Chapter 2 Flashcards
Three elements of Psychology
Why, How and What
Biological Psychologists
Measures biological, physiological or genetic variables in an attempt to relate them to psychological or behavioural variables
What is behvaiour controlled by
Central Nervous systems
Cognitive Psychologists
Type of Biological Psychologist
Rely on functionalist insights in discussing how affect, or emotion and environment or events interact and result in specific perceptions
They study the human brain in terms of specialized parts, or systems and their exquisitely complex relationships
Frontal Lobe
Known as Motor Cortex. Portion of the brain in involved in Motor skills, higher level of cognition, and expressive language
Occipital Lobe
Visual Cortex
Interprets Visual stimuli and information
Occipital Lobe
Visual Cortex
Interprets Visual stimuli and information
Parietal Lobe
Somasensory Cortex
Portion of brain involved in the processing of other tactile sensory information such as pressure touch and pain
Temporal Lobe
Auditory Cortex. Portion of the brain is involved in the interpretation of the sounds and languages we hear
Psychodynamic Perspective
Proposes that there are psychological forces underlying human behaviour, feelings and emotions
Who originates the Psychodynamic Perspective
Sigmund Freud
Phenomenal
In the moment
Access
Recalls experiences from memory
Levels of awareness
Conscious
Preconscious
Unconscious
Psychoanalysis
Type of analysis that involves attempting to affect behavioural change through having patients talk about their difficulties
Carl Jung
Expanded Freuds Theories
Introduced concepts of archetype, collective unconscious and individuation
Active Imagination
refers to activating our imaginal processes in waking life in order to tap into the unconscious meanings of our symbols (Daydreaming)
Archetypes
Primordial images reflect basic patterns or universal themes common to us all and are present in the unconscious
Example: Children are innocent
Individuation
Unique calling in life each person must fulfill by uniting their conscious and unconscious thoughts
Introvert
Needs privacy and space
Extravert
needs sociability
Thinking Function
Sees cause and effects relations ; cool distant, frank and questioning
Feeling Function
Has a sense of valuing positively or negatively
Sensing function
Orientates toward the body and senses ; detailed, concrete and present
Intuitive
Goes with hunches, impractical
Latent Content
Deep unconscious wishes or fantasies
Manifest Content
Superficial and meaningless
Threat Simulation Theory
Dreams should be seen as an evolutionary (biological) defence mechanism
Dreams allows us to practice respond to threatening events
Expectation Fulfillment Theory
Dreaming serves to discharge emotional arousals that have not been expressed during the day
Activation Synthesis Theory
Dreams don not actually mean anything
It is our neurone randomly firing during sleep
Continual Activation Theory
Dreaming is a result of brain activation and synthesis
Incubation
Concept of sleeping on a proble
Forms of Incubation
Taking a break, sleeping or working on another kind of problems either more challenging or less difficult
Spreading Activation
Problem solvers disengage from the problem solving task, they naturally expose themselves to more information that cab serve to inform the problem - solving process
Selective Forgetting
Once disengaged from the problem solving process, solvers are freer to let go of certain ideas or concepts that may be inhibiting the problem solving process
Problem Restructuring
Problem solvers let go of the initial problem, they are then feed to restructure or reorganize their representation of the problem and thereby capitalize on relevant information not previously noticed
Classical Conditioning
Behaviours shaped by pairing of stimuli
Thorndike’s Theory of Learning
Learning is incremental
Learning occurs automatically
Law of effect
If an assosiation is followed by satisfaction, it will be strengthened, and if it is followed by annoyance, it will be weakened
Law of use
The more of an association is used, the stronger it becomes
Law of disuse
The longer an association is unused, the weaker it becomes
Law of recency
Most recent response is most likely to reoccur
Multiple Response
An animal will try multiple responses (trial and error) if the first response does not lead to a specific state of affairs
Set or Attitude
Animals are predisposed to act in a specific way
Prepotency of elements
A subject can filter out irrelevant aspects of a
problem and focus on and respond to significant elements of a problem.
Response to analogy
Responses from a related or similar context may be used in a new context
Identical elements theory of transfer
The more similar the situations are, the
greater the amount of information that will transfer. Similarly, if the situations
have nothing in common, information learned in one situation will not be of any
value in the other situation.
Associative Shifting
It is possible to shift any response from occurring with
one stimulus to occurring with another stimulus.
Law of readiness
A quality in responses and connections that results in
readiness to act. Behaviour and learning are influenced by the readiness or
unreadiness of responses, as well as by their strength.
Indetifiability
Identification or placement of a situation is a first response of
the nervous system, which can recognize it. Then connections may be made to
one another or to another response, and these connections depend on the
original identification. Therefore, a large amount of learning is made up of
changes in the identifiability of situations.
Availability
The ease of getting a specific response
Radical Behaviourism
Philosophy of the science of behaviour
Humanist Psychology
Holds a hopeful, constructive view of human beings and of their substantial capacity to be self determining
Carl Rogers
Client Centered Therapy
Abraham Maslow
Hierarchy of Needs
Rollo May
Existential Psychotherapy
Fritz Peres
Gesalt therapy
Client Centred Therapy
Relies on clients capacity for self direction, empathy and acceptance to promote clients development
Exsistential Therapy
Counsellor and the client reflect on how the client has answered life questions in the past, but attention ultimately emphasizes the choices to be made in the present and future
Gestalt therapy
Focuses on the skills and techniques that permit an individual to be more aware of their feelings
Focuses on the present
Positive Psychology
Combines emotion and intuition with reason and research
Emphasizes empathetic listening (similar to client centred therapy)
Flow
A state of optimal performance
Cognitive Psychology
the study of mental processes such as attention, memory, perception, language
use, problem solving, creativity, and thinking.
