Psychology Defined •Behaviorist Perspective

Chapter One

Psychology Defined

•The scientific investigation of mental processes and

behavior

–Reflects the influences of:

4 Goals of Psychology
•Cognitive Perspective

•Describe:

•Understand and explain:

•Evolutionary Perspective
•Predict:

•Control:
Major Psychological Perspectives

•Biological Perspective •Humanistic Perspective

–Localization of function

•Phineas Gage

•Feminist Perspective

•Psychodynamic Perspective

•Sociocultural Perspective
 •Experimental:

•China One Child Policy

•Physiological:

•Gestalt Perspective

•Cognitive:
Seven Areas of Research Study

•Developmental: •Personality:

•Psychometric:
Applied Psychology

•Social:
•Clinical:

•Counseling:

•Social Behavior
•School/Educational:

•Industrial/Organizational:
 •Hypothesis:
7 Organizing Themes for Psychology

•Empirical •Variable:

•Theoretically Diverse –Continuous Variable:

•Sociohistorical Context: –Categorical Variable:

•Determined by multiple causes •Operationalize Definitions:

•Shaped by cultural heritage

Research Methods in Five Easy Steps

•Interaction of heredity and environment
Measurement Issues in Research

•Experiences are subjective

•Validity:

Psychological Research

What do you believe? •Reliability:

Data Collection Techniques
•Theory:
•Direct Observation

•Questionnaires
•Interviews •Extraneous Variable:

•Psychological Tests

•Physiological Recordings
•Confounding of Variables:
•Examination of Historical Records
Various Types of Psychological Research

Experimental Method

•Placebo Effect:

•Subjects: •Demand Characteristics:

•Sampling bias: •Social Desirability:

•Generalizability:

•Experimental group: •Response Set:

•Experimenter Bias:
•Control group:

•Single-blind Study:
 Statistical Relationships

•Mean:
•Double-blind Study:
Descriptive and Correlational Studies •Median:

•Mode
Case Studies

•Standard Deviation:
Naturalistic Observation

•Ethics in Research

Guideline 1:
Survey Method

•Correlational Studies
Guideline 2:

•Scale of –1 to +1

•-1:

•+1:

•0: Guideline 3:
 •Neurons:
Guideline 4:

•Sensory or Afferent Neurons:

Guideline 5 (6):

Animals in Research

The Brain in Two Parts: How it Works and What it

Does •Motor or Efferent Neurons:
The Nervous System

•The Body’s electrochemical communication system

•Interneurons:

•Divided into two parts: How it All Works: Neurons in Action

The Central Nervous System

•Glial cells:
The Peripheral Nervous System The Structure of A Neuron

•Dendrites:

Neurons
•Cell body/soma:
•Axons:
•The synaptic vessicles:

•Terminal buttons:

•Myelin sheath:
•Absolute refractory period:
Chemical Messengers

•Neurotransmitters:

•Synapses:
•Receptor Sites:

•Increased knowledge about the interaction between

the brain and experiences

•Long-term studies:

Excitatory or Inhibitory Neurotransmitters

Communication of Neurons

•Excitatory:
•Resting potential:

•Inhibitory:
•Action potential: Well-Known Neurotransmitters
•Serotonin:
–Adrenal hormones:

•Dopamine: –Epinephrine and norepinephrine:

•Dopamine •Gonadatropins/Sex Hormones:

–Androgens:

–Estrogens:

•Acetylcholine:
•Both impact brain functioning/ early development
The Peripheral Nervous System

•Norepinephrine: •Two primary systems

–Somatic Nervous System

•GABA (gamma amino butyric acid):

Endorphins •The Autonomic Nervous System
Hormones

•Chemical messengers :

•A few of particular interest:

–Melatonin: •Sympathetic Nervous System:

•Parasympathetic Nervous System: •PET scans:

•MRI:

•The Central Nervous System: The Brain and the

Spinal Cord
•FMRI: (Functional MRI):
The Brain Part Two

• Different Ways to Learn about the brain and what it

does… The Brain:

The Hindbrain, Midbrain and Forebrain

•Study the disease process

The HINDBRAIN
•Lesion method:

•Medulla:

•Electrode Method (EEG):

•Pons:

•CT scans:
•Cerebellum: •Hypothalamus:

•Hindbrain •Thalamus

The MIDBRAIN •Pituitary Gland:

•Reticular Formation:

•Limbic System:

•Amygdala:

•Tectum:

•Hippocampus:

•Tegmentum:
•Limbic System

The FOREBRAIN

•The Cerebrum:
•Thalamus:

