Vitals dog and cat Conscious and unconscious

Psychogenic Unconsciousness Flashcards

"Unusual and Unsocial? Effects of Shift Work and Other Unusual Working Times on Social Participation"

Unconscious and Conscious Responses

• The psychodynamic approach: the role of the unconscious, the structure of personality, that is Id, Ego and Superego, defence mechanisms including repression, denial and displacement, psychosexual stages.

Philosophy Exam 1 ⸻ Sigmund Freud (Psychoanalysis) 1. Id – Ego – Superego Freud explains personality as a system of three interacting structures that are in constant conflict. * Id The id is entirely unconscious and represents instinctual drives such as aggression, hunger, and sexual desire. It operates on the pleasure principle, meaning it demands immediate satisfaction without considering reality, morality, or consequences. It is irrational and purely driven by biological impulses. * Ego The ego develops to mediate between the id and external reality. It operates on the reality principle, meaning it tries to satisfy instinctual desires in realistic and socially acceptable ways. It uses reasoning, planning, and delayed gratification. It is partly conscious and responsible for decision-making. * Superego The superego represents internalized moral values and social rules learned from parents and society. It judges behaviour and produces feelings of guilt or pride depending on whether actions align with moral standards. It often conflicts with the id by imposing strict moral constraints. Key idea: personality results from the continuous tension between instinct (id), reality (ego), and morality (superego). ⸻ 2. Defence Mechanisms Defence mechanisms are unconscious psychological strategies used by the ego to reduce anxiety caused by conflict between the id, superego, and reality. They distort perception in order to protect the individual from psychological discomfort. * Repression Unacceptable thoughts or memories are pushed into the unconscious and become inaccessible, although they may still influence behaviour indirectly. * Denial The individual refuses to accept a painful or threatening reality. * Projection The person attributes their own unacceptable feelings or impulses to others. * Displacement Emotional impulses are redirected from the original source to a safer target. * Rationalization The individual creates false but logical explanations for behaviour in order to avoid guilt or anxiety. * Reaction Formation An unacceptable impulse is transformed into its opposite behaviour. * Regression Under stress, the individual returns to earlier, more childish patterns of behaviour. * Sublimation Unacceptable impulses are transformed into socially acceptable or productive activities. * Intellectualization Emotional situations are dealt with through abstract or logical thinking to avoid confronting feelings. * Compensation The individual develops strengths in one area to make up for weaknesses in another. * Identification The person adopts the traits or behaviours of another individual to reduce anxiety or increase self-esteem. * Undoing The person attempts to symbolically cancel out unacceptable thoughts or actions through corrective behaviour. Key idea: defence mechanisms are automatic, unconscious, and protect the ego by distorting reality. ⸻ 3. Psychosexual Stages Freud argues that personality develops through stages where psychic energy (libido) is focused on different parts of the body. Fixation at a stage can influence adult personality. * Oral stage (0–1): pleasure through feeding; fixation may lead to dependence or oral habits. * Anal stage (1–3): focus on control and toilet training; fixation may lead to orderliness or messiness. * Phallic stage (3–6): development of gender identity and early moral awareness; family dynamics are central. * Latency stage (6–puberty): sexual energy is dormant; focus on learning and social development. * Genital stage (puberty onward): mature sexuality and adult relationships. Key idea: early childhood experiences strongly shape adult personality. ⸻ René Descartes 1. Dualism Descartes argues that reality is composed of two fundamentally different substances: * Mind (res cogitans): non-physical substance responsible for thinking, consciousness, reasoning, and doubt. * Body (res extensa): physical substance that occupies space and follows mechanical laws. Although distinct, mind and body interact, creating the mind–body problem of how two different substances can influence each other. Key idea: humans are composed of both mental and physical substances that are fundamentally different. ⸻ 2. Rationalism Rationalism is the view that reason is the primary source of knowledge, more reliable than sensory experience. Descartes argues that the senses can deceive us through illusions and dreams, so knowledge must be based on clear and distinct ideas produced by reason. He uses methodic doubt, systematically doubting all uncertain beliefs until reaching something absolutely certain. Key idea: reliable knowledge must come from reason rather than the senses. ⸻ 3. Cogito: “I think therefore I am” Descartes establishes that even radical doubt proves existence. If he is doubting, he must be thinking; if he is thinking, he must exist as a thinking being. Key idea: the act of thinking guarantees the existence of the self. ⸻ Plato 1. Ideal Society Plato’s political philosophy divides society into three classes corresponding to parts of the human soul: * Rulers (philosopher-kings): guided by reason and wisdom; they govern society. * Guardians: guided by courage; they protect and defend the state. * Producers: guided by desire; they provide material goods and services. Justice occurs when each class performs its proper function without interfering in the roles of others. Key idea: social justice is harmony through specialization and proper role distribution. ⸻ 2. Theory of Forms Plato distinguishes between two levels of reality: * The physical world: constantly changing, imperfect, and perceived through the senses. * The world of Forms: eternal, perfect, and unchanging essences such as Beauty, Justice, and Equality. Physical objects are imperfect copies of these perfect Forms. Key idea: true knowledge is knowledge of eternal Forms, not sensory appearances. ⸻ 3. Allegory of the Cave Plato describes prisoners chained in a cave who see only shadows and believe them to be reality. One prisoner escapes and discovers the real world illuminated by the sun, which represents truth. When he returns, the others reject him. Key idea: education is the process of moving from illusion to truth, which is difficult and often resisted. ⸻ Francis Bacon 1. Four Idols of the Mind Bacon identifies four sources of systematic error in human thinking: * Idols of the Tribe: universal human biases in perception and reasoning. * Idols of the Cave: individual biases shaped by personal experience and education. * Idols of the Marketplace: errors caused by language and communication. * Idols of the Theatre: blind acceptance of philosophical systems and traditions. Key idea: human reasoning is naturally flawed and must be corrected through scientific method. ⸻ 2. Empiricism Empiricism is the theory that knowledge comes from sensory experience and observation. Bacon argues that scientific knowledge must be based on experimentation, data collection, and systematic observation rather than pure reasoning. Key idea: knowledge is grounded in experience, not abstract speculation. ⸻ 3. Induction vs Deduction Induction is reasoning from specific observations to general laws. Deduction is reasoning from general principles to specific conclusions. Bacon emphasizes induction as the foundation of scientific knowledge because it is based on empirical evidence. Key idea: science progresses by building general laws from observed facts. ⸻ Friedrich Nietzsche 1. “God is Dead” Nietzsche argues that modern science and secular thinking have undermined the authority of traditional religion as a source of meaning and morality. This leads to a cultural crisis in which old values collapse without being replaced. Key idea: the loss of religious authority creates a crisis of meaning. ⸻ 2. Nihilism Passive nihilism refers to despair and the belief that life has no meaning. Active nihilism refers to the rejection of old values in order to create new ones. Key idea: nihilism represents both the breakdown of meaning and the possibility of creating new values. ⸻ 3. Übermensch The Übermensch is the ideal individual who creates their own values, rejects conformity, embraces life fully, and overcomes traditional moral systems. Key idea: humans must move beyond inherited values and become creators of meaning. ⸻ Charles Darwin 1. Natural Selection Evolution occurs through natural selection. Individuals within a species vary, and those with advantageous traits are more likely to survive and reproduce. Over time, these traits become more common in the population. Key idea: evolution is driven by survival advantage rather than purposeful design. ⸻ 2. Morality (Evolutionary view) Darwin argues that morality is not divine but evolved through natural processes. Humans developed social instincts such as empathy and cooperation because these traits improved survival within groups. Key idea: morality is a product of biological and social evolution

