LSPU Introduction to Psychology Past Paper PDF 2024-2025

Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited...

Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited LSPU Self-Paced Learning Module (SLM) Course Introduction to Psychology Sem/AY First Semester/2024-2025 Module No. 2 Lesson Title Mechanisms of Human Behavior and Cognitive Processes Week 5-8 Duration Date This module discuss physiological mechanism of human body to understand the nature Description of behavior. It also covers difference of sensation and perception and how these of the perceptions are being organized. Furthermore, it contain topics on factors that affects Lesson learning, its process and how it works separately and together to influence human behavior. It also discuss stages, type and process of memory. Finally this introducs key historical figures, major theories of intelligence and common assessment strategies related to intelligence. This module will also discuss factors that influence intelligence. Learning Outcomes Intended Students should be able to meet the following intended learning outcomes: Learning  Understand and name the different mechanisms of an individual. Outcomes  Explain how different senses provide perspectives in interpreting human behavior.  Learn the process of sensation and perception  Understand the interaction of the person and the environment in determining perception.  Understand the learning definitions and process according to different theories.  Differentiate types of memory, its stages and process.  Understand the historical figures of intelligence.  Differentiate different theories of intelligence.  Determine the factors that influence intelligence. Targets/ At the end of the lesson, students should be able to: Objectives  Identify the key structures of the eye and the role they play in vision.  Summarize how the eye and the visual cortex work together to sense and perceive the visual stimuli in the environment, including processing colors, shape, depth, and motion.  Define and differentiate between sensation and perception. LSPU SELF-PACED LEARNING MODULE: INTRODUCTION TO PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited  Describe how visual perception is organized.  Describe cognitive factors in learning.  Describe the learning process according to classical conditioning.  Describe the learning process according to operant conditioning.  Define memory and differentiate between types of memories.  Explain the stages and process of memory.  Identify contributors of forgetting.  Define intelligence and each approaches/theories.  Identify different measurement of intelligence.  Realize the factors that influence intelligence and differences in intellectual functioning. Student Learning Strategies Online Activities A. Face to Face Class Discussion (Synchronous/ Students are required to attend the face to face discussion three hours per week based on the official schedule of classes. Online classes may be Asynchronous) conducted only if there are official announcement from the University. B. Learning Guide Questions: 1. What are different mechanisms of human behavior that help the individual to respond and interact with the environment? 2. What is the difference between sensation and perception? 3. What is absolute threshold? 4. What are the stages of memory? 5. What are the different types of learning? 6. What are the different theories of intelligence? 7. What are the factors that influence intelligence? LECTURE GUIDE 4 To understand the nature of behavior, it is important to know the physiological mechanism of human body. There are three mechanisms of human behavior that help Offline Activities the individual to respond and interact with the environment. These are the following: (e-Learning/Self- 1. receiving mechanisms or receptors Paced) 2. connecting mechanisms or connectors 3. reacting mechanisms or reactors The Receiving Mechanism 3 Kinds of Receptors of the Human Body that Receive the Outside Stimuli:  Exteroceptors: a person becomes aware of the color, shape, smell, taste, sound, LSPU SELF-PACED LEARNING MODULE: INTRODUCTION TO PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited heat, softness or roughness and cold of his environment. These are located in the eyes, nose, mouth and skin.  Proprioceptors: situated in the lining of the tendons, muscles and joints. The nerve linings which are connected with the nerve pathways to the brain make the muscles feel the sensations.  