Introduction to Psychology PDF

Introduction to Psychology HSB4U   Describe what psychologists' study  Describe the three major schools of thought in psychology (psychoanalytic theory, behaviourism, learning theory) with references to their typical...

Introduction to Psychology HSB4U   Describe what psychologists' study  Describe the three major schools of thought in psychology (psychoanalytic theory, behaviourism, learning theory) with references to their typical questions Learning and approaches. Goals  Describe what cognitive dissonance is and how it influences our beliefs.  Describe how we can influence and modify behaviour using the three theories.  Factors that influence individual behaviour ○ What experiences does the individual have? ○ What mental health conditions What do does the individual have ○ Does the individual experience Psychologist process emotions or events differently from others? s Study? How we can apply what we know about individuals to get a better understanding of all people.  In the early hours of March 13, 1964, Kitty Genovese, a 28-year-old woman, was brutally attacked and murdered outside her apartment in Queens, New York. A considerable amount of people had Case Study witnessed the attacks, yet no one Kitty intervened or called for help Genovese This incident led to the development o the psychological concept known as the “bystander effect”, which suggests that individuals are less likely to help a victim when other people are present.  John Darley and Bibb Latane wanted to identify factors that influence bystanders’ decisions to get When involved in public Bystanders situations. Experiment: Frisbee game Join In with strangers  Hired 3 women for the experiment Two of the women began Frisbee game in the waiting room at Grand Central Station They threw the Frisbee to the third woman who either joined smiling and laughing or let the Frisbee fall to the ground and kicked it away Whether she responded positively or negatively was the important variable in determining the bystanders’ response. The times she responded negatively, no one else in the waiting room joined in The times she responded positively, 80% of the people in the waiting room joined in.  This experiment suggests that whether or not we intervene in a situation depends on the cues we get from other participants and bystanders. Conclusions In thinking about the Kitty Genovese case, it suggests that if just one bystander had joined in to try to help her, others might have come forward too. Psychoanalytic Theory  Period: 1890-1930 Central Approach: The unconscious mind can be unlocked through dream analysis, hypnosis, making connections between life and manifestations of the unconscious mind Psychoanaly tic Theory Typical Questions: How does the unconscious mind affect our actions? How can we understand and unlock the unconscious mind?  The founder of psychoanalytic Sigmund Freud theory (1856-1939) He believed our early childhood experiences, usually involving our relationships with our parents and family, are stored in our unconscious mind, particularly anything that is unresolved While we are normally unaware of these memories, they can have a powerful influence over how we function  Psychoanalytic Theory– Schools Sigmund Freud of Psychology  The mind is divided into two parts: conscious and the unconscious  We are aware of our conscious mind, but unaware of its unconscious part  Our unconscious mind influences our personality and behaviour greatly  3 Techniques to Discover the Unconscious Technique Definition Free association Clients talked about any thoughts or images that enter their head; the assumption is that this kind of free-flowing uncensored talking will provide clues to unconscious material. https://www.youtube.com/watch?v=juEeUg0groU&ab_channel=Dr.SeanSulliv an Dream interpretation Based on the assumption that dreams contain underlying, hidden meanings and symbols that provide clues to unconscious thoughts and desires. Freud distinguished between the dreams obvious story or plot, called manifest content, and the dream’s hidden or disguised meanings or symbols, called latent content. Slips of the tongue Freudian Slips: are mistakes or slips of the tongue that we make in everyday speech; such mistakes which are often embarrassing, are thought to reflect unconscious thoughts or wishes.  Freud and Dreams  Freud believed that dreams expressed unconscious desires and acted as part of wish-fulfillment  Any ungratified needs were expressed through dreams as wish fulfillment  He often analyzed dreams to reveal what a patient’s real issues were  He also identified lucid dreams where the patient is aware of the fact that he or she is dreaming  Id, Ego & Superego ID EGO SUPEREGO Meeting Basic Needs Dealing With Reality Adding Morals The id is the most basic The ego deals with reality, The superego develops last, part of the personality. It trying to meet the desires of and is based on morals and also represents our most the id in a way that is judgments about right and animalistic urges, like the socially wrong. Even though the desire for food and sex. The acceptable in the world. This superego and the ego may id seeks instant may mean delaying reach the same decision gratification for our wants gratification and helping to about something, the and needs. If these needs get rid of the tension the id superego's reason for that or wants are not met, a feels if a desire is not met decision is based more on person can become tense, right away. The ego moral values, while the ego's anxious,or angry. recognizes that other people decision is based more on have needs and wants too, what others will think or what and being selfish isn't good the consequences of an action in the long run. could be on the individual.  Disagreements?  Freud believed that often there is little to no disagreement between the goals of the id and superego.  However, when disagreement occurs Freud theorized that the ego works to find compromise between the goals of the id and superego. This compromise is found by the ego using what Freud described as mental processes or defense mechanisms. Behaviourism  Period: 1910-1950 Central Approach: If motivations for behaviours can be identified, then behaviour itself can be controlled or corrected Behaviouris Typical Questions: m How can animal experiments help explain human behaviour? Do children respond to strict or flexible rules?  John B Watson Watson is famous (or infamous) that given enough control over the environment, he can take any baby, and regardless of the child innate abilities and features, he can mold the child into becoming anything or anyone that he, Watson, wanted. “Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select- doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.” John B. Watson Learning Theory  Period: 1880-present Central Approach: By controlling the ways humans learn we can influence both behaviour and personality Learning Typical Questions: Theory How do humans learn behaviour? What mechanisms help people to learn behaviour?  Ivan Pavlov  Pavlov was a Russian scientist.  He was awarded a Nobel Prize for his contributions to behavioural psychology.  Pavlov is most known for his work with classical conditioning:  It is a type of learning where a once neutral stimulus comes to produce a particular response after pairings with a conditioned stimulus.  Period: 1880-present Central Approach: By controlling the ways humans learn we can influence both behaviour and personality Learning Typical Questions: Theory How do humans learn behaviour? What mechanisms help people to learn behaviour?  B.F. Skinner  He believed that if the subject is correctly rewarded it will give the appropriate response (positive reinforcement results in encouraging behaviour)  Operant conditioning is based on some type of operation or behaviour which is then rewarded  Operant conditioning OPERANT CONDITIONING  It is a type of learning that uses rewards and punishment to achieve a desired behaviour.  Behaviour that is followed by pleasant consequences is likely to be repeated, and behavior followed by unpleasant consequences is less likely to be repeated.   Skinner showed that pigeons could be trained to peck at a particular coloured disk to get food rewards.  Rats received food rewards for pressing a bar in a complicated sequence. Experiment  These experiments led theorists to believe there was a stimulus- response effect.  If the subject is correctly stimulated it will give the appropriate response.  Big Bang example of operant conditioning  Big bang example #2- operant conditioning  Albert Bandura  Showed that learning is more complicated than a stimulus-response effect.  He believed that learning is largely a modeling experience.  When humans observe behaviour- either acceptable or unacceptable- they are more likely to practice it   Young children were shown videos of people hitting or petting a balloon-like doll painted like a clown, called Bobo.  The children were then placed alone with Bobo, where they were monitored through one-way glass Experiment  The children’s behaviour closely resembled what they had seen on film.  Bandura concluded that learning is largely a modelled experience. When humans observe acceptable or unacceptable behaviour, they are more likely to practice it.