unconcious - chpater 16

Unit 1: Psychology’s History and Approaches Big Idea: Psychology is the scientific study of behavior and mental processes. This unit asks: Why do people think, feel, and behave the way they do, and how do psychologists study it? 1. Early Schools of Thought Structuralism Focused on breaking conscious experiences into smaller parts. Example: Describing every taste, smell, and feeling while eating pizza. Functionalism Focused on WHY behaviors and thoughts exist. Example: Fear exists because it helps humans survive danger. Connection: Structuralists asked “What are thoughts made of?” Functionalists asked “What purpose do thoughts serve?” 2. Major Psychological Perspectives Biological Perspective Behavior comes from the brain, genetics, and hormones. Example: Depression connected to serotonin levels. Behavioral Perspective Behavior is learned through rewards and punishments. Example: A dog learns tricks because it gets treats. Cognitive Perspective Focuses on thinking, memory, and problem-solving. Example: Why students remember some facts better than others. Humanistic Perspective Humans naturally strive for growth. Example: Trying to achieve goals and improve yourself. Psychodynamic Perspective Unconscious conflicts affect behavior. Example: Getting unusually angry because of hidden stress. Evolutionary Perspective Behaviors developed because they helped survival. Example: Humans naturally fearing dangerous animals. Sociocultural Perspective Behavior is shaped by culture and society. Example: Different cultures have different expectations for personal space. 3. Research Methods Experiment Used to determine cause and effect. Independent Variable What the researcher changes. Dependent Variable What the researcher measures. Example: Studying whether sleep affects test scores. * Amount of sleep = IV * Test score = DV Correlation Shows relationship between variables. Important: Correlation does NOT equal causation. Example: Ice cream sales and drowning both rise during summer. Random Assignment Participants randomly placed into groups. Helps reduce bias. Double-Blind Procedure Neither researchers nor participants know who receives treatment. Prevents expectations from affecting results. BIG AP EXAM CONNECTION The AP exam loves asking: * Which perspective best explains this behavior? * Which research method should be used? * Why doesn’t correlation prove causation? Example: A psychologist studies how rewards affect studying. → Behavioral perspective + experiment Unit 2: Biological Basis of Behavior Big Idea: Your brain, nervous system, hormones, and genetics all shape behavior. The whole unit asks: How do your body and brain create thoughts, emotions, and behavior? 1. Nature vs. Nurture = Who You Are Main Idea: Your behavior comes from BOTH: * Nature = genetics/heredity * Nurture = environment and experiences Example: Someone may inherit anxiety tendencies but stressful experiences can make anxiety stronger. 2. Nervous System Central Nervous System Brain + spinal cord. Peripheral Nervous System Nerves outside the brain and spinal cord. Sympathetic Nervous System Activates during stress. Example: Heart racing before giving a speech. Parasympathetic Nervous System Calms the body afterward. 3. Neurotransmitters Dopamine Reward and pleasure. Example: Social media likes feel rewarding. Serotonin Mood and sleep. Low levels linked to depression. Acetylcholine Movement and memory. Linked to Alzheimer’s disease. GABA Calms nervous system. Low GABA linked to anxiety. 4. Brain Structures Frontal Lobe Decision-making and personality. Occipital Lobe Vision. Temporal Lobe Hearing and memory. Hippocampus Memory formation. Amygdala Fear and aggression. BIG AP EXAM CONNECTION A student panicking before a test: * amygdala activates fear * sympathetic nervous system increases heart rate * adrenaline releases Unit 3: Sensation and Perception Big Idea: Sensation detects information. Perception interprets information. This unit asks: How does the brain create your experience of the world? 1. Sensation Absolute Threshold Smallest amount of stimulation needed to notice something. Example: Hearing a quiet text notification. Difference Threshold Smallest noticeable difference between stimuli. Example: Noticing the TV volume changed. Sensory Adaptation Becoming less aware of constant stimulation. Example: Not noticing your hoodie after wearing it awhile. 2. Vision Rods Help see in dim light. Cones Detect color. Blind Spot Area without receptors. 3. Hearing Frequency Determines pitch. Amplitude Determines loudness. 4. Perception Gestalt Principles The brain organizes pieces into meaningful wholes. Example: Seeing a complete logo even with missing parts. Depth Perception Ability to see distance in 3D. Example: Catching a volleyball. Perceptual Set Expectations affect perception. Example: Misreading a word because you expected something else. BIG AP EXAM CONNECTION The exam often gives optical illusions or perception scenarios. Example: A person stops noticing a strong smell after 10 minutes. → sensory adaptation Unit 4: Learning Big Idea: Behavior changes because of experience. This unit asks: How do humans and animals learn behaviors? 1. Classical Conditioning Learning through association. Pavlov’s Dogs Dogs learned to associate a bell with food. Unconditioned Stimulus Naturally causes response. Conditioned Stimulus Previously neutral stimulus causing learned response. Example: Feeling hungry when hearing the microwave beep. 2. Operant Conditioning Learning through rewards and punishments. Positive Reinforcement Adding something good to increase behavior. Example: Getting money for good grades. Negative Reinforcement Removing something unpleasant. Example: Seatbelt alarm stopping. Punishment Decreases behavior. 3. Observational Learning Learning by watching others. Example: Kids copying influencers online. BIG AP EXAM CONNECTION The AP exam loves reinforcement examples. Example: A student studies harder after praise from parents. → positive reinforcement Unit 5: Cognitive Psychology Big Idea: Humans think, remember, solve problems, and use language. This unit asks: How does the mind process information? 1. Memory Process Encoding Getting information into memory. Storage Keeping information over time. Retrieval Getting information back. 2. Types of Memory Sensory Memory Very brief memory. Short-Term Memory Temporary limited storage. Long-Term Memory Relatively permanent storage. Working Memory Actively using information. Example: Doing math in your head. 3. Forgetting Proactive Interference Old information disrupts new information. Retroactive Interference New information disrupts old information. Example: Forgetting old password after learning a new one. 4. Problem Solving Algorithm Step-by-step method. Heuristic Mental shortcut. Confirmation Bias Looking for information supporting beliefs. Example: Only reading opinions you already agree with. BIG AP EXAM CONNECTION A student mixes up Spanish vocabulary from last year with current vocabulary. → proactive interference Unit 6: Developmental Psychology Big Idea: Humans develop physically, mentally, and socially across life. This unit asks: How do people change from infancy through adulthood? 1. Piaget’s Cognitive Development Sensorimotor Stage Babies learn through senses and actions. Object Permanence Understanding objects still exist when hidden. Example: Babies searching for hidden toys. Preoperational Stage Children use language but think egocentrically. Egocentrism Difficulty understanding another perspective. Example: A child assuming everyone sees exactly what they see. Concrete Operational Stage Logical thinking develops. Formal Operational Stage Abstract thinking develops. Example: Thinking about hypothetical situations. 2. Attachment Strong emotional bond with caregivers. Secure Attachment Healthy trust and comfort. 3. Parenting Styles Authoritative Strict but supportive. Usually healthiest. Authoritarian Strict with little warmth. Permissive Warm but few rules. BIG AP EXAM CONNECTION A teenager exploring identity and future goals. → Erikson’s identity vs role confusion stage Unit 7: Motivation, Emotion, and Personality Big Idea: Motivation drives behavior, emotions affect actions, and personality shapes how people interact. 1. Motivation Drive-Reduction Theory People act to reduce discomfort. Example: Eating when hungry. Maslow’s Hierarchy Basic needs come before higher goals. Example: Someone struggling financially may focus on survival before self-esteem. 2. Emotion Theories James-Lange Theory Physical response first. Example: Heart races THEN fear is felt. Cannon-Bard Theory Emotion and physical response happen together. Schachter Two-Factor Theory Emotion depends on physical arousal plus interpretation. 3. Personality Trait Theory Personality made of stable characteristics. Big Five Traits * openness * conscientiousness * extraversion * agreeableness * neuroticism BIG AP EXAM CONNECTION A student interpreting sweaty palms before a game as excitement. → Schachter two-factor theory Unit 8: Clinical Psychology Big Idea: Psychological disorders affect thoughts, emotions, and behaviors. This unit asks: How are disorders identified and treated? 1. Anxiety Disorders Generalized Anxiety Disorder Constant excessive worry. Phobias Irrational fears. OCD Obsessions and compulsions. 2. Mood Disorders Major Depressive Disorder Persistent sadness and loss of interest. Bipolar Disorder Extreme mood swings. 3. Schizophrenia Disordered thinking and perception. Hallucinations False sensory experiences. Delusions False beliefs. 4

