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24 Cards in this Set
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Mind body dualism |
This relationship between the mind and body is known as the mind-body dualism in which the mind is fundamentally different from the mechanical body |
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Nature vs nurture |
Nature versus nurture. Are genes or environment most influential in determining the behavior of individuals and in accounting for differences among people? Most scientists now agree that both genes and environment play crucial roles in most human behaviors, and yet we still have much to learn about how nature (our biological makeup) and nurture (the experiences that we have during our lives) work together. In this course we will see that nature and nurture interact in complex ways, making the question “Is it nature or is it nurture?” very difficult to answer. |
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Mind vs body |
Mind versus Body. How is the mind—our thoughts, feelings, and ideas—related to the body and brain? Are they the same, or are they different and separate entities? The relationship between the mind and body/brain has been debated for centuries and the early predominate belief was that the mind and body were separate entities. This belief became known as the mind-body dualism in which the body is physical and the mind is nonphysical, mysterious, and somehow controls the body. Others believe that the mind and body are not separate in that the mind is a result of activity in the brain. For example, we know that the body can influence the mind such as when feelings of passion or other emotions take over our better judgment. Just like the debate of nature versus nurture, the debate of mind versus body does not have an either-or answer; we know today that the mind and body are intricately intertwined. Today biological psychologists are most interested in this reciprocal relationship between biology and behavior. |
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John locke |
John Locke (1632–1704), is known for his viewpoint of empiricism, the belief that the newborn’s mind is a “blank slate” and that the accumulation of experiences mold the person into who he or she becomes. |
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Early schools |
School of Psychology Description Earliest Period Historically Important PeopleStructuralism Uses the method of introspection to identify the basic elements of "structure" of psychological experiences.Late 19th centuryWilhelm Wundt, Edward B. TitchenerFunctionalism Inspired by Darwin's work in biology. Attempted to explain behavior, emotion, and thought as active adaptations to environmental pressures. These ideas influenced later behaviorism and evolutionary psychology.Late 19th centuryWilliam James, John DeweyE |
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Still active school |
School of Psychology Description Earliest Period Historically Important PeoplePsychodynamic Psychology Focuses on the role of our unconscious thoughts, feelings, and memories, and our early childhood experiences in determining behavior. Modern psychodynamic psychology has built on Freud's original ideas and has also influenced modern neuroscience.Very late 19th to early 20th centurySigmund Freud, Erik EriksonBehaviorism Based on the premise that it is not possible to objectively study the mind. Therefore, psychologists should limit their attention to the study of behavior itself. Contemporary behaviorism is an active field increasingly integrated with cognitive-neuroscience.Early 20th centuryIvan Pavlov, John B. Watson, B. F. SkinnerCognitive Development Studies the growth of thought and language processes in infants and children. Emphasizes the idea that children are not incompetent adults but think creatively and effectively based on their limited experience in the world. Modern cognitive psychology owes a great deal to these early cognitive development researchers.1920s Jean Piaget, Lev VygotskyHumanistic Psychology Emphasizes the development of a healthy, effectively functioning person. Rejects the idea that clinical psychology and other applied areas should focus only on disorders and problems. This school developed ideas of self-actualization, personal responsibility, and human potential. Contemporary positive psychology has been strongly influenced by humanistic psychology.1950s Abraham Maslow, Carl Rogers 12 Gradually in the mid-1800s, the scientific field of psychology gained its independence from philosophy when researchers developed laboratories to examine and test human sensations and perceptions using scientific methods. The first two prominent research psychologists were the German psychologist Wilhelm Wundt (1832–1920), who developed the first psychology laboratory in Leipzig, Germany, in 1879, and the American psychologist William James (1842–1910), who founded an American psychology laboratory at Harvard University.S |
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Structuralism |
structuralism, a school of psychology whose goal was to identify the basic elements or “structures” of psychological experience. Its goal was to create a “periodic table” of the “elements of sensations,” similar to the periodic table of elements that had recently been created in chemistry. |
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Introspection |
Introspection involves asking research participants to describe exactly what they experience as they work on mental tasks, such as viewing colors, reading a page in a book, or performing a math problem. A participant who is reading a book might report, for instance, that he saw some black and colored straight and curved marks on a white background. In other studies the structuralists used newly invented reaction time instruments to systematically assess not only what the participants were thinking but how long it took them to do so. Wundt discovered that it took people longer to report what sound they had just heard than to simply respond that they had heard the sound. These studies marked the first time researchers realized that there is a difference between the sensation of a stimulus and the perception of that stimulus, and the idea of using reaction times to study mental events has now become a mainstay of cognitive psychology. |
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Charles Darwin |
Charles Darwin’s (1809–1882) theory of natural selection, which proposed that the physical characteristics of animals and humans evolved because they were useful or functional. The functionalists believed that Darwin’s theory applied to psychological characteristics too. Just as some animals have developed strong muscles to allow them to run fast, the human brain, so functionalists thought, must have adapted to serve a particular function in human experience. |
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Evolutionary psychology |
evolutionary psychology, a contemporary perspective of psychology that applies the Darwinian theory of natural selection to human and animal behavior |
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Psycho dynamic psychology |
Psychodynamic psychology is an approach to understanding human behavior that focuses on the role of unconscious thoughts, feelings, and memories. Freud developed his theories about behavior through extensive analysis of the patients that he treated in his private clinical practice. Freud believed that many of the problems that his patients experienced, including anxiety, depression, and sexual dysfunction, were the result of the effects of painful childhood experiences that the person could no longer remember. |
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Behaviorism |