•Corpus Callosum
•Right hemisphere : •Parietal Lobe

•Left hemisphere:
•Temporal Lobe:

•Lobes:

•Wernicke’s area:

•Temporal Lobe

•Frontal Lobe:
•Occipital Lobe:

•Broca’s area:
•Occipital lobe

•Frontal lobe

•Parietal Lobe:

•Prefrontal lobe:
 •Behavioral Genetics:
Dominance of the Brain

•Left Brain Dominance:

•Chromosomes:
•Right Brain Dominance:
The Split Brain

•Split brain surgery : •Sperm and egg each have 23 chromosomes; they
form a zygote which contains 46 chromosomes or 23
pairs

•Much split-brain research done by Gazzinaga, •Homozygous Genes:

Sperry and Bogen

•Heterozygous Genes:
•Images sent to the right or left visual fields.

•Dominant genes:
•Right visual field = left hemisphere

•Left visual field = right hemisphere

•Recessive genes:

•Each child has a 50% chance of inheriting a trait

•Sperry Research from each parent. Thus the genetic relatedness of
parent to child is 50%

•Brain Plasticity
Heredity and Behavior
•Genotype:

•Phenotype: •Stimulus Detection:

•Polygenic inheritance: •Absolute Threshold:

Absolute Threshold

Sense Modality Absolute Threshold

•Multifactorial Transmission:
Twin Studies
vision candle flame @ 30 miles on a clear
•1 in 50 born are twins night

•Researchers compare similarities and differences hearing watch ticking @ 20 feet in a quiet
between identical/fraternal twins room

taste 1 tsp sugar in 2 gallons of

•Look at adoption studies of twins reared apart and H20
assess the influence of heredity
smell 1 drop of perfume in 6(3)
room apt

Sensation and Perception touch wing of bee on cheek dropped

from 1 cm

•Sensation:

•Weber’s Law:

•Perception:
•Just noticeable difference:
•Sensory adaptation (habituation): •The lens:
Sensory Systems: Vision

•The normal stimulus for vision is electromagnetic •Visual System Demonstration

energy or light waves

•Light waves are measured in nanometers

•Rods:
•Our visual system is sensitive to wavelengths
extending from ~700 nanometers (red) to ~ 400
nanometers (blue-violet)

•ROY G BIV: (higher to lower wave lengths)

•Cones:
The Human Eye

•Cornea:
•Rods and cones translate light waves into nerve
impulses which pass through the retina.

•Pupil:
•These impulses pass through the optic disk and carry
visual information to the brain

•Iris:
•They pass through the optic chiasm : where the
optic nerves from each eye cross over and pass
information to the opposite side of the brain.
•Infants are born with a functional/intact visual
system; visual accommodation is not as well
developed.

Sensory Systems: Hearing

•Audition:
•Color Vision

•Frequency:
•Hue:

•Pitch:
•Saturation:

•Amplitude:
•Trichromatic Theory:

•Timbre:

The Ear

•Auditory canal:
•Opponent Process Theory:

•Ear Drum:
•Dual Process theory:
•This leads to the middle ear. When the eardrum
vibrates it sets in motion the hammer, anvil and
stirrups which amplify the sound waves >30 times •Olfactory Receptors:

•Cochlea: •Pheremones:
Sensory Systems: Taste

•Four basic qualities of taste:

•The basilar membrane holds the auditory receptors

•Frequency Theory:

•Taste receptors:

•Place Theory:

•Humans:

•Development of hearing: •Taste buds:

•Newborns prefer:

•Newborns have been shown to respond differentially •Taste preferences:

to familiar voices and music

Sensory Systems: Smell

•Nutrition and Kids
Sensory Systems: Touch •Ames Room Illusion

•Tactile sensation:
•Ames Room Explained

•Temperature:
•http://skytopia.com/project/illusion/illusion.html

•Pain tolerance:
www.michaelbach/de/ot

•Kinesthetics:

•Vestibular:
www.illusionworks.com
Visual Illusions

•Most visual illusions occur because of perceptual

constancies which usually help us perceive more http.//psychlab/hanover.edu/classes/sensation/
accurately
Key Terms in Perception

•Perceptual Schemas:

•Form Perception:
Gestalt Principles of Perception
 •Consciousness: The awareness of internal and
external stimuli
•Perceptual Constancy:

•Various kinds of awareness:

•Perceptual Set:

Subliminal Perception
•Size Constancy:
•Subliminal Perception:

•Depth Perception
•James Vicary and “Drink Coke and Eat Popcorn”

•Krosnick study:
•Visual Cliff Experiments: Do we develop depth
perception or are we born with it?

