Download History and Approaches History Hippocrates

History and Approaches History Hippocrates • the mind resides in the brain • not a physical part of us (mind-­‐body dualism) Plato • agreed with dualism • believed that our essence is inborn Aristotle • advocated monism—the mind is part of our anatomy • our essence is determined through observation and experience Rene Descartes • supported dualism • “I think, therefore I am.” • our knowledge is innate John Locke • supported monism • man is a tabula rasa—a blank slate • observation and experience make the individual School of Structuralism introspection (Wilhelm Wundt) • subjects accurately recording their cognitive reactions to simple stimuli and behaviors structuralism (Wilhelm Wundt) • the idea that we could break down mental processes into separate structures and understand these through introspection G. Stanley Hall • known as the father of developmental psychology • one of the founders of the American Psychological Association • influenced by Darwin’s theory of evolution • one of the first to conduct empirical research on children • conducted hundreds of surveys on children’s views and opinions • he compiled them by age Edward Titchener • the goal of structuralism is to break down consciousness into specific mental structures • used the method of introspection • subjects report on their own conscious experiences • functionalism, behaviorism and Gestalt psychology are all reactions to Tichener’s structuralism Margaret Floy Washburn • first woman to earn a Ph.D. in psychology • published The Animal Mind: A Textbook of Comparative Psychology • focused on animal behavior as well as consciousness and higher mental processes School of Functionalism William James • helped form functionalism • functionalism believes the mind learns to adapt to the environment • determined a link between physiology and emotional experience • John Dewey • another proponent of functionalism • thought that the individual should be studied as a whole in how it functioned to adapt to the environment Mary Whiton Calkins • studied the concept of self and determined it was “a totality, a one of many characters…a unique being in the sense that I am I and you are you…” • ultimately could not define the self • first female president of the American Psychological Association Behavioral Approach behavioral perspective (John Watson, BF Skinner, Ivan Pavlov) • psychologists can only look at behavior and causes of behavior John Watson • an early founder of behaviorism • known for his aversive conditioning experiments on Little Albert • Behavioral Approach B.F. Skinner • known for operant conditioning Ivan Pavlov • another early behaviorist • known for his experimentation on salivation in dogs and determining the components of classical conditioning Edward Thorndike • a functional theorist—studied the function of the mind in adapting to the surrounding world • also considered an early behaviorist—looking objectively at the behavior of organisms without inferring any cognitive connections • known for the Law of Effect Robert Rescorla • known for contingency theory • stimuli in classical conditioning are contingent on one another Psychodynamic/Psychoanalytic Approach psychodynamic/psychoanalytic perspective (Sigmund Freud) • the unconscious mind determines, in part, how we think and behave Sigmund Freud • used clinical collection of data through case studies rather than observation or research settings • focused on the importance of unconscious conflicts in the development of the individual and his or her personality • known for psychosexual development that revolves around the libido Carl Jung • founded analytical psychology Alfred Adler • believed individuals strive to overcome an inferiority complex Karen Horney • believed anxiety can translate into neurotic trends Heinz Kohut • developed self psychology Humanistic Approach humanistic perspective (Abraham Maslow, Carl Rogers) • we choose most of our behaviors based on free will and individual choice guided by emotional, physiological and spiritual needs Abraham Maslow • determined a hierarchy of needs (Maslow’s pyramid) • the top level is self-­‐actualization Biological Approach biological perspective • behaviors and cognitions are caused by a combination of genes, hormones and neurostransmitters Pierre Flourens • determined that various parts of the brain controlled specific functions • Paul Broca • determined that brain lesions cause specific functional impairments • a patient with damage to his left hemisphere was impaired in language production • known for Broca’s area Evolutionary Approach • evolutionary perspective (sociobiology, Charles Darwin) • natural selection determines traits that are advantageous for survival and passed on genetically to future generations Charles Darwin • a functionalist concerned with how the mind helped the individual adapt to the environment • kept a baby biography • these were observations, ruminations and detailed information on physical and psychological development • stimulated study into individual differences in seeing, hearing and problem solving Cognitive Approach cognitive perspective (Jean Piaget) • human thought and behavior is based on how we interpret, process, judge and remember information, including metacognition Jean Piaget • determined four stages of cognitive development • influenced the field of cognitive structuralism • individuals are active participants in their world and construct their knowledge of it through this interaction Socio-­‐Cultural Approach socio-­‐cultural perspective • culture influences the way in individual thinks and acts, called reciprocal determinism Albert Bandura • known for social learning theory • proposed that learning occurs through imitation and modeling Bruce Biddle • known for role theory • people are aware of their social roles and their observable behavior can be attributed to adopting those roles Social Psychology Solomon Asch • conformity experiment in which confederates incorrectly reported the length of line Stanley Milgram • obedience experiment in which subjects shocked another subject in a separate room • motivated by an understanding of obedience by Nazi officers during the Holocaust Gestalt Approach Gestalt perspective (Max Wertheimer) • the idea that human thought and behavior could not be divided into discrete structures Max Wertheimer • a Gestalt psychologist who believed that analyzing an individual’s experiences in parts is not a valid way to study conscious processing • determined the phi phenomenon—when lights appear to move in a direction based on how they are flashed (e.g. some Christmas lights or theater marquees) Eclectic Approach eclecticism • drawing psychological conclusions from a variety of perspectives Domains biological domain—studying the physical basis for animal and human behavior clinical domain—branch concerned with the assessment and treatment of psychology disorders cognitive domain—examining the thinking processes involved in decision making and behavior counseling psychology—specialty to focuses on facilitating personal and interpersonal functioning throughout the life span developmental domain—studying the biological, cognitive, social and emotional development from conception through the life span educational domain—the study of children in an educational setting along with an examination of learning methods and cognitive development experimental domain—pursues the scientific investigation of psychological processes in controlled or natural settings human factors—concerned with a variety of human factors including ergonomics, product design, human error, human capability, and workplace safety industrial/organizations (I/O) domain—a study of the applications of psychological principles to the workplace personality—the study of the development of personality and major/minor traits the define personality psychometrics—concerned with psychological measurement of performance, aptitude, attitudes and personality traits social psychological domain—an examination of the origins and effects of social interactions AP Check AP students in psychology should be able to do the following: • Recognize how philosophical perspectives shaped the development of psychological thought. • Describe and compare different theoretical approaches in explaining behaviorism, structuralism, functionalism and behaviorism in the early years; Gestalt, psychoanalytic/psychodynamic and humanism emerging later; evolutionary, biological and cognitive as more contemporary approaches • Recognize the strengths and limitations of applying theories to explain behavior. • Distinguish the different domains in psychology: biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial-­‐organizational, personality, psychometric and social • Identify the major historical figures in psychology (e.g. Mary Whiton Calkins, Charles Darwin, Dorothea Dix, Sigmund Freud, G. Stanley Hall, William James, Ivan Pavlov, Jean Piaget, Carl Rogers, BF Skinner, Margaret Floy Washburn, John B. Watson, Wilhelm Wundt).