Module 55-58: Personality and the Unconscious

LSU PSYC 3030 Knapp - Ch 15: Conscious Thought, Unconscious Thought

Szondi's Fate Analysis and the Familial Unconscious

Stereotype threat and unconscious bias Researchers

🧠 CH 9: Intelligence & Neuropsych Testing Q: What does Spearman’s theory of intelligence propose? A: A general intelligence factor called g underlies all cognitive abilities. Q: What did Thurstone contribute to intelligence theory? A: Proposed multiple primary mental abilities instead of one general intelligence. Q: What is fluid intelligence? A: Problem-solving and reasoning in new situations. Q: What is crystallized intelligence? A: Learned knowledge and experience-based skills. Q: Who developed the Wechsler intelligence tests? A: David Wechsler. Q: What are the 3 Wechsler scales? A: WAIS (adults), WISC (children), WPPSI (preschool). Q: What are the 4 WAIS index scores? A: Verbal Comprehension, Perceptual Reasoning, Working Memory, Processing Speed. Q: What is the Stanford-Binet test used for? A: Measuring general intelligence (IQ), especially in children. Q: What is neuropsychological testing used for? A: Assessing brain functioning (injury, dementia, learning disorders, etc.). Q: Name two major neuropsych batteries. A: Halstead-Reitan, Luria-Nebraska. ⸻ 🧠 CH 10: Personality Assessment Q: What is multimethod assessment? A: Using multiple types of assessment (tests, interviews, observation). Q: What is the MMPI-2? A: A true/false personality test measuring psychopathology. Q: What are MMPI validity scales used for? A: Detecting inconsistent answers, exaggeration, or faking. Q: What is malingering? A: Faking or exaggerating symptoms for external gain. Q: What is empirical criterion keying? A: MMPI method of selecting test items based on real group differences. Q: What is the MCMI-IV? A: Personality inventory based on Millon’s theory of personality disorders. Q: What is the Big Five model? A: Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism. Q: What is the Beck Depression Inventory? A: Self-report measure of depression severity. Q: What is the Rorschach test? A: Inkblot test used to assess personality and unconscious processes. Q: What is the TAT? A: Storytelling test using ambiguous pictures. Q: What is behavioral assessment? A: Direct measurement of behavior through observation or recording. ⸻ 🧠 CH 15: Cognitive Therapy Q: Who developed CBT? A: Aaron Beck. Q: Who developed REBT? A: Albert Ellis. Q: What are automatic thoughts? A: Immediate, involuntary thoughts that affect emotions. Q: What is the cognitive triad? A: Negative views of self, world, and future. Q: What are cognitive distortions? A: Irrational thinking patterns (e.g., catastrophizing). Q: What is the goal of cognitive therapy? A: Change maladaptive thoughts to improve emotions/behavior. Q: What is the ABCDE model? A: Activating event → Beliefs → Consequences → Disputation → Effect. Q: What is mindfulness? A: Nonjudgmental awareness of thoughts and feelings. Q: What is ACT? A: Therapy focusing on acceptance and values-based action. Q: What is DBT used for? A: Emotion regulation and distress tolerance skills. ⸻ 🧠 CH 16: Group & Family Therapy Q: What did Yalom emphasize in group therapy? A: Interpersonal learning and universality. Q: What is universality? A: Realizing others share similar struggles. Q: What is group cohesiveness? A: Sense of belonging within the group. Q: What are the stages of group therapy? A: Initial, transition, working stage. Q: What is the main idea of family therapy? A: The system is the problem, not the individual. Q: What is circular causality? A: Each person influences others in a cycle. Q: What is an identified patient? A: The family member labeled as “the problem.” Q: What are boundaries in family systems? A: Rules defining closeness or separation (enmeshed vs disengaged). Q: What is a triangle in family therapy? A: When tension between two people involves a third person. ⸻ 🧠 CH 17: Child & Adolescent Psych Q: What are externalizing disorders? A: Outward behaviors (aggression, ADHD, conduct problems). Q: What are internalizing disorders? A: Inward distress (anxiety, depression). Q: Which are easier to detect? A: Externalizing disorders. Q: What is a developmental perspective? A: Considering age-related changes in behavior. Q: What is resilience? A: Ability to adapt despite adversity. Q: What are Grotberg’s resilience categories? A: I have, I am, I can. Q: What is play therapy? A: Therapy using play to express emotions in children. Q: What are two types of play therapy? A: Directive and nondirective. ⸻ 🧠 CH 18: Health Psychology Q: What is health psychology? A: Study of psychological factors in health and illness. Q: Who developed General Adaptation Syndrome? A: Hans Selye. Q: What are the 3 stages of GAS? A: Alarm, resistance, exhaustion. Q: What is cortisol? A: Stress hormone released by the body. Q: What is psychoneuroimmunology? A: Study of mind–brain–immune system interactions. Q: What is chronic stress linked to? A: Increased illness risk and immune suppression. Q: What is coping? A: Strategies to manage stress. Q: What is biofeedback? A: Using feedback to control physiological functions. ⸻ 🧠 CH 19: Forensic Psychology Q: What is forensic psychology? A: Application of psychology to the legal system. Q: What is competency to stand trial? A: Ability to understand legal proceedings and assist defense. Q: What is insanity defense? A: Not guilty by reason of mental illness at time of crime. Q: What is civil commitment? A: Court-ordered psychiatric hospitalization. Q: What is an expert witness? A: Psychologist who provides testimony in court. Q: What is voir dire? A: Jury selection questioning process. Q: What is malingering in forensic settings? A: Faking symptoms for legal advantage. Q: Which test is preferred in forensic assessment and why? A: MMPI-2 because validity scales detect deception. Q: Why are projective tests not preferred legally? A: Low reliability and subjective interpretation