•Freud and Consciousness

•Three Levels of Consciousness

–Conscious:
•Binocular Disparity:
Cross-Cultural Influences
–Preconscious:
•Ba Mbuti Pygmies

–Unconscious:
•Gregory and Gombrich study of North Americans, Circadian Cycles
Europeans and East African
Sleeping and Dreaming
Consciousness Part One
•Functions of Sleep
 •By age 3-5 it

Sleep Deprivation
•Hardwired:

•Sleep Labs
•Adolescents have another shift in sleep patterns and
sleep needs
Stages of Sleep

•Non REM (Rapid Eye Movement) Sleep

–Stage 1: light sleep, small irregular brain waves,

muscles relax

–Stage 2: high peaking waves, sleep spindles, burst •Middle age and Sleep Patterns:
of electrical activity

–Stage 3: Deep sleep, Delta waves, slow with high

peaks

–Stage 4: Progressively more Delta Waves (Deep •The Elderly:

Sleep)

–Cycle: 1, 2, 3, 4, 3, 2, then go to REM sleep

REM Sleep •Biological, psychological and social reasons:

•Rapid Eye Movement Sleep

Sleep Disorders

•Sleep Apnea:

Developmental Issues with Sleep •Narcolepsy:

•Newborns and Infants:

•Narcoleptic Dogs
 Interpretation of Dreams

•Insomnia: •Manifest Content:

•There are different types of insomnia •Latent Content:

–Transient Insomnia:

–Short-term Insomnia: •Common “interpretations”

Consciousness Part Two

–Chronic Insomnia: Altered Levels of Consciousness

•Hypnosis:

•Ways to combat insomnia:

•Various factors involved in hypnosis

•Sleepwalking: –Anesthesia

–Sensory Distortions

•Sleep Talking: –Disinhibition

–Post-hypnotic amnesia

•Sleep Terror:

•REM Movement Disorders •Hilgard

•Spanos

•REM Disorders
Cultural Differences in Dream States
–Rituals:

–Physical Dependence:

–Hypnotic Subjects:

•Addicted Brain
Categories of Drugs

•Stimulants:

•Summation of Spano’s beliefs:

•Opiates/Narcotics:
•Pain

•Depressants/Sedatives:
•hypnosis
Altered States: The Impact of Drugs on
Consciousness
•Hallucinogens/Psychedelics:
Specific Drugs of Interest
•Psychoactive Drugs:
•Marijuana

•Tolerance: •Short term effects

•Dependence: •Health Hazards:

–Psychological Dependence: •Heavy Users :

•Addictive Potential:

•Addictive Potential:

•Crack and Cocaine:

•Physical Effects
•MDMA or Ecstasy:

•MDMA is Neurotoxic

•Faster absorption: more intense the high •Risks

•LSD (Lysergic Acid Diethylamide) is a major •Heroin Addict

hallucinogen “Acid”

•Effects are Unpredictable and Dependent on Many

Variables •Ritalin:

Alcohol

•Physical Effects
•Long term risks:

• •Binge Drinking
•Steroids •Conditioning:
Types of Conditioning

•Classical Conditioning: (Pavlov)

•Health Hazards of Steroids

•Unconditioned Stimulus (US):

–For males:

–For females: •Unconditioned Response (UR):

–Adolescent risks:

•Cigarettes and Other Nicotine Products

–Nicotine: •Conditioned Stimulus (CS):

New models and methods for altering conscious

experiences
•Conditioned Response (CR):
Learning

•Classical Conditioning #1

•Learning Defined:
•Classical conditioning #2
•Practical Application of Pavlov and Classical
Conditioning

–ANV patients:
•Extinction:

•Operant Conditioning/Instrumental Learning

•Spontaneous Recovery:

• Behavior is dependent on its consequences

•Higher Order Conditioning:

•Thorndike:

•Stimulus generalization:
•Law of Effect:

•B.F. Skinner:
•Stimulus discrimination:

•Three types of consequences

•Little Albert Movie

•Neutral consequence:

•Anticipatory Nausea and Vomiting

•Reinforcement: Response positive negative

Decrease punishment punishment

•Punishment:

•Reinforcement or Punishment which occurs

immediately after a behavior:

•Primary Reinforcers:

Learning Schedules

•Secondary Reinforcers:

•Continuous:
•Punishments:

•Intermittent/Partial:
•Positive punishment:

