Psychology

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Wundt's Vision

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For the new discipline included studies of social and cultural influences on human thought

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Wundt & Tichener

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Set up a psychological laboratory of "structuralism", which analyzed the basic elements or the structure of conscious mental experience

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Functionalism

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An early school of psychology that was concerned with hoe humans and animals use mental processes in adapting to their environment

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behaviorism

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the school of psychology founded by Watson that views observable measurable behavior as the appropriate subject matter for psychology and emphasis the key role of environment as a determinant of behavior

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Maslow + Rogers study humanistic psychology

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the school of psychology that focuses on the uniqueness of human beings and their capacity for choice, growth, and psychological health

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cognitive psychology

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The school of psychology that views humans as active participants in their environment, studies mental processes such as memory, problem solving, reasoning, decision making, perception, language, and other forms of cognition

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Evolutionary psychology

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school of psychology that studies how humans have adapted the behaviors required for survival in the face of environmental pressures over the long course of evolution

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Biological psychology

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the school of psychology that looks for links between specific behaviors and equally specific biological processes that often help explain individual differences

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Neuroscience

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An interdisciplinary field that combines the work of psychologists, biologists, biochemists, medical researchers, and others in the study of the structure and function of the nervous system

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Pseudoscience

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the distortion of theories and/or research for the purpose of supporting some kind of claim

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Maturation

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Each infants own genetically determined, biological pattern of development.

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4 Stages of Piagets Cognitive Development

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Sensorimotor 0-2

Preoperational 2-7

Concrete Operations 7-11

Formal Operations 12+

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Sensorimotor 0-2

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Infants experience the world through their senses, actions and body movements.At the end of this stage, toddlers develop the concept of object permanence and can mentally represent objects in their absence.

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Preoperational 2-6

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Children are able to represent objects and events mentally with words and images. they can engage in imaginary play(pretend), using one object to represent another. Their thinking is dominated by their perceptions, and they are unable to consider more than one dimension of an object at the same time (centration) Their thinking is egocentric, that is, they fail to consider the perspective of others.

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Concrete operations 6-11

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Children at this stage become able to think logically in concrete situations. They acquire the concepts of conversation and reversibility, can order objects in a series, and can classify them according to multiple dimensions.

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Formal Operations

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At this stage, adolescents learn to think logically in abstract situations, learn to test hypothesis systematically and become interested int he world of ideas. Not all people attain full formal operational thinking.

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Ivan Pavlov's Contribution to Psychology

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conducted a study of salivary response in dogs where he discovered Classical Conditioning

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Myelination

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the development of myelin shards around axions, begins prior to birth but continues well into adulthood

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Classical conditioning

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a type of learning through which an organism learns to associate one stimulus to another

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Unconditioned Stimulus

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a stimulus that elicits a specific unconditioned response without prior learning

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Conditioned Stimulus

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A neutral stimulus that after repeated pairing with an unconditioned stimulus, becomes associated with it and elicits a conditioned response.

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Operant Conditioning

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a type of learning in which the frequency of a voluntary behavior changes because of the consequences that the behavior produces

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B.F Skinners contribution to Psychology

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suggested that behavior change or learning often results form operant conditioning; lab rats were rewarded each time they pressed the lever

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4 factors that influence classical conditioning

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1. How reliable the conditioned stimulus predicts the unconditioned stimulus

2. The number of pairings of the conditioned stimulus and the unconditioned stimulus

3. The intensity of the unconditioned stimulus

4. The amount of time that elapses between the conditioned stimulus and the unconditioned stimulus.