Cog psych 3 unconscious thinking

VHS Study Guide Psychology WEEK 1: Psychology as a Science The goal of this week is to distinguish between "Pop Psychology" (myths) and "Empirical Science" (facts). 1. The Philosophical Roots & "Big Names" Wilhelm Wundt: Established the first psychology lab (1879). He used Structuralism, trying to map the "structure" of the mind through Introspection (having subjects report every tiny sensation they felt). Sigmund Freud: Founded Psychoanalysis. He believed behavior is driven by the Unconscious mind and childhood traumas. He used dream analysis and "free association." Behaviorism (Watson & Skinner): They rejected Freud. They argued psychology must be an Empirical Science, meaning we only study what we can see and measure. Watson: Famous for the "Little Albert" study (fear conditioning). Skinner: Focused on how rewards/punishments shape behavior (Operant Conditioning). Ivan Pavlov: A physiologist who discovered Classical Conditioning (associating a neutral stimulus, like a bell, with a natural reflex, like drooling). Maslow’s Hierarchy of Needs: A Humanist theory. It’s a pyramid starting with basic survival (food/water) and moving up to Self-actualization (reaching your full potential). 2. The "Brain Traps" (Critical Thinking & Myths) Word-of-Mouth: We believe things just because we’ve heard them a lot (e.g., "We only use 10% of our brain"—FALSE). Desire for Easy Answers: People prefer a "quick fix" (like a 5-minute cure for anxiety) over complex scientific reality. Selective Perception: We only notice things that confirm our existing beliefs. Post Hoc, Ergo Propter Hoc: "After this, therefore because of this." The logical error of assuming that because Event B followed Event A, Event A must have caused it. Inferring Causation from Correlation: The most common exam trap. Just because two variables move together (like heat and crime), it doesn't mean one causes the other. Reasoning by Representativeness: Stereotyping. Thinking a person "looks like" a certain role, so they must be that role (the "Finance Bro" vest example). WEEK 2: Scientific Inquiry and Research This is the "How-To" of psychology. You need to know the difference between just watching people and running a real experiment. 1. Research Methods Naturalistic Observation: Watching subjects in their natural habitat without interfering. High "real world" accuracy, but you have zero control. Case Study (Clinical): An intensive, detailed look at one unique individual (e.g., a person with a rare brain injury). Great for detail, but you can't apply the results to everyone. Archival Research: Looking at old records, newspapers, or medical files to find patterns. Longitudinal vs. Cross-Sectional: Longitudinal: Following the same group of people for 20+ years. (Expensive, but shows true change). Cross-Sectional: Comparing different ages at the same time (e.g., testing 10-year-olds and 50-year-olds today). 2. The Experimental Design (The "Gold Standard") Inductive vs. Deductive: Inductive: Starting with observations $\rightarrow$ forming a theory (Bottom-up). Deductive: Starting with a theory $\rightarrow$ testing it with an experiment (Top-down). Independent Variable (IV): The variable the researcher manipulates (The "Cause"). Dependent Variable (DV): The variable being measured (The "Effect"). Control vs. Experimental Group: The experimental group gets the "treatment"; the control group gets a placebo or nothing. Random Assignment: Every participant has an equal chance of being in either group. This prevents Bias. Single-Blind vs. Double-Blind: Single: Participants don't know which group they are in. Double: Neither the participants nor the researchers know. This prevents the researcher from accidentally giving "cues." WEEK 3: Biology and Behavior The "Hardware" section. How the physical brain creates the "Pink Slime" experience. 1. The Nervous System Map Central (CNS): Brain and Spinal Cord. Peripheral (PNS): Everything else. Somatic: Voluntary movements (walking). Autonomic: Involuntary (heartbeat). Sympathetic: "Fight or Flight" (Eyes dilate, heart speeds up, digestion stops). Parasympathetic: "Rest and Digest" (Calms the body down). 2. The Neuron (The Building Block) Dendrites: Receive messages. Soma (Cell Body): Process info. Axon: Sends the electrical signal. Myelin Sheath: Fatty tissue that speeds up the signal. Synapse: The tiny gap between neurons where chemicals travel. Neurotransmitters: Agonist: A chemical that mimics a neurotransmitter (enhances the effect). Antagonist: A chemical that blocks a neurotransmitter. 3. Brain Tools & Anatomy EEG: Measures electrical brain waves (good for sleep studies). MRI vs. fMRI: MRI shows structure (a picture); fMRI shows function (where blood is flowing). PET Scan: Uses radioactive "tracer" sugar to see which parts of the brain are active. The Endocrine System: Uses Hormones (slow-acting chemicals) released into the bloodstream by Glands (like the Adrenal or Pituitary). 4. The "Hidden" Biological Details (Week 3) Refractory Period: After a neuron fires, it needs a tiny "recharge" break before it can fire again. Think of it like a camera flash or a toilet flushing—you can't do it twice in a split second. Broca’s Area vs. Wernicke’s Area: * Broca’s: Controls Speech Production (Frontal Lobe). If damaged, you know what you want to say but can't get the words out. Wernicke’s: Controls Language Comprehension (Temporal Lobe). If damaged, you can speak, but it's "word salad"—it makes no sense. WEEK 4: Consciousness Consciousness is your awareness of yourself and your environment. It’s not an "on/off" switch; it’s a spectrum. 1. Processing Levels Conscious Processing: Tasks that require focused attention (e.g., learning a new TikTok dance or solving a math problem). Automatic Processing: Tasks we do "without thinking" once they are learned (e.g., walking or an experienced driver steering a car). 2. Altered States Hypnosis: A state of extreme self-suggestion where a person is highly open to direction. Meditation: A practice of focused attention to achieve mental clarity and emotional calm. Daydreaming: A shift in attention away from the current task toward internal thoughts and "mental movies." 3. Psychoactive Drugs (The "Drug Cabinet") Depressants (Alcohol, Barbiturates): Slow down the Central Nervous System (CNS). They decrease heart rate and reaction time. Stimulants (Caffeine, Nicotine, Cocaine, ADHD meds): Speed up the CNS. They increase heart rate and energy. Opiates (Heroin, Morphine, Vicodin): Specifically target pain receptors. They mimic Endorphins to stop pain and create euphoria. Hallucinogens (LSD, Marijuana, Psilocybin): Distort perceptions and evoke sensory images in the absence of sensory input. WEEK 5: Sleep and Dreams Sleep is a biological necessity, not a luxury. Your brain is incredibly active during this "downtime." 1. Stages of Sleep (The Cycle) Stage 1 (NREM-1): Light sleep. You might experience "hypnagogic sensations" (feeling like you are falling). Stage 2 (NREM-2): Deep relaxation. Characterized by Sleep Spindles (bursts of rapid brain activity). Stage 3 & 4 (NREM-3): Deepest sleep. This is when the body repairs itself. If you wake up here, you’ll feel very groggy. REM (Rapid Eye Movement): The "Dream Stage." Your brain waves look like you are awake, but your motor cortex is blocked—meaning your body is paralyzed so you don't act out your dreams. 