•Negative punishment:
•Ratio Schedules:
Stimulus Added Stimulus Removed

Response positive negative •Fixed ratio schedules:

Increase reinforcement reinforcement

•Variable ratio schedules:

•Interval Schedules: •Chaining:

•Shopping Pig

•Fixed interval: •Social Cognitive Theories of Learning

•Variable interval: •Observational Learning:

•Skinner Rat Box

•Bobo Doll Study

•For a response to persist: •Bobo Doll Two

•Observational Learning:

•Shaping:

•Lessons from Lassie Study (Sprafkin et.al. 1975)

Memory

•Pigeon Turning Around

•Memory: the capacity to retain and retrieve
information

•Flashbulb memories:

•Recognition Task:
•Memories for traumatic events:

•Flashbulb Memories •Correct List:

•Personal recollections of 9/11 or Columbine

Models of Memory

•Cohort differences •Information Processing Model:

•Encoding:
•How to measure memory

–Recall: •Levels of Processing:

–Recognition: •Shallow Processing:

–Relearning:
•Intermediate Processing:

•Recall Task
•Deep Processing:
Three Box Model of Memory

•Sensory Memory •Long Term Memory:

•Short Term Memory

•Long Term Memory •Procedural Memory:

•Declarative Memory:
Semantic Memories:

Episodic Memories:
•Sensory Memory

•Prospective Memory:
•Short Term Memory:

Magic Number:
•Retrospective Memory:

Digit Span Test •Memory and Recall tasks illustrated…

Chunking:

•Primacy Effect:

•Super Memorist #1 •Recency Effect:

•Frequency:
•Super Memorist #2 •Distinctiveness:
•Chunking increases memory

•Reconstructed memory needs to be assessed

Forgetting:

•Ineffective encoding:
•Effective Encoding:
•Decay theories:
•Maintenance Rehearsal:
•New memories for old:
•Elaborative Rehearsal:

•Visual Imagery:
•Retroactive Interference:
•Method of Loci:

•Proactive Interference:

•Mnemonics:

•Motivated forgetting:

•Dual-Coding Theory:
•Cue dependent forgetting:

•Retrieval cues:
•Chase and Simon research with chess players.
Eyewitness Testimony

•Children and adults can report accurately as well as

be influenced in their recall.
•Amnesia:
3.

•Retrograde amnesia:

•Anterograde amnesia:
4. Aphasia:

•Amnesia Patient

–Apraxia:

• Post-traumatic Amnesia:

6. Agnosia:

•Childhood Amnesia:

•Causes of Alzheimer’s Disease

•Dementia:

•Alzheimer’s Disease –Diagnosis of Alzheimer’s

Symptoms of Alzheimer’s

Language and Thought

1.

Language:

2.
Benjamin Whorf: Linguistic relativity

• Surface structure:
•Structure of Language
• Deep structure:
–Phonemes:

Chomsky believes:
– Initial phonemes

– Middle phonemes
•Expressive Language:

-Morphemes:
•Receptive Language:

Semantics:

•Children usually have a > capacity for receptive

speech
Syntax:

•Stages in Language Development

Gleason Study:
–Crying

–Cooing:
Overregularizations:
–Babbling:

–First Words

Language Acquisition Device: (Chomsky) –Holophrases:

•Overextensions

–Telegraphic Speech:
 •Deaf Children and Language Acquisition

•Thought:
•Nonverbal communication:

–Vocal intonation: •Concepts and Categories:

–Body language:

–Gestures •Concepts:
–Physical Distance

–Facial Expressions •Categorization:

–Touch

•Prototypes:
•Bi-lingualism:

•Rosch:

•Critical Periods In Language Development

•Reasoning:

•Learning Theory and Language

•Algorithims:

•Inductive reasoning:
•Interactionist theory of language development:

•Deductive Reasoning:
 •Mental Simulation:
–Syllogism:

•Mental Set:

•Problem Solving: •Functional fixedness:

•Greeno’s three types of problems

Confirmation bias:

–Problems of inducing structure:

–Problems of arrangement:

•Distraction by irrelevant information:

–Problems of transformation:

•Problems vary from well-defined to ill defined. •Unnecessary Constraints:

•Framing:
•Insight:

•Classic Problem Solving Task

•Decision Making:

•Hypothesis Testing:
•Compensatory Decision Models:
•Noncompensatory Decision Models:
•Newer tests were developed with norms for all age
groups based on a standard distribution
•Heuristics:
•Stanford-Binet and Wechsler Intelligence Tests are
still used today

–Availability Heuristic:

•Wechsler Intelligence Tests:

