Social Science

Psychology

is the scientific study of mind and behavior

Psychology

is for survival by predicting behavior using a measurable data from a research and experiment through a probability.

Foundations of Psychology

1.    Structuralism

2.    Functionalism

3.    Psychodynamic

4.    Behaviorism

5.    Cognitive

6.    Social-cultural

Structuralism

introspection (subjective)

Wilhelm Wundt

First psychologist

Structuralism

identify the basic elements or “structures” of psychological experience.

• by Wilhelm Wundt

-       Example: what can you feel if hear a ball falling?

o   Different opinions – nasestress, NBA, natatakot kasi wala naman silang bola

Functionalism

mental activities helped an organism fit into environment. Psychology should focus on reflexes or behaviors instead of internal or mental events.

Ex: Lahat ng response natin sa external stimulus, merong purpose at function

Gestalt Psychology

although a sensory experience can be broken down into individual parts, how those parts relate to each other as a whole. (How those parts relate to each other as a whole)

Behaviorism

all animals are born with a blank state and all behaviors are learned through interactions with the environment.

Ivan Pavlov’s Experiment

Dog Experiment (Classical Conditioning) - may aso pag pinapatunog niya yung bell, sinasabayan nya ng pagbigay ng pagkain (conditioning)

John Watson’s Experiment

Little Albert Experiment (Classical Conditioning): demonstrate that fear can be acquired through classical conditioning and to show that humans undergo the same process in acquiring fear as animals do

Operant Conditioning

organisms learn to associate a behavior and its consequence. (by B.F Skinner)

Operant

responses that an organism makes to bring about an effect.

Reinforcement

event (or consequence) following a behavior which increases the probability that the behavior will occur again.

Positive reinforcer

stimulus which when added to a situation increases the probability of the occurrence of the response.

Negative reinforcer

stimulus which when removed from a situation increases the probability of the occurrence of the response.

Positive Reinforcement

(adding something) works by presenting or motivating/reinforcing stimulus to the person after the desired behavior is exhibited, making the behavior more likely to happen in the future.

Negative Reinforcement

(removing something, you are increasing the behavior) occurs when a certain stimulus (usually an aversive stimulus) is removed after a particular behavior is exhibited. The likelihood of the particular behavior occurring again in the future is increased b/c of removing/avoiding the negative consequence. This should not be thought of as a punishment procedure.

Positive Punishment

(adding something, add a negative consequence to decrease the behavior) works by presenting an aversive consequence after an undesired behavior is exhibited, making the behavior less likely to happen in the future. *involves adding an aversive consequence after an undesired behavior is emitted to decease future responses

Negative Punishment

(take something away) happens when a certain reinforcing stimulus is removed after a particular undesired behavior is exhibited, resulting in the behavior happening less often in the future *includes taking away a certain reinforcing item after the undesired behavior happens in order to decrease future responses.

Operant Conditioning

subject learns behavior depends on the consequence

Classical Conditioning

subject learns to associate two unrelated stimuli with each other.

Phobias

are learned through classical conditioning.

Cognitivism

by Jean Piaget

Cognitivism

it focuses on how information is received, organized, stored and retrieved by the mind.

Cognitivism

has 4 (LMTP):

1.    Learning

2.    Memory

3.    Thinking

4.    Perception

Schema/Schemata

mental models that are used to help us categorize and interpret information. (form knowledge)

Assimilation

when they take in information that is comparable to that they already know. (Incorporate new information to the existing one)

Accommodation

describes when they change their schemata based on new information. (Questioning the experience that you have learned to modify and validate the schema you know)

Jean Piaget’s Theory of Cognitive Development

has four stages: Sensorimotor, Pre-operational, Concrete operational, and Formal operational.

Sensorimotor (0-2 years old)

world experienced through senses and actions

Sensorimotor (0-2 years old)

Neonatal Reflexes – sucking of fingers

Sensorimotor (0-2 years old)

Primary Circular Reactions –thumb sucking became pleasurable

Sensorimotor (0-2 years old)

Secondary Circular Reactions – incorporate sounds, gusto malaman ng bata if may sounds yung laruan kaya inaalog niya na (optics, sounds)

Sensorimotor (0-2 years old)

Tertiary Circular Reactions – combination of both pleasurable, optics, sounds

Sensorimotor (0-2 years old)

Coordinating Secondary Circular Reactions – use ways to acquire his/her want.

Ex: crying - crying because he/she is hungry.

Sensorimotor (0-2 years old)

object permanence - the understanding that even if something is out of sight, it still exists

Preoperational (2-7 years old)

use words and images to represent things but lack logical reasoning

Ex: Engaged in imaginative activities are thinking on two levels at once – one imaginary and other realistic

Concrete operational (7-11 years old)

understand concrete events and analogies logically: perform arithmetical operations.

Ex: can think logically about real (concrete) events; they have a firm grasp on the use of numbers and start to employ memory strategies.

Formal operational (12-onwards years old)

refers to formal operations, utilize abstract reasoning.

Ex: Children are able to think logically only about concrete events

• Hypothetical or abstract ones

• Metacognition

Memory

set of processes used to encode, store and retrieve information over different periods of time.

Encoding

inputs information into the memory system, the act of getting information into our memory system through automatic or effortful processing,

Visual

pictures

Acoustic

sounds

Semantic

meaning (remembers based on its information presented)

o   High imagery words – car, building, clouds, level, book, pencil (mas madali tandaan)

o   Low imagery words – level, significant, truth, value

Storage

grasping of information

Retrieval

retrieving information

Ex: use warm colors (red, green, orange, yellow and blue) and thick fonts

According to Sigmund Freud,

personality have two drives: aggression and sex.

