The Input From Brain Research And Evolution Theory

Question 1

Würzburger Schule

Answer 1

Systematic experimental introspection to study higher mental processes - add up 2 figures and can ask how it works - can report these higher level processes
Ausfragen method - deals with process between question and answer
Thoughts consist of: conscious images, image less-subconscious-events (don’t always know how to come to conclusions)
When comparing weights it is possible to make corrects judgements but not possible to describe how judgement is reached - Karl Marbe

Question 2

Würzburger Schule

Answer 2

Associations can only explain free association (not all thoughts within laws of association), not directed association - where truth or falsehood are possible, only latter important to study reality
Mental set/acts/functions more important than mental atoms
More important what mind does than what’s in it - processes important eg. Process of addition not numbers adding up

Question 3

Gestalt Psychology

Answer 3

In our experience consciousness not made up of atomic elements
No one-to-one correspondence between sensation and physiology
Perception of motion is real - no objective motion - brain imposes stimulation = subjective
Gestalt principles = common, fate, similarity etc

Question 4

Phrenology

Answer 4

Brain dissection methodically - find different brain structures
Bumps on skills correspond to faculties - larger brain area
Faculties inborn
Brains divided into 27 separate ‘organs’ - 19 shared with other species - eg. Memory
‘Organ of religion’ - evidence god exists - only humans
Led to research of localisation

Question 5

Phrenology

Answer 5

Phrenology became big
Faculty psychology - studies of brain eg. Broca’s area, Wernicke’s area
Measurement of cranial capacities

Question 6

Darwin

Answer 6

Variation and selection
Consequences for psychology:
Continuity animal - human
Instinct
Function of cognitive/social abilities and behaviour
Measurement of mental fitness/individual differences (important for survival)
Application of knowledge for social engineering

Question 7

Galton

Answer 7

Testing at anthropometric lab at world exhibition where participants paid to be tested - large sample size - height and weight of boys, character of school children, ‘fidgeting’ etc
First questionnaire, normal distribution, variance, standard deviation, correlation etc

Question 8

Eugenics

Answer 8

Important for society to check upon reproduction of ‘unfit’ individuals - mentally defective people should be sterilised
Sterilisation of immigrants

Question 9

Functional psychology

Answer 9

Looking at way mind functions

Forgetting curve - relation between time passed and things remembered - can intervene and improve memory

Question 10

Chapter 4

What is introspection?

Answer 10

Based on belief people have conscious access to their mental processes and can report them
Claimed experimental self-observation was a valid scientific method to get info about the contents of consciousness - internal perception wasn’t

Question 11

Chapter 4

What is the historical method?

Answer 11

Introduced by Wundt - studying the human mind by investigating products of human cultures - investigate ‘higher’ functions of mind - mental differences revealed by different cultures

Question 12

Chapter 4

What is Titchener’s structuralism?

Answer 12

Via introspection tried to discover the structure of the human mind - tried to discern which sensation elements formed basics of knowledge and how associated with one another

Question 13

Chapter 4

What did Freud bring to the changes in treatment of mental disorders?

Answer 13

Treating mental health problems through conversations with therapists
Convinced symptoms due to repressed sexual childhood experience - alleviated by painful process of bringing unconscious memories into conscious and releasing from emotional energy
Psychoanalysis = first framework for treatment of nervous disorders

Question 14

Chapter 6

Roles of heart and soul in Greece

Answer 14

Plato - 3 parts: highest = reasoning in brain, middle = sensation in heart, lowest = appetite/pleasure in liver
Aristotle - heart = seat of soul - heart and brain formed functional unit

Question 15

Chapter 6

5 breakthroughs in 19th century

1. Discovery of cerebrospinal axis

Answer 15

Realised body vegetative when cerebral hemispheres removed/disconnected from structures at top of spinal cord

Question 16

Chapter 6

2. Breakthrough growing focus on reflexes

Answer 16

Reflex arc - describe processes underlaying reflexes - signal picked up by sensory receptors, transmitted to spinal cord, transferred to internet tons = active motor neurone - send motor command and initiate withdrawal movement
2 types of nerves - one carries info from senses to spinal cord and brain, other carries motor info from brain and spinal cord to muscles
Reflexes = basal units from which remaining nervous functions evolved

Question 17

Chapter 6

3. Breakthrough localisation of brain functions

Answer 17

Brain equipotentiality theory = brain functions as whole with all parts having equal significance - increasing investigation that this wrong and replaced but localisation theory = different parts of brain specific for different functions

Question 18

Chapter 6

4. Breakthrough discovery of nerve cells

Answer 18

Availability of better microscopes - researchers able to conclude brain composed of minute ‘globules’ - grey matter consisted of billions of cells

Question 19

Chapter 6

5. Breakthrough disentangling communication in the nervous system

Answer 19

Individual neurone instead of continuous network - communicated with each other without being attached to one another
Electricity within neurone
Synapse = communication

Question 20

Chapter 6

Start of neuropsychology

Answer 20

Psychologists involved in studying behavioural consequences of brain injury = neuropsychologists -> new link between psychologists and medical world