–Representative Heuristic: –WPPSI: (preschool)

Intelligence –WISC: (Children)

–WAIS: (Adults)

•Intelligence: •Results in a Verbal IQ, Performance IQ and Full

Scale IQ score

•Based on norms for the population; 100 is the mean;

•Intelligence: historically defined by how we Normal range: 85-115.
“measure” it

•Verbal Subtests
•Alfred Binet: developed intelligence tests to identify
slow learners

–Mental Age: –Vocabulary: breadth of concepts, ideas and

experiences; + correlated with overall IQ

–Information: basic fund of information; culturally

sensitive

• However, this formula for IQ was flawed. –Comprehension: awareness of socially appropriate
behavior, rules and roles

–Similarities: verbal concept formation, level of

abstraction
–Arithmetic: concentration/attention; mathematical •Study with teacher expectancy and student
ability performance

–Digit Span: attention and rote memory

•Results: For the entire school the children for whom

the teachers expected greater intellectual growth
averaged significantly greater improvement than did
the control children; especially for grades 1 and 2.

•Performance Subtests

•Rosenthal Video Clip

–Picture Arrangement: social interactions and
sequencing

–Picture Completion: Visual organization and •Possible explanations for the findings re: younger
concentration children

–Object Assembly: visual-motor coordination,

principles of whole from the parts
–Younger children are easier to change
–Block Design: perception and analysis of patterns
–Younger students have less developed reputations
–Digit Symbol: imitative behavior and learning
capacity –Younger children may be more susceptible

–Teachers of children in lower grades may differ

from the teachers of older children
•Video Clip

•Culture Free Intelligence Tests

•Rosenthal and Jacobson Study
–Raven’s Progressive Matrices:

XXXXXXX
•Self-fulfilling prophecy:if we expect something to
happen in a certain way our expectancies will make it XXXXXXX
occur
XXXXXXX
XXX X

A. XXX •Multiple causes of retardation

B. XYZ
–Organic: over 100 single genetic traits can result in
mental retardation
C. ABC
–Environmental: teratogens (cocaine; fetal alcohol
syndrome; poor nutrition, disease)

•Draw A Person: Positive Correlation with

Intelligence

(Tadpole Person)
•Giftedness: Generally believed to be those with an
IQ of > 130 (Upper 2-3% of the population)

•Mental Retardation: a condition of limited mental

ability; IQ lower than 70 on a traditional test,
difficulty adapting to everyday life; onset during the
developmental period •Characteristics

–Precocious; master things earlier

–Teachers may not identify them correctly

–Gifted vs “Profoundly Gifted” distinction

•Mild Retardation: IQ: 50-70 (85%) – May have exceptional potential in

visual/performing arts, leadership traits or empathy

–Acceleration not current recommendation

•Moderate Retardation: IQ: 35-50 (10%)

•Severe Retardation: IQ: 20-35 (4%)

•Terman: long term study of gifted individuals

•Profound Retardation: IQ: >20 (1%)
•1500 youngsters (average IQ=150)
•Found to be above average in height, weight,
strength, physical health, emotional stability and
social satisfaction throughout adulthood. –Componential: good problem solving strategies;
“book smart”

–Experiential: creative and insightful

–Contextual: practical application; knowing when to

–Most are socially successful, above average in adapt or modify the environment
psychological adjustment

•Gardner’s Multiple Intelligences: (8)

–Logical Mathematical

•Spearman: Two Factor Theory of Intelligence

–Linguistic

–g factor or general abilities: comprehension or –Musical

spatial skills, verbal abilities
–Spatial
–s factor or specific abilities: numerical reasoning,
rote memory skills –Bodily-Kinesthetic

–Interpersonal

•Cattell: Two types of g factor of intelligence –Intrapersonal

–Naturalist

–Fluid Intelligence: innate skills not dependent on

the environment; more biologically based

Emotional Intelligence:
–Crystallized Intelligence: academic learning, ability
to use information learned in problem solving; •ability to motivate oneself
Related to environment and experience
• control impulses

•Sternberg’s Triarchic Theory of Intelligence •persist in the face of frustration

•regulate moods to keep distress from overwhelming •Ventromedial Hypothalamus
the ability to think

Motivation
Various Factors which Impact Eating Behaviors

•Biological Factors

•Motivation:
•Social Factors

•Evolutionary Theory:

•Psychological Factors

Biological Needs/Motivations

•Homeostasis:
•Obesity: body weight greater than 20% (30%) of
expected body weight based on height

•Hunger/Food:

•Hypothalamus: •Three Main Reasons for Obesity Rates in the U.S.

