Changes in Definition of Psychology I o Early definitions until 1920s Cl Psychology = science of mental life Cl Wundt - 1979 establishment of lst psychology laboratory o Watson, Skinner: Behaviorism: 1920s-1 960s Cl Psychology = objective science that studies behavior without reference to menta I processes o Freud: Psychodynamic Psychology Cl Psychology = emphasis on unconscious thought processes and emotional responses to childhood experiences Changes in Definition of Psychology II o Rogers, Maslow: Humanistic Psychology: Cl Psychology = emphasis on growth potential of healthy people o Cognitive Psychology: Cl Psychology = scientific exploration of how information is perceived, processed and remembered o Cognitive Neuroscience : Cl Psychology = scientific exploration of brain activity underlying mental activity What is psychology for you? Put keyboards on board What would you like to learn in this class? What does “science” mean? Inquiry that is based on collecting Observable (measurable) evidence; Not just to believe in “common sense” Psychology is a science: doesn’t just use common sense to explain Behavior, but use scientific method Psychol ogy as Science Theories Example: Sleep boosts memory. confirm,reject , or revise Researchand observations Example: Give study material to people before (a) an ample night's sleep, or (b) a shortened night's sleep, then test memory. lead to Hypotheses Example: When sleep deprived,people remember less from the day before. Before discussing/showing any of the perspectives, ask why a person is depressed or angry: what could be possible reasons? Tie this into the perspectives Table p. 4 - Neuroscience: How the body and brain enable emotions, memories, and sensory experiences: biology - Evolutionary: How the natural selection of traits has promoted the survival of genes: biology - Behavior genetics: How our genes and our environment influence our individual differences: biology and environment - Psychodynamic: How behavior springs from unconscious drives and conflicts: unconscious mind - Behavioral: How we learn observable responses: environment - Cognitive: How we encode, process, store, and retrieve information: thinking - Social-cultural: How behavior and thinking vary across situations and cultures - Humanistic [not as current perspective in book]: emphasizes the growth potential of healthy people Psychodynamic perspective: Metaphors include an iceberg, with its different levels of consciousness; a set of forces engaged in a battle or war; or any number of other metaphors in which students represent a dynamic conflict among forces (e.g., conscious and unconscious; id, ego, and superego) that results in the theorized defense mechanisms. Behaviorist perspective: The classic metaphor is to represent the human mind as a “black box.” The opaque color “black” is meant to represent the notion that we cannot peer directly inside the mind to see objects of thought or mental activity (e.g., we cannot look inside a brain and literally “see” a memory with all its vivid details, or a piece of information and its exact form and content). We know that the mind “does” certain things, but its activities and contents cannot be directly observed. Thus, mental activities per se are not open to empirical investigation in the behaviorist perspective. However, what can be observed are the “inputs” to the box (the experiences, stimuli, and so on), as well as its “outputs” (resulting behaviors, overt reactions, words, and so on). Objective empirical observations of the inputs and outputs allow us to draw conclusions about how they are related without having to characterize what is “stored” or “worked on” inside the box itself. There are other metaphors, too, that students can use so long as they involve identify using opaque objects or locations. Cognitive perspective: Metaphors related to computers are relatively easy to explain (e.g., hardware versus software). Other types of machinery are also appropriate to capture the concepts of information processing (e.g., selection, input, storage, manipulation, use of information). Evolutionary perspective: Competing behavior patterns can be represented as competitors in a race for survival, metaphors that make use of the concept of successful adaptation. To foster students’ understanding of psychology’s current perspectives, provide them some practice in applying the perspectives to a behavior other than anger. In small groups of, say, four or five students each, have them identify a behavior pattern they find interesting. Randy Larsen and David Buss suggest using personality characteristics such as procrastination, narcissism, and perfectionism, although any behavior pattern that catches the group’s interest will work. Have them prepare seven sentences about the characteristic, one to represent each of psychology’s current perspectives: neuroscience, evolutionary, behavior genetics, psychodynamic, behavioral, cognitive, and socialcultural. Each sentence should make a statement or raise a question about the behavior pattern from a given