Interoceptors: found in the linings of the respiratory, digestive and genital - urinary tracts. These nerves when stimulated produce orgasmic sensation associated hunger, thirst, sex and excretion. The Eyes and Visual Sensation ❑ The human eye is an organ which reacts to light from several purpose. ❑ The eyes give sense of vision which allows one to see the world. ❑ One has to consider the stimulus that produces vision which is light. ❑ The eyes react to light which causes Visual Sensation. ❑ The eyes are ball-shaped so that they moved in different directions. ❑ It is found within a bony cavity called Eye Socket. ❑ The bony cavity which contains the eyeball and its associated muscles, vessels, and nerves. Parts of the Eye Cornea is the transparent front part of the eye that covers the iris, pupil, and anterior chamber. The cornea, with the anterior chamber and lens, refracts light, with the cornea accounting for approximately two-thirds of the eye's total optical power. Iris is a thin, circular structure in the eye, responsible for the eye color, which in humans can be green, blue, brown, and in rarer cases, hazel, grey and even violet. *image from google images LSPU SELF-PACED LEARNING MODULE: INTRODUCTION TO PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Choroid coat, also known as the choroidea, is the vascular layer of the eye, containing connective tissue, and lying between the retina and the sclera. Pupil is a hole located in the center of the iris of the eye that allows light to enter the retina. It appears black because light rays entering the pupil are either absorbed by the tissues inside the eye directly, or absorbed after diffuse reflections within the eye that mostly miss exiting the narrow pupil. Sclerotic coat is the tough white sheath that forms the outer-layer of the ball. The white sclerotic continues around the eye; most of which is not visible while the eyeball is located in its socket within the face/skull. Once light passes through the pupil, it enters the lens which is located behind the pupil, then act to bend rays of light to focus them on the retina. Retina: the most innermost coat which contains the true receptor cells. Rods: are long and cylindrical, responsible for twilight vision of low intensity. Cones: short, thick and tapered. They are responsible for daylight vision and colors. Fovea centralis: the center of the retina which is the point of the clearest vision in the daylight. It is a very sensitive region of the retina. Optic nerve: a bundle of ganglion axons at the back of the eyeball. It carries visual information to the brain. Blind spot: the optic nerve leaves the retina, there are neither rods (visions for low light/ night) nor cones (active at higher levels/ day). Optic nerve: optic nerves coming from each eye splits at the optic chasm. Optic chiasm: a point between and behind the eye wherein the more impulses from the optic nerve are reversed in the brain. Common Eye Deviations from Normal Vision Myopia or Nearsightedness: caused by abnormal long eyeball so that the image is focused in front of retina. A myopic or nearsighted person cannot see objects at a far distance. They have to use eyeglasses with concave lenses. Hyperopia or farsightedness: happens when the eyeball is so short that the image is so short that the image is focused in the front of the retina. A person with this defect cannot see effectively near objects. A hyperopic person has to use eyeglass with convex lenses to correct the condition. Presbyopia: this is farsightedness of old age which is caused by the slow hardening of the lens. Since the eyes cannot see near object one has to put the object little away from him in order to visualize it. A presbyopic person has to use corrective eye glasses. Astigmatism: is caused by the uneven curvature of the cornea. This generally is congenital (from birth) but it may be caused by injury of inflammation. Too much eyestrain may contribute to astigmatism. Cross-eye: generally cross-eye is congenital farsightedness. Crossed-eyed person have unequal two visions in two eyes. Crossed-eyed persons have one eyed either turned outward or inward. The treatment could be done through operation. LSPU SELF-PACED LEARNING MODULE: INTRODUCTION TO PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Color Vision and Night blindness: there are people who have limited perception of light and colors. People who find difficulty in seeing light or object at night are called night-blind because they have defective rods. Night blindness can be corrected by taking large doses of vitamin A which is richly found in green, leafy and yellow fruits and vegetables. Color blindness: there are people who cannot distinguish certain colors either totally or partially. This condition is called color blindness. There are certain kinds of color- blindness, like the following: Dichromats: can match the entire colors or spectrum into two colors. There are two of this type deuteranopes that see red as poor yellow and green as gray and protanopes that cannot see red but black and green as whitish gray. Trichomats: can see three colors from the spectrum. The Ears and Auditory System The Ears are the sense organs for hearing and the stimulus; it is made sensitive by the sound waves which is caused by the vibration of objects. The ear consists of three parts:  Outer Ear  Middle Ear  Inner Ear Outer Ear Pinna –the visible part of the ear that catches the sound and bring this sound to the auditory canal down to the middle ear. Auditory Canal – a tube-like passage in the ear through which sound moves to the ear drum. Eardrum – a miniature (small) drum that vibrates when sound waves hit it. Middle Ear It is the small chamber which has tiny bones called malleus (hammer), incus (anvil) and stapes (stirrup) LSPU SELF-PACED LEARNING MODULE: INTRODUCTION TO PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited How does it works? *image from google images The malleus transfers vibration to the anvil. The anvil transfers the vibration to the stirrup, and the stirrup brings the vibration to the oval window. The oval window is thin membrane between the middle ear and the inner ear. Inner Ear It is the component of the ear that actually change the sound vibration into the form a form that can be transmitted to the brain. Hearing Defects Conductive Deafness – is a result of disturbance in the conduction of air waves from the outer to the inner ear. Defects in oval window and basilar membrane which amplify sounds prevents the flow of vibration. Nerve Deafness – is cause by loss of sensitivity of the receptors. The Sense of Smell and Olfactory Receptors The sense of smell or olfactory receptor is located in the upper part of the nasal cavities in a small space called olfactory region. There are large membrane of sensitive nerve ending know as olfactory bulb. These receptors are very sensitive to gaseous elements. *image from google images LSPU SELF-PACED LEARNING MODULE: INTRODUCTION TO PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Taste Receptors and Gustatory Sensation The receptor cell for taste are located in the taste buds which are distributed across the tongue. There are tiny hair cell within the taste buds. These hair cells are connected to a nerve that reacts when taste stimuli cut in the taste pores. The taste pores is sensitive to taste. This means that solid food may be tasted only when it has become dissolved whole or partly by saliva. Hypogeuia – loss of taste which is accompanied by the loss of smell or anosmia. Hypogeuia and Anosmia – caused by respiratory infections within the nasal passages which has been extremely congested and obstructed. *image from google images Skin Receptors and Cutaneuos Sensation The sense organ involved in the sense of touch is the SKIN. The skin sensation respond to: touch, pressure, warmth, cold and pain. Pain and pressure are referred as Tactual or tactile experiences Warmth and cold are called thermal experiences. Sensitivity of the skin to the various stimulation is not equally distributed. Lips and fingertips are very sensitive to touch and pressure. Skin tissue is Skin tissue is sensitive to pain when pinched or pricked. The legs is sensitive to cold. LSPU SELF-PACED LEARNING MODULE: INTRODUCTION TO PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited *image from google images LECTURE GUIDE 5 Sensation is a process that occurs when special receptors in the sense organs are activated, allowing various forms of outside stimuli to become neural signals in the brain. Perception is the method in which the sensations experienced at any given moment are interpreted and organized in some meaningful fashion. Sensory Coding Our senses “boil down” floods of information into a stream of useful data. After our senses analyze information, our senses use sensory “coding.” Sensory coding: important features of the world are converted into neural messages understood by the brain. Also known as “ transduction.” Exercise: Put pressure on your eyes, hold for a few seconds. The pressure you put on your eyes is “encoded” into visual features…not pressure. This is because the retina encodes visual information. Senses The minimum stimulation necessary to detect a particular stimulus ( light, sound, pressure, taste, odor ) is called its absolute threshold. Example: we can feel a bee falling on our cheek, or smell a drop of perfume in a small apartment How loud does someone have to call out your name before you can hear it. LSPU SELF-PACED LEARNING MODULE: INTRODUCTION TO PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Absolute Threshold – The minimum stimulation necessary to detect a particular stimulus (light, sound, pressure, taste, odor) Signal Detection Theory This refers to our attempt to focus on one particular stimulus and ignore the flood of information entering our senses. For example, focusing on a friends conversation at a party while trying to ignore the surrounding noises. Sensory Adaptation Tendency of sensory receptor cells to become less responsive to a stimulus that is unchanging.  Dogs, bats, and cats, and other animals can hear sounds well above 20,000 hertz.  Dog whistles ( 40,000 to 50,000) can be heard by dogs but not by humans.  For humans this sound is beyond our awareness. Perceptual Constancies Allows perceived objects to maintain stable properties (size, shape, brightness) despite differences in distance, viewing angle, and lighting: Size constancy – as objects move away they seem to maintain same size Brightness constancy – objects seem to maintain a constant level of brightness regardless of differences in lighting conditions Shape constancy – objects are perceived as having an unchanging shape regardless of viewing angle changes that alter the retinal image Depth Perception It is the ability to see three dimensional space and to accurately judge distances. You wouldn’t be able to drive a car or ride a bicycle, play catch, etc. The world would look like a flat surface! Images cast on the retina do