2. Dream Theories (Why do we dream?) Freud’s Wish Fulfillment: Dreams are a "safety valve" for unacceptable feelings. Manifest Content: The actual storyline of the dream (e.g., being chased by a giant Pink Slime). Latent Content: The hidden psychological meaning (e.g., you are running away from your final exam stress). Activation-Synthesis: The brain's attempt to make sense of random neural static. The brain "synthesizes" a story from random "activation." Information Processing: Dreams help us sort out the day's events and consolidate memories. Threat Simulation Theory: Dreaming allows us to "practice" surviving dangerous situations in a safe environment. WEEK 6: Thinking and Processing This is about "Cognition"—how we use our "Pink Slime" to solve problems and make decisions. 1. Building Blocks of Thought Concepts: Mental groupings of similar objects (e.g., the concept of "Dogs"). Prototype: The best example of a category. (If I say "Bird," you probably think of a Robin, not a Penguin. The Robin is your prototype). Schemata (Schema): A mental framework that helps us organize and interpret information (e.g., your "School Schema" includes desks, teachers, and bells). 2. Problem-Solving Tactics Trial-and-Error: Trying random solutions until one works. (Slow and inefficient). Algorithms: A step-by-step, logical rule that guarantees a solution. (e.g., a math formula or checking every single aisle in a store to find milk). Heuristics: A mental shortcut or "rule of thumb." It's faster than an algorithm but can lead to errors. (e.g., looking at the signs above the aisles to find the milk). 3. The Biases (Why we make mistakes) Confirmation Bias: Searching for information that supports our preconceptions and ignoring everything else. Hindsight Bias: After an event occurs, believing we "knew it all along." Anchoring Bias: Getting "stuck" on the very first piece of information offered. (e.g., if a shirt is "on sale" for $50 down from $100, you think $50 is a deal, even if the shirt is only worth $10). Availability Heuristic: Estimating the likelihood of events based on how easily they come to mind. (e.g., being afraid of a plane crash because you saw one on the news, even though car crashes are more common). Mental Set: The tendency to approach a problem in one particular way, often a way that has worked in the past but may not work now. WEEK 7: Memory Memory is the persistence of learning over time. 1. The Three Stages of Memory Encoding: Getting information into our brain. Semantic Encoding: Encoding the meaning of words (Deepest processing). Visual Encoding: Encoding images. Acoustic Encoding: Encoding sounds. Storage: Retaining that information. Retrieval: Getting the information back out. 2. Types of Storage Short-Term Memory (STM): Holds about 7 items (plus or minus 2) for about 20 seconds. Long-Term Memory (LTM): Unlimited capacity and can last a lifetime. Explicit (Declarative): Facts and experiences (Semantic = facts; Episodic = your life stories). Implicit (Procedural): Skills (like riding a bike or typing). 3. Memory Sins & Failures Schacter’s Seven Sins: Includes Transience (fading over time), Absent-mindedness (forgetting your keys), and Persistence (unwanted memories that won't go away). Amnesia: Anterograde: You can't form new memories. Retrograde: You can't remember the past. 4. Enhancement Techniques Chunking: Organizing items into familiar, manageable units. Spaced Repetition: Studying small amounts over a long time rather than cramming. Mnemonic Devices: Memory aids like "PEMDAS" for math. 5. The "Subtle" Memory Sins (Week 7) The Serial Position Effect: You are most likely to remember the beginning of a list (Primacy Effect) and the end of a list (Recency Effect), but you’ll probably forget the middle. Pro-Tip: This is why you should study the "middle" weeks (Week 4, 5, 6) extra hard! Misinformation Effect: This is why eyewitness testimony is shaky. If someone asks, "How fast was the car going when it smashed into the pole?" you will remember the car going faster than if they said "hit." WEEK 8: Lifespan Development Developmental psychology examines how we change physically, cognitively, and socially from "womb to tomb." 1. Cognitive Development (Jean Piaget) Piaget believed children think differently than adults and move through four stages: Sensorimotor (0–2 years): Exploring the world through senses. Key milestone: Object Permanence (realizing things still exist even if you can't see them). Preoperational (2–7 years): Symbolic thought (make-believe) but lacks logic. Key trait: Egocentrism (thinking everyone sees the world exactly as they do). Concrete Operational (7–11 years): Logical thinking about physical objects. Key milestone: Conservation (understanding that volume stays the same even if the shape of the glass changes). Formal Operational (12+ years): Abstract reasoning and hypothetical "what if" thinking. 2. Psychosocial Development (Erik Erikson) Erikson focused on "crises" we face at each age. Trust vs. Mistrust (Infancy): Is the world safe? Identity vs. Role Confusion (Adolescence): "Who am I?" (This is the most common exam question). Integrity vs. Despair (Late Adulthood): Looking back on life with satisfaction or regret. 3. Moral Development (Lawrence Kohlberg) Pre-conventional: Doing the right thing to avoid punishment or get a reward. Conventional: Doing the right thing because it's the law or to fit in. Post-conventional: Doing the right thing based on universal ethical principles (even if it breaks the law). 4. Parenting Styles Authoritative: High warmth, high rules. (The "Goldilocks" style—best outcomes). Authoritarian: Low warmth, high rules. ("Because I said so!"). Permissive: High warmth, low rules. (More like a friend than a parent). Uninvolved: Low warmth, low rules. (Neglectful). WEEK 9: Learning Learning is a relatively permanent change in behavior due to experience. 1. Classical Conditioning (Ivan Pavlov) Learning by association (connecting two stimuli). Unconditioned Stimulus (UCS): The natural trigger (Food). Unconditioned Response (UCR): The natural reflex (Drooling for food). Neutral Stimulus (NS): A trigger that means nothing yet (A Bell). Conditioned Stimulus (CS): The bell after it has been paired with food. Conditioned Response (CR): Drooling for the bell alone. 2. Operant Conditioning (B.F. Skinner) Learning by consequences (Rewards and Punishments). Positive Reinforcement: Adding something good to increase behavior (A gold star for working). Negative Reinforcement: Removing something bad to increase behavior (The car stops beeping when you buckle your seatbelt). Positive Punishment: Adding something bad to stop behavior (A speeding ticket). Negative Punishment: Taking away something good to stop behavior (Taking away your phone). 3. Observational Learning (Albert Bandura) Learning by watching others. Famous study: The Bobo Doll Experiment, where kids imitated adults punching a doll. 4. The "Fine Print" of Learning (Week 9) Spontaneous Recovery: After a behavior has been "extinct" (gone away) for a while, it suddenly reappears out of nowhere. (Like Pavlov's dog suddenly drooling at a bell weeks after he stopped). Generalization vs. Discrimination: Generalization: Fearing all dogs because one bit you. Discrimination: Only fearing the specific dog that bit you. WEEK 10: Social Influences This is the study of how the "situation" and "group" overpower the individual. 1. The Stanford Prison Experiment (Zimbardo) Demonstrated the power of Social Roles and Scripts. Ordinary students became abusive "guards" or submissive "prisoners" simply because of the role they were assigned. 2. Influence & Conformity Normative Social Influence: Conforming to fit in and be liked (Dressing like your friends). Informational Social Influence: Conforming because you think the group has more info than you (Following the crowd in a new city). Obedience (Milgram): Following orders from an authority figure, even if it hurts someone else. 3. Group Dynamics Social Loafing: Working less hard in a group than when alone (The "Billy" effect). Deindividuation: Losing self-awareness and self-restraint in a large crowd or behind an anonymous screen. Group Polarization: When group discussion leads to more extreme opinions. Bystander Effect: People are less likely to help if others are around due to a Diffusion of Responsibility. 