perspective. Give the groups 15 or 20 minutes for the task, then have them describe their chosen behavior pattern and list their statements for the full class. Biological: exploring the links between brain and mind Developmental: study the changes (physical, cognitive, social, and emotional) that occur across the life span Clinical: help people with psychological disorders adjust to The demands of life Counseling: use interviews and tests to define their clients’ Problems, their clients typically have adjustment problems but Not serious psychological disorders School: help school systems identify and assist students who have Problems that interfere with learning Educational: research theoretical issues related to learning, Measurement, and child development Personality: identify and measure human traits and determine Influences on human thought processes, feelings, and behavior Social: are concerned with the nature and causes of individuals’ Thoughts, feelings, and behavior in social situations; how we are Influenced by people around us Environmental: study the ways in which people and the Environment influence one another (e.g. influence of temperature Or noise on learning in school) Planning spaces: environmental psychologists are asked to consult On the design of offices, they will suggest use of aquariums to Help reduce stress that is created when many employees work in Close quarters Cognitive: experimenting with how we perceive, think, and solve problems Industrial: focus on the relationships between people and work Organizational: study the behavior of people in organizations Such as businesses Consumer: study the behavior of shoppers in an effort to predict And influence their behavior Health: examine ways in which behavior and attitudes are related To physical health Sport: help athletes concentrate on their performance and not on The crowd, etc. Forensic: apply psychology to the criminal justice system Cognitive psychologists’ research on the quirks of human memory Has led to revised guidelines for police and prosecutors. These Guidelines warn that asking witnesses leading questions (e.g., “Do you remember a gun?”) can distort their memories, that false Accusations are less likely if witnesses are told that the real criminal might not be in a lineup or in a group of photos, and that No one in a lineup should stand out from all the others Some functions: - Competency evaluations - Sentencing recommendations - Evaluations of the risk of reoffending - Testimony as an expert witness - Child custody evaluations Human factors: make technical systems such as car dashboards And computer keyboards more user-friendly Improving bas designs: e.g. user-unfriendly fuel pumps where It is difficult to find information Head/eye tracking apparatus Air traffic control Four Big Ideas o Critical thinking o Bio-psycho-social approach o Two-track mind o Human strengths Critical Thinking ................................. o How do we know that? o Who benefits from this? o Is the conclusion based on guesswork and gut feelings, or on evidence? o How do we know one event caused the other? o How else could we explain things? Bi opsychosocia l A pproach Psychological influences: • learned fears and otherlearned expectations • emotional responses • cognitive processingand perceptual interpretations Biological influences: • genetic predispositions (genetically influenced traits) • genetic mutations • natural selection of adaptive traits and behaviors passed down through generations • genes respondingto the environment • Behavior or mental process t Social-cultural influences : • presence of others • cultural,societal,and family expectations • peer and other group influences • compelling models (such as inthe media) Much of thinking, feeling, sensing, and acting operates outside awareness The brain works on two tracks through dual processing: - Conscious mind - Unconscious mind Dual processing = principle that, at the same time, our mind processes information on separate conscious und unconscious tracks. • Positive emotions, such as satisfaction with the past, happiness with the present, and optimism about the future. • Positive character traits, such as creativity, courage, compassion, integrity, selfcontrol, leadership, wisdom, and spirituality. • Current research examines the roots and fruits of such qualities, sometimes by studying the lives of individuals who offer striking examples. • Positive institutions, such as healthy families, supportive neighborhoods, effective schools, and socially responsible media. • Positive psychology • Supports research on human flourishing • • Focuses on building a “good life” that engages skills and a meaningful life beyond self Suggests that happiness is by-product of pleasant, engaged, and meaningful life Homework for Week 2 ................................. o Read from Chapter l the following sections BEFORE class: D 1-1 D 1-2 D 1-3 D 1-6 D 1-7 D 1-8 D 1-9 D 1-1 1 D 1-12 D 1-13 o Complete Worksheet l BEFORE class o Complete Quiz l on modules l and 2 at the beginning of class