not contain depth. They are flat, just like a photograph. Binocular Depth Cues These are depth cues that depend on two eyes working together. Close one eye and see how your visual world changes! Each eye is about 2 ½ inches apart, just enough to give each eye a slightly different view of the objects focused on, and consequently a slightly different retinal image. These slightly different views are called binocular disparity. Gestalt Theories of Perception Gestalt - A German word that refers to the whole form, pattern, or configuration a person perceives. LSPU SELF-PACED LEARNING MODULE: INTRODUCTION TO PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Gestalt Law of Organization Law of Closure. It states that when a figure has a gap, one tends to see it as closed or complete. Law of Proximity. A tendency to group together those elements that are close together. Law of Similarity. A tendency to group together those elements that are similar in appearance. Law of Continuity. A tendency not to break the continues flows of lines or design in one’s perceptional awareness. Law of Simplicity. A tendency to perceive a pattern in the most basic, straightforward, organized manner possible. *image from google images Kinds of Attention Attention is the perceptual process of choosing a stimulus that one has to attend to. Voluntary Attention. It requires effort and concentration on the required work. It directs energies to the completion of work Involuntary Attention. It requires the potency of the stimulus. Eg. Displaying jewelries to catch attention Habitual Attention. It comes from constant practice. Putting voluntary attention to daily routine. Selective Attention. A process in the perception wherein the person choose a stimulus to listen to. Extra Sensory Perception These are special kinds of perception that some people possess (they claim?). Also called ESP. Telepathy. It is the transfer of thought from one person to another. Clairvoyance. The ability to see without the use of the eyes and can reveal LSPU SELF-PACED LEARNING MODULE: INTRODUCTION TO PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited information that may have not been received by ordinary or regular sensation. Precognition. The ability to foretell the future. Psychokinesis. The ability to make the object move by thought process alone. LECTURE GUIDE 6 What is learning? The term learning covers every modification in behavior to meet environmental requirements Gardner Murphy (1968). Learning is the modification of behavior through experience (Gates, 946). Any activity can be called learning so far as it develops the individual (in any respect, good or bad) and makes his later behavior and experiences different from what they would otherwise have been (Woodworth, 1945). Learning is the process by which behavior changed through practice or training (Kingsley and Garry, 1957). Nature and Characteristics of Learning 1. Learning is the change in behavior. 2. Learning is a continuous life long process. 3. Learning is a universal process. 4. Learning is purposive and goal directed. 5. Learning involves reconstruction of experiences. 6. Learning is the product of activity and environment. 7. Learning is transferable from one situation to another. 8. Learning helps in attainment of teaching – learning objectives. 9. Learning helps in the proper growth and development. 10. Learning helps in the balanced development of the personality. 11. Learning helps in proper adjustment. 12. Learning helps in the realization of goals of life. 13. Learning does not necessarily imply improvement. Types of Learning Motor learning: Most of our activities in our day-to-days life refer to motor activities. The individual has to learn them in order to maintain his regular life, for example walking, running, skating, driving, climbing, etc. All these activities involve the muscular coordination. Verbal learning: This type of learning involves the language we speak, the communication devices we use. Signs, pictures, symbols, words, figures, sounds, etc., are the tools used in such activities. We use words for communication. Concept learning: It is the form of learning which requires higher order mental processes like thinking, reasoning, intelligence, etc. we learn different concepts from childhood. For example, when we see a dog and attach the term ‘dog’, we learn that the word dog refers to a particular animal. Concept learning involves two processes, abstraction and generalization. This learning is very useful in recognizing, identifying LSPU SELF-PACED LEARNING MODULE: INTRODUCTION TO PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited things. Discrimination learning: Learning to differentiate between stimuli and showing an appropriate response to these stimuli is called discrimination learning. Example, sound horns of different vehicles like bus, car, ambulance, etc. Learning of principles: Individuals learn certain principles related to science, mathematics, grammar, etc. in order to manage their work effectively. These principles always show the relationship between two or more concepts. Example: formulae, laws, associations, correlations, etc. Problem