4. Thinking Patterns Fundamental Attribution Error: Blaming someone's personality for their behavior while ignoring the situation. Cognitive Dissonance: The "icky" feeling when our actions don't match our beliefs (e.g., you hate lying, but you just lied to your mom). We usually change our beliefs to match our actions to feel better. 5. Social Psych "Secret" Terms (Week 10) Self-Serving Bias: When we succeed, we take the credit ("I'm a genius"). When we fail, we blame the situation ("The test was unfair"). Foot-in-the-Door vs. Door-in-the-Face: Foot-in-the-Door: Ask for something tiny first, then the big thing. Door-in-the-Face: Ask for something HUGE (get rejected), then ask for the smaller thing you actually wanted. They are more likely to say yes because it feels like a "compromise." WEEK 11: Multiculturalism & Diversity This is the study of how culture, identity, and group values shape our behavior and how we interact with others. 1. Cultural Values Individualism: Cultures that value personal independence and "Me" goals (e.g., USA). Success is based on personal achievement. Collectivism: Cultures that value group harmony and "We" goals (e.g., Latin America, Asia). Success is based on doing what is best for the family or community. 2. Acculturation (How we adapt to new cultures) Integration: The "Best of Both Worlds." Keeping your original culture while participating in the new one. Assimilation: Giving up your original identity to fully "blend in" with the new culture. Separation: Keeping your original culture and avoiding the new one. Marginalization: Feeling like you don't belong to either culture (The "lonely" state). 3. Metaphors for Society The Melting Pot: The old idea that everyone should blend together and lose their differences to become one "American" identity. The Salad Bowl: The newer idea where cultures live together but stay distinct. You can see the "tomatoes" and the "lettuce"—everyone keeps their unique flavor. 4. Social Barriers Microaggressions: Small, daily slights or "backhanded compliments" toward marginalized groups (e.g., "You’re so articulate for someone from your neighborhood"). Prejudice vs. Discrimination: Prejudice is the thought/feeling (pre-judging), while Discrimination is the action (treating someone differently). WEEK 12: Stress & Health This is the study of how our brain's "appraisal" of the world affects our physical and mental health. 1. The Appraisal Process (Lazarus) Primary Appraisal: Judging if a stressor is a Threat (harmful) or a Challenge (potential for growth). Secondary Appraisal: Evaluating your tools. "Do I have the resources to handle this?" If yes, stress stays low. If no, panic sets in. 2. The Body’s Response (Selye’s GAS) General Adaptation Syndrome (GAS): The three stages of how your body reacts to stress: Alarm: Fight-or-Flight. Heart races, adrenaline hits. Resistance: Staying on "high alert" to cope. This is where you grind through the week. Exhaustion: Your battery dies. Your immune system crashes, and you get sick (The Cohen Cold Study). 3. Types of Stress Eustress: "Good stress." The kind that motivates you to finish a project or perform well in a game. Distress: "Bad stress." Chronic pressure that leads to burnout, fatigue, and health problems. 4. Coping Strategies Problem-Focused Coping: Attacking the problem directly. (Example: Time-Blocking your homework so it isn't overwhelming). Emotion-Focused Coping: Managing the feelings. (Example: Going to the Gym or meditating to stop feeling anxious). 5. Stress "Secret" Terms Cortisol: The primary stress hormone. Great for emergencies, but too much of it "eats" your memory and weakens your heart. Psychoneuroimmunology: The fancy word for the study of how your brain (stress) talks to your immune system. WEEK 13: Mental Wellness & The Science of Happiness The goal of this week is to identify the psychological frameworks and empirical studies that explain how humans build resilience and long-term well-being. 1. The Three Dimensions of Happiness (Module 14.5) According to the textbook, happiness is an enduring state consisting of joy and contentment. It is built through three "lives": The Pleasant Life: Attaining and savoring daily pleasures that add joy to the moment (e.g., the aroma of coffee or the feeling of sunshine). The Good Life: Identifying your unique skills and using them to enrich your life. This is where you find the state of Flow—being so "in the zone" that you lose track of time. The Meaningful Life: Using your talents and efforts in the service of the greater good or to help others, which provides a deeper sense of fulfillment than pleasure alone. 2. The Four Pillars of Well-Being (Wellness Studies) Based on Dr. Richard Davidson’s research, well-being is a "trainable skill" rather than a fixed trait. It is built on: Awareness: Noticing what your mind is doing in the present moment (meta-awareness). Connection: Cultivating kindness and healthy social relationships, which are the #1 predictor of long-term health. Insight: Having curiosity about how your own mind works and not believing every negative thought as a "fact." Purpose: Having a clear sense of direction or a "life compass" that guides your daily actions. 3. Empirical Evidence: The Creswell et al. Study (2014) This study provided scientific proof that mental training has biological effects: The Setup: An experimental design where students were randomly assigned to either a mindfulness group or an analytic control group. The Independent Variable: Brief 3-day mindfulness meditation training (25 mins/day). The Dependent Variable: Biological stress markers (Cortisol levels) and self-reported stress. The Result: The mindfulness group showed significantly lower cortisol levels, proving that meditation fosters biological resilience to stress. 4. Scientifically Proven Benefits of Gratitude Research shows that gratitude is a powerful "reset" for the nervous system: Physical: Improved sleep quality and duration; fewer reported aches and pains. Psychological: Reduces "toxic" emotions (envy, resentment) and increases mental strength. Studies of 9/11 survivors showed gratitude was a major factor in preventing PTSD. Social: Encourages "pro-social" behavior, making people more likely to form and maintain new relationships. 5. Mindfulness vs. Meditation (The State vs. The Practice) It is critical to distinguish between these two often-confused terms: Mindfulness: A state of being. It is the quality of being fully present, aware of where we are and what we’re doing, without being overly reactive or overwhelmed. Meditation: The formal practice or "mental gym" used to train the brain. It is the intentional time set aside to practice techniques that eventually lead to a consistent state of mindfulness. 6. Key Terminology & Cognitive Traps Affective Forecasting: The human tendency to overestimate how much future events (both good and bad) will affect our long-term happiness. We assume milestones like "perfect grades" will provide permanent joy, but they usually don't. Optimism & Resilience: Optimism is the general tendency to expect good outcomes. It is the "engine" of resilience—the ability to "bounce back" from major life stressors (like those listed on the SRRS). Problem-Focused vs. Emotion-Focused Coping: * Problem-Focused: Dealing with the stressor directly (e.g., studying for the test). Emotion-Focused: Managing the feelings associated with the stressor (e.g., taking a nap or exercising)