Freud’s Theory of Psychoanalysis

the present behavior of a human is influenced by our past experiences or childhood.   Assumes that much of mental life is unconscious, and that past experiences, especially in early childhood, shape how a person feels and behaves throughout life.

Freud’s Three Level of Mind

unconscious, pre-conscious and unconscious.

Consciousness (10 percent)

awareness of the self in space and time. (what we see and experience now)

Pre-conscious or subconscious

you do not think of what you do

Unconscious (90 percent)

those things that are outside of conscious awareness, including many memories, thoughts, and urges of which are not aware.

o   Deeper and what drives our personality

o   Unthreatening and disturbing moment

Id (unconscious)

impulsive part of your personality trait is driven by pleasure and satisfaction.

Superego (unconscious)

acts as or conscience, it is our moral compass

Ego (conscious)

meets the needs of the id, while taking into consideration the reality of the situation (Boundary between these two – controls both)

o   Strong ego = healthy mind

Too much Id

too strong, the impulses and self-gratification take over the person’s life (makes you narcissistic)

Too much superego

would be judgmental and unbending in his or her interactions with the world,

o   Decisions are based on the rigid morals – good person

Sex (Freud)

a primary force to assure the survival of the species.

Aggression (Freud)

a way to protect us from those attempting harm.

Anxiety

acts as a signal to the ego that things are not going the way they should.

Neurotic Anxiety

unconscious worry, there are things we cannot control

Reality Anxiety

fear of real-world events.

Moral Anxiety

“Is my decision correct?”

Defense mechanisms

used to protect our ego, (anxious, inconvenient, unpleasant)

Defense Mechanisms

o   Adaptive

o   Intermediate

o   Maladaptive

Denial

refusing to admit or face a threatening situation/avoiding awareness of anxiety-provoking stimulus to protect ego.

o   Ex: low score in exam – response: that is not mine, there is something wrong

Distortion

grossly reshaping external reality to fit one’s needs and unrealistically exaggerating one’s sense of superiority and entitlement.

o   Ex: low score in exam – response: the exam is hard, the questions in the exam are not discussed. In reality, you did not prepare in an exam.

Erik Erikson’s Theory of Psychosocial Development

basic assumption: ego will depend on what you will plant. Ego is fragile. (we have conflicts)

Stages of Erikson’s Theory of Psychosocial Development

1. Infancy - TRUST vs MISTRUST

2. Early Childhood - AUTONOMY VS SHAME

3. Play Age/Pre-school - INITIATIVE VS GUILT

4. School Age - INDUSTRY VS INFERIORITY

5. Adolescence - IDENTITY VS ROLE CONFUSION

6. Early Adulthood - INTIMACY VS ISOLATION

7. Late Adulthood - GENERATIVITY VS STAGNATION

8. 65 YEARS TO DEATH - INTEGRITY VS DESPAIR

Robert Sternberg

Triangular Theory of Love

Liking (intimacy)

true friendships, in which a person feels a bondedness, a warmth, and a closeness with another but not intense passion or long-term commitment.

Infatuation (passion)

“as love at first sight”. But without the intimacy and the commitment components of love, infatuated love may disappear suddenly.

Empty love (commitment)

lacks emotional closeness and sexual attraction

ROMANTIC LOVE

LIKING + INFATUATION

FATUOUS LOVE

EMPTY LOVE + INFATUATION

Fatuous love

focus on having passion and commitment, but no intimacy.

Companionate love

close friendships and family relationships, consists of intimacy and commitment but no passion.

CONSUMATE LOVE

LIKING + INFATUATION + EMPTY LOVE

Consumate love

the complete form of love, representing the ideal relationship toward which many people strive but which apparently few achieve.

Mary Ainsworth

Proponent of Attachment Theory

John Bowlby

developed the concept of attachment theory. He defined attachment as the affectional bond or tie that an infant forms with the mother.

What are the four (4) types of attachment response>

Secure, Avoidant, Resistant, and Disorganized Attachment

Secure attachment

the toddler prefers his parent over a stranger

Avoidant attachment

toddler reacts to the parent the same way she reacts to a stranger

Resistant attachment

the child show clingy behavior, but then they reject the attachment figure’s attempts to interact with them.

Disorganized attachment

they freeze, run around the room in an erratic manner or try to run away when the caregiver returns.

Sociology

study of the behavior of the group of people

Society

a group of people who lie within some type of bound territory and who share a common way of life.

State

have territory, people and sovereign

Culture

is common way of life shared by a society or a group, It is defined as that complex whole which includes knowledge, beliefs, arts, morals, laws, customs, and any other capabilities and habits acquired by man as a member of society.

Durkheim Functionalist Theory

this tries to explain how the relationships among the parts of society are created and how these parts are functional. (equality, equilibrium)

Karl Marx

Proponent of Social Conflict Theory

Social Conflict Theory

this sees society in a framework of class conflicts and focuses on the struggle for scarce resources by different groups in a given society. (conflict, complementation, struggle, power, inequality and exploitation).

Symbolic Interactionism

focuses on how people come to engage in deviant behaviors and assumed deviant identities. (symbol that describe our society). The labeling of deviants as such strengthens their deviant identities and may encourage further deviant behavior.

Deviant behavior

not conforming into any laws, regulations or rules.

Stress

A process whereby an individual perceives and responds to overwhelming or threatening events.

Stressors

Environmental events that seem threatening or demanding; stimuli that initiate the stress process.

Eustress

A positive psychological response to a stressor, as indicated by the presence of positive psychological states such as feeling enthusiastic.

Distress

A negative psychological response to a stressor, as indicated by the presence of negative psychological states such as anger, anxiety or tension.