PSY Unit III PDF

Emotions - theories The James-Lange theory  States that stimulating events trigger a physical reaction. The physical reaction is then labeled with a corresponding emotion.  e.g.: you see a snake --- your heart rate increases--- you realize you are afraid (increase in heart rate is what makes...

Emotions - theories The James-Lange theory  States that stimulating events trigger a physical reaction. The physical reaction is then labeled with a corresponding emotion.  e.g.: you see a snake --- your heart rate increases--- you realize you are afraid (increase in heart rate is what makes us realize we’re afraid. The Cannon-Bard theory  States that we feel emotions and experience physiological reactions such as sweating, trembling, and muscle tension simultaneously.  e.g.: I see a snake -- I am afraid, and I begin to tremble or your friends give a surprise--you are happy and your heart rate increases The Schachter-Singer theory  This is also called the two-factor theory.  Suggests that physical reactions occur first, before they can be identified as a particular emotion.  For example: upon seeing a snake, you might run without thinking that the emotion you’re experiencing is fear. Intelligence – Gardner’s theory Definition Exemplar Linguistic Ability to learn, understand, and use both spoken and written T.S. Elliot, poet language Logical- mathematical Ability to analyze information and problems logically and to perform Albert Einstein, scientist mathematical operations Musical Ability in performing, composing, or appreciating musical patterns Igor Stravinsky, composer Bodily- kinesthetic Ability to use one's body or parts of it to solve problems or create Martha Graham, dancer products Spatial Ability to think about and solve problems in three-dimensional space Pablo Picasso, artist Interpersonal Ability to work well with and get along with others Mahatma Gandhi, leader Intrapersonal Ability to be aware of, understand, and regulate one's own behavior, Sigmund Freud, psychiatrist thoughts, feelings, and motivations Naturalistic Ability to recognize, classify, and understand the plants and animals Charles Darwin, naturalist in one's environment Memory & forgetting  Long-term memory very complex, stores many different aspects of our experiences. The storage capacity has no known limits and one can remember information for days, months, years  Short-term memory Information is held in storage for up to about30 seconds. Has very limited storage capacity, six to seven items can be stored at one time. With new stimulus input, the original items get erased or fade away  Information that you have to consciously work to remember is known as explicit memory. For example, when you're studying for a big exam, it might take hours of practice in order to remember what you studied.  Information that you remember unconsciously and effortlessly is known as implicit memory. For example, while travelling in car, you might hear a catchy pop song on the radio. Days later, you find yourself still humming that same tune. Decay is also called fading away - e.g.: forgetting names of your class mates at school. Interference - e.g.: Forgetting Unit I after learning Unit II/III Repression is also called motivated forgetting - e.g.: forgetting first day at school or a shameful incident during school life. Learning Laws (principles) of learning are: 1. Readiness  Implies a degree of willingness and enthusiasm of individuals to learn something new.  Individuals learn best when they are physically, mentally, and emotionally ready to learn, and they do not learn well if they see no reason for learning.  E.g.: learning is difficult when you are tired, children cannot learn to write sentences before learning alphabets. 2. Exercise  Things most often repeated are best remembered.  E.g.: More you repeat studying Laws (principles) of learning, the more it is easy to remember, Recipes for cooking are remembered if you make the dish again and again. 3. Effect  Based on the emotional reaction of the student towards the subject.  Learning is strengthened when accompanied by a pleasant or satisfying feeling.  Learning is weakened when associated with an unpleasant feeling.  Learning takes places properly when it results in satisfaction and the learner derives pleasure out of it.  E.g.: If you learning something makes you happy, you find it easy to learn. (a subject at class or driving) 4. Primacy  Things learned first create a strong impression.  What is taught must be right the first time.  E.g.: if you study something wrong the first time it would be very difficult to correct it later.( definition, spelling, phone number etc.) 5. Intensity  The more intensely (strongly/powerfully) the material taught, the more likely it will be retained/ remembered.  Student will learn more from the real thing than from a substitute.  Demonstrations, simulations, real life scenarios increase the learning experience of students.  E.g.: clinical simulation sessions helps to learn better. 6. Recency  Things most recently learned are best remembered.  Frequent review and summarizing will help fixing the topics in the audience’s mind.  E.g.: at the end of the semester last chapters would be remembered better than first chapters 7. Freedom  Things freely learned are best learned.  The more a student is forced, the more difficult is for him to learn.  E.g.: you learn to drive easily because you choose it, you may not like learning music if your parents are forcing you to.