solving: This is a higher order learning process. This learning requires the use of cognitive abilities-such as thinking, reasoning, observation, imagination, generalization, etc. This is very useful to overcome difficult problems encountered by the people. Attitude learning: Attitude is a predisposition which determines and directs our behavior. We develop different attitudes from our childhood about the people, objects and everything we know. Our behavior may be positive or negative depending upon our attitudes. Example: attitudes of nurse towards her profession, patients, etc. Classical conditioning: Learning a specific behavioral response in the presence of a given stimulus ❏ Response to an association between two stimuli ❏ Simple, automatic responses ❏ Stimulus-response learning Generalization and Discrimination: (1) The tendency to interpret similar stimuli in alike manner; (2) the learned ability to distinguish between two similar stimuli. Stimulus Generalization: A phenomenon in which a conditioned response is elicited by stimuli that are similar but not identical to the conditioned stimulus. Stimulus Discrimination: A process through which individuals learn to differentiate among similar stimuli and respond appropriately to each one. Operant conditioning: Learning to make a response in order to gain reinforcement or avoid punishment. Formation of associations between a discriminative stimulus, behavioral output, and resulting consequences. Discriminative stimulus: Contextual cue in response to the discriminative stimulus, behavior occurs. Reinforcing or punishing stimulus follows the behavior. Learning the correct behavior in the context, in order to gain reinforcement/avoid punishment. Behaviors increase when the consequences are favorable, decrease when outcomes are aversive. Learning from our experiences: figuring out behaviors to repeat, and other behaviors not to repeat. Shaping: the reinforcement of successive approximation (steps) to teach a specific behavior. Chaining: Linking two learned behaviors together in a specific order. Insight Learning: (Insight) a sudden “coming together” of all elements of a problem in a kin of “aha” moment. LSPU SELF-PACED LEARNING MODULE: INTRODUCTION TO PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Observational Learning (Albert Bandura): Learning new behavior by watching a model perform that behavior Modeled: imitated the behavior that was observed. Laws of Learning (Thorndike’s Law of Effect) Law of Effect Learning is strengthened when accompanied by a pleasant or satisfying feeling. Learning is weakened when associated with unpleasant feeling. Law of Exercise Things most often repeated are best remembered. Students do not lean complex task in a single session. Law of Readiness 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. Law of Primacy Things learned first create a strong impression. What is taught must be right the first time because it is difficult to unlearn an incorrect learned material. Primacy effect: beginning Law of Recency Things most recently learned are best remembered. The items that come at the end of the list is the recency effect. Law of Intensity The more the intense the material taught, the more it is likely learned. Law of Freedom Things freely learned are best learned. The greater the freedom enjoyed by the students in the class, the greater the intellectual and moral advancement enjoyed by them. What is memory? The persistence of learning over time through the storage and retrieval of information. Memory Processes Encoding. It is the transforming information into a form that can be entered and retained in the memory system. Storage. It is the retaining information in memory so that it can be used at a later time. Retrieval. It is the recovering information stored in memory so that we are consciously aware of it Three Stages of Memory Three memory stores that differ in function, capacity and duration. Sensory Memory – shortest term of memory. Function — process for basic physical characteristics. LSPU SELF-PACED LEARNING MODULE: INTRODUCTION TO PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Capacity— large; can hold many items at once. Duration — very brief retention of images. ❏ 3 seconds for visual information ❏ 2 seconds for auditory information Three Stages of Memory Divided into two types:  iconic memory – visual information  echoic memory – auditory information Attention is needed to transfer information to working memory. Visual sensory memory – brief memory of an image or icon (iconic memory). Auditory sensory memory – brief memory of a sound or echo (echoic memory) and last a bit longer than visual sensory memories. Three Stages of Memory Three memory stores that differ in function, capacity and duration. 1. Sensory Memory – shortest term of memory. Function — process for basic physical characteristics. Capacity— large; can hold many items at once. Duration — very brief retention of images. ❏ 3 seconds for visual information ❏ 2 seconds for auditory information 2. Short-Term Memory Function – conscious processing of information; information is actively worked on. Capacity – limited (holds 7+/-2 items) Duration – brief storage (about 30 seconds) Maintenance Rehearsal Mental or verbal repetition of information allows information to remain in working memory longer than the usual 30 seconds Chunking: Grouping small bits of information into larger units of information. 