Behaviorism is a school of psychology that is based on the premise that it is not possible to objectively study the mind, and therefore that psychologists should limit their attention to the study of behavior itself. Behaviorists believe that the human mind is a “black box” into which stimuli are sent and from which responses are received. They argue that there is no point in trying to determine what happens in the box because we can successfully predict behavior without knowing what happens inside the mind. Furthermore, behaviorists believe that it is possible to develop laws of learning that can explain all behaviors. |
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John Watson |
John B. Watson (1878–1958). Watson was influenced in large part by the work of the Russian physiologist Ivan Pavlov (1849–1936), who had discovered that dogs would salivate at the sound of a tone that had previously been associated with the presentation of food. Watson and other behaviorists began to use these ideas to explain how events that people and animals experienced in their environment (stimuli) could produce specific behaviors (responses). For instance, in Pavlov’s research the stimulus (either the food or, after learning, the tone) would produce the response of salivation in the dogs. |
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Skinner |
Burrhus Frederick (B. F.) Skinner (1904–1990), who expanded the principles of behaviorism and also brought them to the attention of the public at large. Skinner used the ideas of stimulus and response, along with the application of rewards, or reinforcements, to train pigeons and other animals. He used the general principles of behaviorism to develop theories about how best to teach children and how to create societies that were peaceful and productive. Skinner even developed a method for studying thoughts and feelings using the behaviorist approach. |
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Cognitive psychology |
cognitive psychology, a field of psychology that studies mental processes, including perception, thinking, memory, and judgment. The German psychologist Hermann Ebbinghaus (1850–1909) showed how memory could be studied and understood using basic scientific principles. The English psychologist Frederick Bartlett also looked at memory but focused more on how our memories can be distorted by our beliefs and expectations. |
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Humanism |
humanism, an early school of psychology which emphasized that each person is inherently good and motivated to learn and improve to become a healthy, effectively functioning individual. Abraham Maslow and Carl Rogers are credited for developing the humanistic approach in which they asked questions about what made a person good. |
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Maslow |
Abraham Maslow (1908–1970) developed the theory of self-motivation in which we all have a basic, broad need to develop our special unique human potential, which he called the drive for self-actualization |
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Self actualization |
He proposed that, in order for us to achieve self-actualization, several basic needs beginning with physiological needs of hunger, thirst, and maintenance of other internal states of the body must first be met. As the lower-level needs are satisfied, our internal motivation strives to achieve higher-ordered needs such as safety, belonging, and love needs and self-esteem needs until we ultimately achieve self-actualization. Maslow’s theory of hierarchy of needs represents our internal motivation to strive for self-actualization. Achieving self-actualization meant that one has achieved their unique and special human potential to be able to lead a positive and fulfilling life. |
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Behavioral neuroscience |
Behavioral neuroscience studies the links among the brain, mind, and behavior. This perspective used to be called psychobiological psychology, which studied the biological roots such as brain structure and brain activity of behavior. |
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Contemporary perspective |
Contemporary Perspectives of PsychologyPerspective Major Emphasis Examples of Research QuestionsBehavioral Neuroscience Genetics and the links among brain, mind, and behaviorWhat brain structures influence behavior? If a brain function is altered, how is behavior affected? To what extent do genes influence behavior when the environment is manipulated?Biological Relationship between bodily systems and chemicals and how they influence behavior and thoughtHow do hormones and neurotransmitters affect thought and behavior?Cognitive Thinking, decision-making, problem-solving, memory, language, and information processingWhat are the processes for developing language, memory, decision-making, and problem-solving? How does thinking affect behavior? What is intelligence, and how is it determined? What affects intelligence, memory, language, and information processing?Social Concepts of self and social interaction and how they differ across cultures and shape behaviorHow do social stresses affect self-concept? How do social conditions contribute to destructive behavior? How are behaviors affected by cultural differences?Developmental How and why people change or remain the same over time from conception to deathHow does a person’s development from conception to death change or stay the same in the biosocial, cognitive and psychosocial domains? What changes are universal or unique to a person? Which periods of life are critical or sensitive for certain development?Clinical Diagnosis and treatment of mental, emotional, and behavioral disorders and promotion of psychological healthWhat are the cognitive and behavioral characteristics and symptoms of a mental or behavioral abnormality? What treatment methods are most effective for the various emotional and behavioral disorders?Individual Differences/PersonalityUniqueness and differences of people and the consistencies in behavior across time and situations. |
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Neuroimaging |
Neuroimaging is the use of various techniques to provide pictures of the structures and functions of the living brain. As you read about the following contemporary psychological perspectives, you will see how interconnected these perspectives are, largely due to neuroimaging techniques. |
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Evolutionary psychology |
evolutionary psychology, which supports the idea that the brain and body are products of evolution and that inheritance plays an important role in shaping thought and behavior. This perspective developed from the functionalists’ basic assumption that many human psychological systems, including memory, emotion, and personality, serve key adaptive functions called fitness characteristics |
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Biological psychology |
biological psychology focuses on studying the connections between bodily systems, such as the nervous and endocrine systems, and chemicals, such as hormones, and their relationships to behavior and thought. Biological research on the chemicals produced in the body and brain have helped psychologists to better understand psychological disorders such as depression and anxiety and the effects of stress on hormones and behavior. |
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Cognitive psychology |
Cognitive psychology is the study of how we think, process information, and solve problems, how we learn and remember, and how we acquire and use language. Cognitive psychology is interconnected with other perspectives that study language, problem solving, memory, intelligence, education, human development, social psychology, and clinical psychology. |
