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Schools of Psychology and Founders Psychology The scientific study of behavior and mental processes Wilhelm Wundt Father of Psychology Made first psychology lab Structuralism Wilhelm Wundt Edward Titchener Break down mental processes into basic parts Introspection- basic elements of consciousness Considered too subjective- lack of reliability Internal- cannot be accurately measured Functionalism William James What is the purpose of the behavior? How does the mental and behavioral process function? How do they adapt to allow survival? Looked at Charles Darwin Natural selection- inherit traits that contribute to reproduction and survival- passed to future generations Nature/Nurture- contributions that genes and experiences have on development of a person’s psychological traits and behaviors Psychoanalytic Psychology Sigmund Freud Unconscious- information of which we are unaware Free association- exploring unconscious in which a person relaxes and says whatever comes to mind Our personality comes from our efforts to resolve basic conflicts between impulses and restraint Id Unconscious Wants to satisfy basic drives and needs to survive, reproduce Operates on pleasure principle Needs immediate and instant gratification Newborn crying, person with an addiction Ego Young child responds to real world Reality Principle Want to gratify id’s impulses in realistic ways that will bring long term pleasure Superego Moral compass Conscience Forces ego to consider the real and ideal Focuses on how we should behave Wants perfection- can show pride, guilt Freud felt children go through psychosexual stages Early childhood relations (especially with parents) influence our developing identity and personality Oral: 0-18 months, mouth Anal: 18-36 months, bowel/bladder control Phallic: 3-6 years, focus on genitals Latency: 6-Puberty, dormant sexual feelings Genital: Puberty on, sexual interests Oedipus Complex- Freud felt boys have sexual desires for mother- feels jealousy towards father Electra- Girls version Gender Identity- sense of being male, female Conflicts unresolved during an earlier stage could surface as some type of behavior- there could be a conflict and then you fixate Overindulged/deprived- you might fixate on oral stage, etc (excessive eating, smoking) Defense mechanism- tactic to reduce anxiety Repression- banish feelings that cause anxiety Unconscious slips through at times “Freudian Slip” Alfred Adler Childhood social not sexual tensions are crucial for personality formation Our behavior is driven by efforts to conquer childhood inferiority feelings that trigger our striving for superiority and power Karen Horneye Childhood anxiety- desire for love and security Tried to counter Freud’s view that women have “penis envy” Carl Jung Collective unconscious- shared, inherited memory, can be spiritual Behaviorism How organisms learn to modify their behavior based on their responses to events in the environment Ivan Pavlov Used Classical Conditioning How organisms respond to stimuli in their environment Put food in dog’s mouth- caused animal to salivate Dog started to salivate at sight of food, food dish, person with the food, footsteps Anticipation of food had dog salivating Connected tone/buzzer prior to presentation of food- tone started to cause dog to salivate Natural reflex to salivate when food is put in the mouth Unconditioned Response- Drooling (UR) Unconditioned Stimulus- Food (US) Conditioned Response- Salivate to tone (CR) Neutral Stimulus- Tone (originally) (NS) Conditioned Stimulus- Tone eventually (CS) Conditioned- learned Unconditioned- unlearned Generalization- response similar to stimuli similar to CS John Watson Human emotions and behaviors are a bunch of conditioned responses Fears can be conditioned “Little Albert” feared loud noises, but not white rats Presented white rate and when Albert reached out they struck a hammer against a steel bar behind Albert’s head- made a painful loud noise After 7 repeats, Albert would cry when he saw the rat Generalized fear to sight of a rabbit, dog Operant Conditioning Behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher Person connects own actions with consequences B.F. Skinner Law of Effect- rewarded behavior is likely to recur (Edward Thorndike developed this concept) Punished behavior is less likely to recur Skinner box- operant chamber- animal can manipulate a bar or key to get water or food Reinforcement- any event that strengthens a response- praise, attention, paycheck Shaping- gradually guiding the actions toward desired behavior Positive Reinforcement- strengthens response by presenting a typically pleasurable stimulus after a response Negative Reinforcement- strengthens response by reducing or removing something negative- this is NOT punishment- it removes a punishing event it provides relief Observational Albert Bandura Tied between Behaviorism and Cognitive Theories Agreed with Classical and Operant Conditioning Added that our behavior is also learned from our environment- through observation Modeling Parents, characters on TV, friends, teachers Behavior to imitate- masculine, feminine More likely to imitate behavior modeled by person of the same sex If child imitates behavior and if it is rewarded, most likely child will repeat behavior If child observes another person doing the behavior and they are rewarded, they will also imitate the behavior (vicarious reinforcement) Bobo Doll Experiment Preschool child drawing Adult in the room builds with Tinker toys Child watches Adult gets up and for ten minutes- pounds, kicks, throws an inflated “Bobo” doll- yelling at same time Child is taken to another room- many nice toys, but the child is told those toys are for other kids Child is taken to yet another room, with an inflated Bobo doll and a few other toys Child acts aggressively towards the Bobo doll Developmental Psychology Studies physical, cognitive, and social change through life span Cognitive Jean Piaget: Child’s mind is not a miniature model of an adult Children reason differently than adults Child’s mind develops through a series of stages (4) Schema- concept that organizes information (“cats”) Assimilation- interpret new experiences in terms of existing schemas Accommodate- adapt our current understanding to add new info Stage 1: Sensorimotor Birth to 2 Senses and actions- looking, hearing, touching, mouthing Young babies- live in the present- out of sight, out of mind Before 6 months old- lack object permanence (unaware that an object continues to exist even when not seen) 8 months- memory for things no longer seen Stage 2: Preoperational Up until about 6 or 7 Words and images- but cannot mentally reverse an action Egocentric- cannot perceive things from another’s point of view Curse of knowledge- assume that what is in your head is also in someone else’s head Stage 3: Concrete Operational About age 7-11 Change in form does not mean change in quantity Pour water into tall glass, or short wide glass Thinks logically Stage 4: Formal Operational 12-adulthood Abstract thinking If this, then that Hypotheticals, reasoning Humanism Why people strive for self determination and self realization Abraham Maslow and Carl Rogers Abraham Maslow Self actualization Hierarchy of Needs We keep trying to eventually get to fulfilling our potential, purpose Felt people who are healthy and creative are self aware, self accepting, open spontaneous, loving, caring, secure in who they are, have a few deep relationships, and not many superficial ones- and have usually had a spiritual or personal peak experience Carl Rogers Person Centered People are basically good Self Concept- all of the thoughts and feelings we have in response to “Who Am I” if positive, we act and see world positively, if negative, we feel dissatisfied Growth requires 3 conditions Genuineness- they are open with their own feelings, drop facades Acceptance- unconditional positive regard, attitude of grace, drop pretenses, confess our worst feelings Empathy- share and mirror other’s feelings and reflect their meanings Sociocultural Psychology Lev Vygotsky Child’s mind grows through interaction with social environment Language provides the building blocks for thinking Interaction between people and culture help develop child’s mind Development in a Western culture might be different than in an Eastern culture Beliefs, values, norms- culture teaches us behavior Biological Psychology Psychobiologists: Study how physical and chemical changes in our bodies influence our behavior Gestalt Psychology Max Wertheimer, Kurt Koffka, Wolfgang Kohler How we see “whole patterns” Gestalt- German word for “form” or “whole” Individual elements of what we look at all go together Our minds fill in missing information- whole is greater than sum of parts