–Lateral (near side) 1.

2.

–Ventromedial (lower, middle) is the hunger. 3.

•Anorexia: Self-starvation resulting in loss of 20- •Sexual Response Cycle is a predictable cycle for
50% body fat; fall to less than 15% body fat over all men and women.

•Theories:

•Need for Affiliation

•Anorexia

•Bulimia: repeated episodes of bingeing followed by •Achievement Motivation

self-induced vomiting, laxatives or enemas

•Sexuality Motivated by success:

Motivated by fear of failure:

•Kinsey Survey: •Assessment of Achievement Motivation

•Masters and Johnson Emotion:

Cognitive, Physiological and Behavioral Components

•Masters and Johnson Research Study

•Cognitive •http://emotions.psychologie.uni-
sb.de/kultur/anlieten.htm

•Physiological
–Facial Feedback Proponents:

•Polygraph Video
–Display Rules:

•Polygraph tests: Different Theories of Emotion

•Hypothesis: •James-Lange Theory:

• Polygraph Results: •Cannon-Bard Theory:

•Behavioral: characteristic overt expression of •Schachter’s Two-Factor Theory:

emotion

Development Part One

Six basic emotions generally able to identify:

•Developmental Psychology:
•Explores physical, cognitive, social and emotional
development
–5th month:

Lanugo:
•Physical Development Vernix:

–Cephalocaudal:

–Proximodistal:

–6th month:

•Prenatal Development
Germinal Phase:

–Zygote:
–7th month:
–Placenta:

–8th/9th month:

•Embryonic Stage:

•Teratogens:
•Fetal Stage:

–3rd month:
•Important concepts with teratogens

–Dose:

–4th month: –Basic Heredity:

–Multiple Determination: •Comorbidity:

–Age of organism at exposure: •Alcohol: Leading teratogen in the United States.

Teratogenic Agents

•Drugs or Chemicals

•Fetal Alcohol Syndrome:

–Physical Symptoms:
•Stress:

–Behavioral Symptoms:

•Fetal Alcohol Effects:

•Smoking:
•Toxins in the workplace

•Marijuana:
•Sperm may also be impacted by teratogenic
influences

•Heroin:
• “90 day rule”

•Cocaine:
Reflexes and sensory abilities of newborns and
infants
•Vision:
•Gross and Fine Motor Development

•Hearing: Individual Differences exist, normative expectations

for these skills and abilities often called milestones

•Ages 2-3:
•Taste and Smell:
–Gross Motor:

–Fine Motor:
•Touch:

•Reflexes:

•Ages 3-4
•Rooting reflex: –Gross Motor:

•Stepping reflex: –Fine Motor:

•Sucking reflex: •Ages 4-5

–Gross Motor:
•Eyeblink reflex:

–Fine Motor:

•Babinski Reflex
•Ages 5-6 •Easy

–Gross Motor:

•Mixture
–Fine Motor:

•Goodness of Fit:

•Interaction between genetics and environment is key

with temperament

•Gender Differences: boys ahead of girls in force and

power; girls ahead in fine motor and gross motor
skills which involve good balance

•Attachment:

•Temperament:
•Studied by Ainsworth in her attachment paradigm
still being used today

•Thomas and Chess:

•The “strange situation” allows researchers to assess
attachment relationships

•Difficult:

•Basic premises regarding attachment

•Slow-to-Warm-Up
•
•Resistant Attachment:

•Separation anxiety:
•Disorganized/Disoriented Attachment:

•Baumrind’s Parenting Styles

•First object of attachment

•Authoritarian:
•Initial attachments:

•Permissive:
•Stranger Anxiety:

•Structure of the Strange situation

•Authoritative:
Based on Ainsworth’s research there are 4 types of
attachment patterns.

•Harmonious:
•Securely Attached:

•Avoidant attachment:
 development

Development Part Two

–Early maturing males:

•Attachment Deprivation: Harlow Monkey Studies

–Early maturing females:

–Isolated monkeys:

Elkind
•Attachment and Contact Comfort:
•Adolescent Egocentricism:

•Imaginary Audience:
Peer Relationships

•Personal Fable:

•Adolescence •Storm and Stress:

–Adolescent growth spurt:

•Conflict:
–Asynchrony:

Puberty impacts social & emotional

Function of Peers in adolescence:

•Preoperational: (2-7 years)

•Developmental Theories as Stage Theories

•Flaws of thinking in Preoperational Children

–Individuals must progress through stages in a –Centration:
particular order, stages build on each other