3. Long-Term Memory Once information passes from sensory to working memory, it can be encoded into long-term memory. Function – organizes and stores information. Unlimited capacity Duration – thought by some to be permanent. Automatic vs. Effortful Encoding ❏ Automatic processing: Unconscious encoding of information (muscle memory). ❏ Effortful processing: Requires attention and conscious effort. Explicit memory – memory with awareness; information can be consciously recollected. Declarative or conscious memory; can be recalled or declared. LSPU SELF-PACED LEARNING MODULE: INTRODUCTION TO PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Two Subtypes of Explicit Memory  Episodic Information – information about times, events or “episodes”; memory tied to your own personal experiences.  Semantic Information – information about facts, general knowledge, school work; memory not tied to personal events and general facts and definitions about the world. Implicit memory – memory without awareness; memory that affects behavior but cannot consciously be recalled; also called non-declarative memory. Non-declarative memory Influences your thoughts or behavior, but does not enter consciousness. Procedural memory – memory that enables you to perform specific learned skills or habitual responses. Forgetting as retrieval failure is due to missing stimuli or cues from the time memory was encoded. Retrieval – process of accessing stored information. Sometimes information is encoded into long-term memory and cannot be retrieved. Types of Long-term Memory Procedural memory – memory that enables you to perform specific learned skills or habitual responses. Forgetting as retrieval failure is due to missing stimuli or cues from the time memory was encoded. Retrieval – process of accessing stored information. Sometimes information is encoded into long-term memory and cannot be retrieved. Measures of Retrieval Recall. It involves retrieving memories without cues, also termed free recall. Cued recall. It involves remembering an item of information in response to a retrieval cue. Recognition. It involves identifying correct information from a series of possible choices. Serial Position Effect. The tendency to remember items at the beginning and end of a list better than items in the middle. (enumeration type of test) Theories of Forgetting Encoding failure – Information never encoded into the long-term memory. Interference theories “Memories interfering with memories” Forgetting NOT caused by mere passage of time but by one memory competing with another memory. Two types of interference Retroactive Interference. A new memory interferes with remembering OLD LSPU SELF-PACED LEARNING MODULE: INTRODUCTION TO PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited information (backwards). Calling your old friend by your new friend’s name. Proactive Interference. When an OLD memory interferes with remembering NEW information. Trying to recall your new number but remembers the old one. Motivated forgetting – Undesired memory is held back from awareness. Suppression – conscious forgetting. Example: I cannot talk about the recent midterm examination. Change the topic. Repression – unconscious forgetting (Freudian). Example: Elisse, who was abused as a child cannot remember the abuse at all. Decay Memories fade away or decay gradually if unused. Time plays critical role. Ability to retrieve info declines with time after original encoding. When new memory formed, it creates a memory trace. A change in brain structure or chemistry. If unused, normal brain metabolic processes erode memory trace. Theory not widely favored today. Amnesia – severe memory loss. Types of amnesia Retrograde amnesia – inability to remember past episodic information; common after head injury; need for consolidation. Anterograde amnesia - inability to form new memories; related to hippocampus damage. LECTURE GUIDE 7 What is intelligence?  The capacity to understand the work rationally and use resources effectively when faced with challenges (Fieldman).  Intelligence is both general ability and a number of specific abilities (Thurston).  Intelligence is the learning ability and the ability to see new situations (Stagner). How do we know intelligence exist?  Psychometricians specialize in measuring psychological characteristics for intelligence and personality.  By using patterns of test scores, they have found evidence for general intelligence as well as for specific abilities. Approaches to Intelligence Spearman’s Psychometric Approach: Intelligence as a Single Trait; proposed by LSPU SELF-PACED LEARNING MODULE: INTRODUCTION TO PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Charles Spearman.  Psychometric Approach - The measurement (metric) of individual differences in behaviors and abilities. Charles Spearman reported findings supporting the idea that performance on any test of mental ability was based on a single general ability factor that he termed “g”.  