The Role of the Unconscious & Structure of Personality (1)

Uncomfy Words 4/20

KANT ETHICS – DETAILED ONE-SHEET STUDY GUIDE Natural vs Moral Philosophy Natural = studies what IS (facts, science). Moral = studies what OUGHT to be (right vs wrong behavior). Is vs Ought IS = descriptive facts (ex: people lie). OUGHT = moral claims (ex: people should not lie). Description vs Prescription Description = explains reality. Prescription = gives rules or commands. Who does ethics apply to? Applies to rational beings (people with a WILL). A will = ability to make choices based on reason, not just emotion. Unconditional vs Conditional Goods Unconditional = always good (good will). Conditional = depends on how used (intelligence, wealth, happiness). Intrinsic, Unconditional, Complete Worth Intrinsic = valuable in itself. Unconditional = good in ALL situations. Complete = needs nothing else to be good. → ONLY the GOOD WILL meets all three. Talents & Fortune Talents (intelligence, courage) = can be used for good OR bad → conditional. Fortune (money, success) = only good if used morally. Happiness Happiness = pleasure or satisfaction. NOT morally reliable → bad people can be happy. → Therefore, happiness is conditional, NOT the highest good. Good Will Acting from duty because it is right. Even if the outcome is bad, the action is still morally good. Function of the Will Not to achieve happiness, but to act morally. Types of Actions From inclination = based on feelings/desires → NOT moral. From duty = based on moral law → morally good. Imperatives Hypothetical = “If you want X, do Y” (conditional, based on desires). Categorical = “Do this” (universal, no conditions). Categorical Imperative (Formula I) “Act only on maxims you can will to become universal law.” Step 1: Can everyone do this? (logical possibility) Step 2: Would I want everyone to do this? (consistency) If NO → action is wrong. Golden Rule vs Kant Golden Rule = based on personal preference. Kant = based on universal rational law (stronger, objective). Categorical Imperative (Humanity Formula) Treat people as ENDS, not just MEANS. Means = using someone. End = respecting their value as a person. Morality & People Moral person = values duty and moral law. Immoral person = values desires, outcomes, self-interest. Freedom & Morality You must be free to choose to be moral. Without freedom, there is no responsibility