–Irreversibility:
–Progress is strongly related to age

–Egocentricism:
–Development is marked by discontinuities that result
in dramatic transitions

•Jean Piaget and Cognitive Development •Concrete Operations: (7-11)

–How a child thinks, including reasoning,

remembering and problem solving

•Formal Operations (12-up)

•Development involves two processes:

–Assimilation:

–Accomodation:

•Criticisms of Piaget:
•Piaget’s Stages of Cognitive Development
Erik Erikson and Lifespan Development

•Sensorimotor (birth-2 years)

•Theory of lifespan development:
•Langer and Rodin study:

Piaget and Moral Development

•Heteronomous Morality (ages 4-7) •Ways to Promote Healthy Aging

Personality

•Autonomous Morality (7 years and up)

•Personality:

•Kohlberg studied moral development using the

Heinz dilemma.
•Personality traits:

•Cattel’s Theory of Personality:

•Lifespan Issues in Development

•McRae and Costa: Developed the “Big Five”

personality traits.

•OCEAN
Intellectual Functioning and Age:

Fluid Intelligence:

Crystallized Intelligence:
•Psychodynamic Theory
–Freud’s Psychoanalytic Theory

•Adler: Individual Psychology

Freud’s Basic Structures of Personality

–Id:

Compensation:

–Ego:

–Superego: Overcompensation:

•Defense Mechanisms: Social Cognitive and Behavioral

Theories

•Examples of Defense Mechanisms

–Displacement

–Rationalization
•Reciprocal Determinism: (Bandura)
–Denial

•Self-Efficacy:
•Locus of Control (Rotter)

•Internal Locus of Control:

•Congruence:

•External Locus of Control:

•Incongruence:

•Mischel’s Person by Situation Interaction

•Unconditional Positive Regard:

•Humanistic Perspective
•Personality “Types”
Sheldon:

Endomorph:
•Maslow’s Hierarchy of Needs:

Mesomorph:

Ectomorph:

Stress and Coping

•Carl Rogers:
•Stress:
 •Pressure:
•Stress has both psychological and physiological
components

•General Adaptation Syndrome (Selye)

–Alarm:

•Frustration:
–Resistance:

•Conflict:
–Exhaustion:

•Three general types of conflicts:

–Approach-approach conflicts:
•“Daily Hassles”:

–Avoidance-avoidance conflict:
•Coping:

•Adaptive and maladaptive coping strategies exist.

–Approach-avoidance conflict:

•Maladaptive Coping Strategies

•Change:

–Displaced Aggression:

•Holmes and Rahe Social Readjustment Scale:

•Catharsis: –Type B personalities:

•Self-Indulgence:
Defense Mechanisms

•Stress and Personality Style:

•Constructive Coping Strategies:

•Problem focused:

•Emotion focused:
•Additional health issues associated with stress:

•Optimism:
•Road Rage and Stress: public health issues and
individual implications

•Social Supports:

•Therapeutic interventions

•Sense of self-efficacy:

•Exercise

•Personality Traits and styles also impact response to

stressful situations.
•Pets and Plants

–Type A personalities:
•Post-Traumatic Stress Disorder:
 Parent and Child Interactions indicating possible
abuse
•Post Traumatic Stress Disorder and Natural Disasters

•The Trauma of Child Abuse

•Risk Factors for the Child:

•Child Abuse: non-accidental physical attack on or

injury to children by individuals caring for them

•Child Protective Factors

•Child Neglect: absence of adequate social,

emotional and physical care
•Risk Factors for the Parents/Family

Characteristics/Symptoms of Abuse (nccanch)

Child focused symptoms:

•Family/Parental Protective Factors

Symptoms/characteristics of parents in abuse

situations
•Risk Factors in the Community & Society

•Community & Societal Protective Factors

 •DSM-IV TR:

•Cycle of Violence: Findings that those who are

abused are at a greater risk for abusing

–Social Learning Theory:

DSM-IV TR: 5 Axes or Dimensions

–Biological/Genetic Theory:
•Primary Clinical Problem

•Personality Disorders
–Interaction Theory:
•Medical Conditions relevant to disorder

•Breaking the cycle of Violence: What we can do to

•Social and environmental problems
help
•Global Assessment of Functioning
Psychopathology

•Mental Disorder:

•Problems with the DSM Classifications

•Legal Standards:

•Disorders of Childhood
Classifying Mental Disorders
•Pervasive Developmental Disorders
–Autism:

•Panic Disorder:

–Asperger’s Syndrome:

•Fears and Phobias:

