Psych 1A Week 1 Lecture 2

Page 1: Psychological Perspectives

• Instructor: Professor Simon Killcross (Head of School)

• Next Lecture: Dr. Nadia Menon - Developmental Psychology

Page 2: Aims

• Introduce scientific approach in Psychology

• Understand the Psychology of learning

• Explore how Psychology is taught

• Examine the relationship between Psychology and other disciplines

• Provide a framework for thinking about Psychology

• Preview topics and themes for the course

Page 3: Definition of Psychology

• Psychology: Scientific study of behavior and mental processes

Key Terms:

• Behavior:

  • Overt (observable) actions

  • Physiological correlates of actions

• Mental Processes:

  • Thoughts: Memories, imagery, concepts

  • Emotions: Fear, happiness, anger, arousal

  • Interactions: Example—decision making

Page 4: Goals of Psychology

• Description: Careful observations of behavior

• Prediction: Specify conditions for behavior occurrence

• Explanation: Identify causes of behavior

• Facilitation: Promote changes in behavior (e.g., therapy)

Page 5: Science vs. Common Sense

Key Differences:

• Objective data collection vs. subjective data collection

• Systematic observation vs. hit-or-miss observation

• Reliance on evidence vs. ignoring counterevidence

Page 6: Learning Smart

• Questions:

  • What is the best way to learn?

  • How can test performance be improved?

  • How can information be retained effectively?

• Truth: No magic bullet for learning; however, some techniques are more effective than others

Page 7: Education Myths

Common Myths and Facts:

• 10% of Brain Myth:

  • Fact: The myth is an urban legend; research shows people use full brain capacity.

• Left/Right Brain Theory:

  • Fact: Both hemispheres function together for cognitive tasks; creativity is not isolated to one side.

• One Language Before Another:

  • Fact: Learning two languages simultaneously does not hinder children’s development; it enhances understanding.

• Male/Female Brain Differences:

  • Fact: Though differences exist, no significant evidence links them to learning abilities.

• Learning Styles:

  • Fact: The idea of distinct learning styles lacks substantial scientific support.

Page 8: How to Improve Learning

• Research Findings:

  • Reviewed over 700 articles on learning techniques

  • Effective study methods boost test performance and retention

  • Techniques: Self-testing and distributed practice are highly effective

  • Other methods require further research

Page 9: Effective Learning Strategies

1. Self-Testing: High effectiveness in assessing knowledge

2. Distributed Practice: Spreading out study sessions enhances learning

Visual Elements

• Concept maps illustrating memory processes, including retrieval practice and study schedules

Page 10: Strategies Overview

Effective Techniques:

1. Self-Testing

2. Distributed Practice

Potentially Effective Techniques:

3. Elaborative Interrogation

4. Self-Explanation

5. Interleaved Practice

Page 11: Ineffective Techniques

Techniques That Don’t Work:

6. Highlighting or underlining

7. Re-reading

8. Mental imagery for texts

Page 12: Awareness Gaps

Observations from Research:

• Teachers are not informed about effective learning techniques supported by evidence

• A large volume of research makes it hard for educators to sift relevant information

• Potential conflicts of interest in the education and training sectors

Page 13: Scientist Opinions

Overview:

• Exaggerated claims about brain training games are misleading

• Evidence supporting significant cognitive improvements from these games is lacking

Page 14: FTC Actions on Brain Training

FTC Announcement:

• Lumosity settled for $2 million over deceptive advertising claims

• Claims made concerning cognitive improvement and aging were unsubstantiated

Page 15: Research Insights

Placebo Effects:

• Placebo effects complicate cognitive training studies

• Evidence for improvements in specific tasks, but not general cognitive function transfer

Page 16: Brain Training Industry

Industry Overview:

• Lacks substantial scientific support for claims of universal cognitive improvement

• Studies show only modest effects in specific populations

• Focus on cognitive task improvement versus generalized cognitive function

Page 17: Cognitive Training Research

Effectiveness Study:

• Examined different cognitive interventions for older adults

• No differential benefits between interventions observed

Page 18: Consumer Behavior Insights

Evaluation of Spurious Claims:

• Analysis of how consumers fall for misleading claims about brain training

Page 19: Research Opportunities

Noteworthy Research Units:

• Science of Learning Research Centre emphasizes evidence-based techniques for enhancing learning

• Challenges in linking neuroscience directly to practical learning strategies

Page 20: Key Research Reference

Citation:

• Yang, C., Potts, R. & Shanks, D.R. (2018). Effective techniques for learning and retrieval.

Page 21: Educational Myths Resources

• Numerous myths in education needing dispelling

• Reference to research by John Hattie highlighting reality versus myth

Page 22: Psychology's Revelations

Notable Experiments:

• Change blindness demonstrations and their implications for psychology

Page 23: Milgram's Obedience Study

Overview:

• Experiment on obedience to authority using electric shock administration

• High rates of obedience demonstrated in study findings

Page 24: Obedience Results Chart

Milgram's Study Results:

• Chart detailing percentage of subjects obeying orders across shock levels

Page 25: Factors Influencing Obedience

• Authority perception

• Presence of opposing authority figures

• Proximity of the victim

• Responsiveness to responsibility shifting

Page 26: Brief History of Psychology

• Key historical figures in psychology, including Descartes, Wundt, and Freud

Page 27: Origins of Psychology

• Emerged from philosophy, focused on empirical science

Page 28: Introspection Method

Initial Approaches:

• Wilhelm Wundt's use of introspection to study consciousness failed due to unreliable self-reports

Page 29: Introspection Limitations

• Problematic due to the reliability of self-reports in psychological research

Page 30: Functionalism in Psychology

• William James's focus on psychological processes in function and evolutionary context

• Functionalism emphasizes understanding the rules behind task completion

Page 31: Rise of Behaviorism

Overview:

• Behaviorists insisted on focusing solely on observable behavior as the scientific basis for psychology

Page 32: Variants of Behaviorism

Radical Behaviorism

• Only observable behavior qualifies as scientific; internal states ignored.

Methodological Behaviorism

• Accepts studying internal states as long as linked to observable behaviors.

Page 33: Freudian Psychoanalysis

Overview:

• Emphasized the unconscious mind's role in behavior; lacks extensive empirical backing

Page 34: Psychology and Brain Connection

Key Insights:

• Psychological processes rely on brain activity; need for levels of analysis in psychology.

Page 35: Neuroscience Impact

• Examination of brain activity requires prior definition of psychological processes

Page 36: Psychology as a Natural Science

• Empirical methods, experimentation, analysis, and theory generation are essential

Page 37: Misconceptions VS Reality in Psychology

Misleading Topics:

• Mind-reading, ESP, and other pseudosciences are dismissed in psychology

What Psychology Offers:

• Evidence-backed principles with real-world applications

Page 38: Value of Psychology Education

Skills Learned:

• Empirical data analysis, critical thinking, practical problem-solving, effective communication, etc.