CONTRACTS Definition of Contract- A legally binding agreement made between two or more persons, intended to create legal obligation between them and to be legally enforceable. An agreement is an exchange of promises between two or more parties. (Offer and acceptance) Concept of a Contract A contract is an agreement that is enforceable by law. A contract therefore has legal implications for the parties who enter into a contract. A mere agreement is not legally binding and therefore neither of the parties is liable if anyone breaks the agreement. What makes a contract different from an agreement? A contract requires not only an agreement between parties but also something of value must be passed from one party to the next to make the contract binding. For example, you offer to sell a friend your used text books for $1000.00. After inspecting your textbooks the friend agrees and pays $1000.00. The $1000.00 paid here is the consideration i.e. something of value that is passed from one party to the next. Consideration is the price paid for a promise. You promised to let your friend have your textbooks if he paid $1000.00. This $1000.00 makes the agreement binding. You are therefore obligated to deliver the books to your friend and cannot decide to sell the books to someone else or to ask for a higher price. Your neighbour asks you to mow his lawn after which he will pay you $200.00. You accept this offer and mow the lawn. The work done here is an act of forbearance. You are giving something of value to your neighbour to receive payment for the job. The consideration in this case is the work done by you. It is the price that you have paid for the promise to be paid money for the job. Consideration passes from promise to promise. Characteristics of a Simple Contract There must be offer and acceptance. The offerer is the party that makes the offer and the offeree is the person that the offer is being made to. There must a clear offer and clear acceptance for a contract to be binding. There is an agreement of the minds. An offer is a promise in exchange for performance by another party. An offer can be revoked or terminated under certain conditions. There are also times when an offer can be negotiated to create a counter-offer. Acceptance occurs when an offeree agrees to be mutually bound to the terms of the contract by giving consideration, or something of value like money, to seal the deal. Keep in mind that acceptance follows the mirror image rule, in that acceptance is valid if the product or service rendered is exactly what was contained in the offer. Consideration is the price paid by one party for the promise of the other. Thus if one party promises to provide goods or services, something of value must be given in exchange. This may be in the form of money, goods, services or it may be an act of forbearance. The capacity to contract – Parties to the contract must be over 18 years, of sound mind, not under the influence of drugs or incarcerated. There must be no force, misrepresentation or fraud. Persons should not be forced to sign a contract e.g. blackmail. They should not be lied to e.g. giving the wrong year of a car. Fraud may involve forging someone’s signature. There must be an obvious intention to create legal relations. This is based on the actions of the parties e.g. offer, acceptance and consideration. A contract must be legal- thus, agreements made between parties concerning illegal drugs and any other illegal activity is not a contract. Terms and Concepts Misrepresentation- referring to a false statement of fact made by one party to another party, which has the effect of inducing that party into the contract Types of Misrepresentation- Innocent – untrue statement with reasonable grounds for belief Negligent- untrue but without reasonable grounds. Fraudulent – untrue with the knowledge of the truth to mislead. Breach - Breach of contract is a legal cause of action in which a binding agreement or bargained-for exchange is not honored by one or more of the parties to the contract by non-performance or interference with the other party's performance Void -Contract is the contracts that cannot be enforceable. Voidable- the Voidable Contract is the contract in which one party has the right to enforce or rescind the contract. Rules governing offer and acceptance An offer must be communicated to the other party The offer may be made generally or a specific person, but acceptance must be made by a specific person/s Conditions attached must be brought to the attention of the offeree at the time of the offer for the offeree to be bound. Acceptance must be communicated to the offerer. The offeree must act positively to constitute acceptance. Offer can be revoked before acceptance unless consideration was given. Revocation has to reach the offeree before the offeree has accepted. Acceptance must be unconditional. No counter offers. An offer can be accepted by the person to whom the offer is made. Offer must be within a specified or reasonable time. Offer lapses if time is expired, rejected by offeree, death of offerer or offerree Use the post – Offer is only made when the post reaches the offeree and it is accepted once offeree posts the acceptance whether it is lost or not. Consideration – consideration should either be good or valuable since it is the price one pays to secure the legal obligation on the part of the other. Consideration must be : Real – that is it should be well defined. One should be able to convert it to cash or something of value. Transferable and not already obligated to do by law. Lawful – the subject should be a lawful act or the contract is void. Consideration must not be past i.e past payments not considered Executed – When both parties have fulfilled their obligations (eg Purchase of goods on credit) Executory – The contract still has to be completed. Differences between a Simple & a Speciality Contract & Contract of record. A simple contract can be made orally, in writing or by the implications deemed from the actions of the parties. A specialty contract must be signed by the parties sealed, for example with a company seal and finally it must be delivered. Simple contracts: Be in writing Oral Implied by conduct Consideration is the most important element No special form Examples of specialty contracts include: 1. Mortgages and leases for over three years 2. Sale of land 3. Contracts of insurance 4. Hire purchase agreements 5. Transfer of company shares 6. Assignments of copyright Characteristics of a Speciality Contract Conditions of Simple Contracts must be present. Must be in writing Signed by both parties Stamped or sealed Attestation or witness Delivered by a promisor. Delivery may be made subject to a condition to be performed later giving rise to a escrow. Something of value, such as a deed, stock, money, or written instrument, that is put into the custody of a third person by its owner, a grantor, an obligor, or a promisor, to be retained until the occurrence of a contingency or performance of a condition. An escrow also refers to a writing deposited with someone until the performance of an act or the occurrence of an event specified in that writing. The directions given to the person who accepts delivery of the document are called the escrow agreement and are binding between the person who promises and the person to whom the promise is made. The writing is held in escrow by a third person until the purpose of the underlying agreement is accomplished. When the condition specified in the escrow agreement is performed, the individual holding the writing gives it over to the party entitled to receive it. This is known as the second delivery. Difference between an Offer & an Invitation to Treat An invitation to treat is not an offer but an invitation to bid or bargain for an item. For example, at an auction persons may bid on various items presented. An invitation to treat also occurs also when goods are advertised for sale in the media or in shop windows. Goods in a shop window or goods advertised are not an offer by the owners of the goods but are technically an invitation for interested persons to make an offer. Conditions under which Offer and Acceptance are communicated An offer must be very clearly made. An offer can be made to one person, a group or to the whole world. For example, offering a reward for a lost wallet is an offer to anyone finding the wallet. In cases where there is a counter-offer the original offer is no longer valid. A counter offer is an implied rejection of the original offer. For example: John offers to sell Paula a laptop for $10,000. Paula subsequently offers him $8000.00 as she thought $10,000 was too expensive. Paula has rejected John’s original offer and has made a counter-offer of $8,000. Acceptance must also be clear. In the case of a counter offer a clear acceptance to the new offer must be identified. Contracts may be made orally, in writing or they may be implied. Oral Contracts Are based on what the parties said. For example, asking someone to wash your car for payment Written Contracts Both offerer and offeree must sign the contract document Implied Contracts Implied Contracts are made by the observed actions of the parties involved. For example, someone who sits at a table in a restaurant and places an order has implied that he will pay for the food that will be served. Ways in which Contracts may be Terminated Contracts may be brought to an end: (a) By performance of the parties i.e. each party completing his obligations as stipulated by the contract. (b) By frustration i.e. an event through no fault of the parties that make one party unable to perform the contract. For example: if one party suffers a prolonged illness which makes him unable to perform the contract. (c) By lapse of time i.e. if the time limit set for the contract to be executed by both parties has been passed. For example, sellers of real estate usually require that the buyers pay the full balance on the property within a certain time period after the initial down payment has been made. (d) By the mutual agreement of all parties. (e)If one of the parties become bankrupt after the contract has been signed. (f) By changes in law i.e. where a legal contract is rendered illegal through changes in law. (g) By notice e.g. some firms require that employees give at least one month notice when resigning their positions. (h) If one party dies. (i) By breach of contract-When one party defaults on his part of the agreement i.e. he does not perform his part of the contract. REMEDIES FOR BREACH OF CONTRACT Damages –compensation in case of a breach contract Rescission –to cancel the contract to return parties to former state before contract by mutual agreement of both parties Restitution – Returning property, money and goods after a breach. Waiver of Breach- Non breaching party acceptance of substandard performance Limitation of Liability – a clause that limits liability to a certain point such as the purchase price Specific performance – When damages are not an appropriate remedy the breaching party will have to perform a specific act. Liquidated damages- stipulated amount in a contract that the injured party would receive in the event of a breach of contract. Validity of Contracts Mr. Larry was delighted to see a 50% discount on his favourite brand of shoes at a shoe store 15 miles away. He took sometime off from work to travel to the store. When he arrived at the store he was told that that the brand advertised was sold out but he could choose from other brands available. Mr. Larry was very angry and requested that he be refunded his travelling expenses. Is the owner of the store obligated to refund Mr. Larry his travelling expenses? Answer The advertisement appearing in the newspaper is not an offer by the store but an invitation to treat. Therefore readers were being invited to make an offer for items advertised. The owners of the store are therefore in no way obligated to Mr. Larry. Hope stopped at a convenience store on her way home to purchase a few items. She handed the cashier her credit card and was surprised when she was told that it declined. She apologized and explained that she did not know why her card declined but she will call the bank in the morning. Susan further explained that she had just enough cash with her to get home and so she could not pay for the goods. The cashier was very angry and asked the manager to intervene. The manager insisted that she pay for the goods. Is Sandra obligated to pay for the goods? Answer Sandra has entered into a contract with the convenience store. She made the offer at the cashier counter when she presented the goods to be cashed. The cashier accepted the offer by cashing the goods. In this situation it is up to the manager of the convenience store to accept Hope’s apology

Freud "The Uncanny"