•Attention Deficit Hyperactivity Disorder (ADHD) •Social Phobia:

•Agoraphobia:
•Conduct Disorder

•Specific Phobias: spiders, squirrels, dogs

•Tourette’s Syndrome

•Tourette’s Syndrome

Anxiety Disorders

•Generalized Anxiety Disorder: •Obsessions and Compulsions

–Obsession:

•Post Traumatic Stress Disorder (PTSD) –Examples:

 •Schizotypal Personality Disorder
–Compulsion:

•Borderline Personality Disorder

•Histrionic Personality Disorder

Mood Disorders
•Narcissistic Personality Disorder
•Depression:

•Mania
•Compulsive Personality Disorder

•Bi-polar:

•Passive-Aggressive Personality Disorder

•Personality Disorders: Psychotic Disorders

•Schizophrenia:
•Paranoid Personality Disorder

•Typical age of onset:

•Schizoid Personality Disorder

•Strong genetic component

•Sociopathic Personality Disorder:
 •The Three Faces of Eve
Treatment Modalities

•Positive Symptoms: (Presence of a distortion or

bizarre behavioral symptom)
•Biological Therapies

•Charles Manson and Positive Symptoms of

Schizophrenia

•SCHIZOPHRENIC INTERVIEW •Psychosurgery:

•Negative Symptoms (loss of functioning or ability;

behavioral deficits)
•Electroconvulsive Therapy (ECT):

•Psychoanalysis:
•Dissociative Disorders:

•Free association:
•Amnesia:

•Dream Interpretation:
•Fugue state:

•Transference:
•Dissociative Identity Disorder:

•Psychodynamic Therapies:
 •Group Therapy:

•Cognitive Behavioral Therapies

•Normalization:
–Systematic Desensitization:

•Psychotherapy Outcome Research:

–Aversion Therapy: Social Psychology Part One

•Aversive Therapies Social Psychology:

•Flooding:
Attitudes:

•Humanistic Therapies:

•Attitude Strength:

•Cognitive Therapies:
–Durability:

•Family/Couples Therapy:
–Impact:

•‘Identified patient” :

•Social Cognition

–Initial Impressions:
 •Situational Influence on behaviors:
–Asch’s study found:

•Social Influence: •Social Influence Video

Asch Conformity Study

•Social Norms: •Asch Conformity Studies

•Social Role:

•Results:

•Factors which affected conformity

•Role Conflict: –Group size:

•Conformity: –Presence of a dissenter:

•Informational social influence: •LaPiere Study

–Attitudes

•Normative social influence:

•Attitudes and Behavior are influenced by several
factors

•Stanley Milgram’s Obedience to Authority research

project.

•What percentage of subjects would obey and

administer shocks up to 450 volts?

Social Psychology Part Two

•Milgram’s results: Variables which influenced

•Persuasion: the deliberate effort to change or impact obedience
one’s attitude
–Remoteness of the victim

–Closeness and legitimacy of authority figure

•Persuasion Tactics:
–Cog in the wheel
–Norm of reciprocity:
–Personal characteristics: differences were weak or
nonexistent

–Door in the face technique: –Cultural differences:

Ethical Issues of the Research

–Foot in the Door: •Altruism: helping behavior

•Kitty Genovese
–Low-balling:
–Diffusion of responsibility:

•Obedience:
–Bystander Effect:
•Bystander Apathy •Love: Walster and Berscheid

–Passionate Love: intensely emotional and physical

•Latane and Darley: Bystander Research –Companionate Love: deep affection, share
emotional intimacy and friendship

–Bystander won’t help if they don’t notice

•Sternberg’s Three Components of Love
–Decide if it is an emergency

–If an emergency: intervene or not

–Intimacy:
–Take on responsibility: begin to question
–Passion:
self-efficacy and confidence
–Commitment:
–Intervene regardless of cost

•Prejudice:
negative attitudes towards people based
•Who we are more willing to help: on membership in a group

•Stereotypes: characteristics we attribute to people

based on their membership in a group
•Factors that influence Attraction to Others

•Prejudice and stereotypes impact our impressions

–Proximity: and attributions

–Similarity •Discrimination: treat people differently and unfairly

based on group affiliation

–Matching Hypothesis:
•Self-serving bias:
•Group Membership: We categorize ourselves as “in
group” or “out group” and view our members in more
favorable terms

•Homogeneity Bias:

•Sherif Study

•Working on a common task or goal (superordinate

goal) is an effective way to reduce in/out group
conflict

•Zimbardo and the “Stanford Prison Study”