding new changeling

piaget’s 4 stages of cognitive development

sensorimotor

preoperational

concrete operational

formal operational

sensorimotor stage

0-2 yrs

sense and action by touching, looking and mouthing

object permanence (knowing object is there even if its hidden)

ability to form mental representation of object

preoperational stage

2-7yrs

language, memory, imagination

non logical thinking

self centered

concrete operational stage

7-11 yr

child can work things out in their head

can conserve numbers, mass, weight

formal operational stage

11+ yrs

think abstractly and logically test hypothesis

denial

refusing to believe something that has happened

displacement

taking out impulses on a less treating target

eg. slamming door

projection

placing unacceptable impulses from urself onto others

raionalization

supply logical reason opposed to the real reason (yk who)

regression

turning into previous stage of development

eg. temper tantrum as an adult

repression

relocating thoughts into unconsciousness

(so me)

sublimation

acting out unacceptable impulses in a good way

eg. instead of kicking a dog, you start boxing

reaction formation

taking up the opposite feeling

being super nice to someone you hate to hide your feelings

intellectualization

thinking abt events in a cold, clinical way

avoiding emotion part by thinking abt the intellectual side

psycopathy

• no emotion

• very self centered and high ego

• charming and know how to act

• risky behaviour to feel a kick

• power and reward

• lack of guilt and humanity

• logic (pro frontal cortex) and remorse (agmigdia) not connecting well in brain