Spearman also believed that performance on any test of mental ability required the use of a specific ability factor that he termed “s”. James Cattell’s View of Intelligence: Intelligence as a Few Basic Abilities. Fluid Intelligence  The ability to think on the spot and solve novel problems.  The ability to perceive relationships.  The ability to gain new types of knowledge Crystallized Intelligence  Factual knowledge about the world.  The skills already learned and practiced.  Children who do well on one test of fluid intelligence usually do well on other tests of fluid intelligence.  They may no necessarily perform well on tests of crystallized intelligence. Multiple Intelligences (Howard Gardner)  Linguistics. Sensitivity to the meanings and sounds of words, mastery of syntax, appreciation of the ways language can be used.  Logical-Mathematical. Understanding of objects and symbols and of actions that be performed on them and of the relations between these actions, ability to identify problems and seek explanations.  Spatial. The capacity to perceive the visual world accurately, to perform transformations upon perceptions and to re-create aspects of visual experience in the absence of physical stimuli.  Musical. Sensitivity to individual tones and phrases of music, an understanding of ways to combine tones and phrases into larger musical rhythms and structures, awareness of emotional aspects of music.  Bodily-Kinesthetic. Use of one’s body in highly skilled ways for expressive or goal-directed purposes, capacity to handle objects skillfully.  Interpersonal. Ability to notice and make distinctions among the moods, temperaments, motivations, and intentions of other people and potentially to act on this knowledge.  Intrapersonal. The access to one’s own feelings, ability to draw on one’s emotions to guide and understand one’s behavior, recognition of personal strengths and weaknesses.  Naturalistic. The sensitivity and understanding of plants, animals, and other LSPU SELF-PACED LEARNING MODULE: INTRODUCTION TO PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited aspects of nature.  Existential. The sensitivity to issues related to the meaning of life, death, and other aspects of the human condition. Sternberg Triarchic Theory of Intelligence (Robert Sternberg) A. Componential. It focuses on the components involve in analyzing information to solve problems specifically these operating focuses. Three processing components: Leaning how to do things. Planning what things to do. Doing the actual things. B. Experiential. It centers on how a person’s prior experience affect intelligence and how these experiences are brought to problem situations. C. Contextual. Adapting to any situations. Added to this theory is practical intelligence which is related to overall success in living rather than in academic performance. How we Measure Intelligence? The first Intelligence test was created by Binet and Simon using simple tasks to distinguish children who would do well in school from those who wouldn’t. Binet and Simon used Mental age to distinguish “bright” from “dull” children What is IQ? Lewis Terman revised Simon and Binet’s test and published a version known as the Stanford-Binet Test in 1916. Performance was described as an intelligence quotient (IQ) which was imply the ratio of mental age to chronological age multiplied by 100: This summary is used to indicate a child’s intelligence relative to others of the same age. IQ tests measure an individual’s probable performance in school and similar settings. An IQ test measures performance… but an IQ test does not explain performance. Stanford – Binet Intelligence Test This test measures things that are necessary for school success. Understanding and using language, memory, the ability to follow instructions, and computational skills Binet’s test is a set of age-graded items. Binet assumed that children’s abilities increase with age. These items measure the person’s “mental level” or “mental age” Adaptive Testing LSPU SELF-PACED LEARNING MODULE: INTRODUCTION TO PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Determine the age level of the most advanced items that a child could consistently answer correctly Children whose mental age equal their actual or chronological age were considered to be of “regular” intelligence. Wechsler Adult Intelligence Scale  Wechsler Intelligence Scale for Children-Third Edition (WISC-III) Used with children 6 to 16.  Wechsler Adult Intelligence Scale Used with people 17 and older.  Wechsler Adult Intelligence Scale Provides a profile of someone’s strengths and weaknesses Each test is made of 12 parts Each part begins with the simplest questions and progresses to increasingly difficult ones Performance Scale (6 parts) Spatial and perceptual abilities Measures fluid intelligence Factors that influence Intelligence  The Child’s Influence  Genetics  Genotype–Environment Interaction  Gender  The Immediate Environment’s Influence  Family Environment  School Environment  The Society’s Influence  Poverty  Race/Ethnicity Mental Retardation  People who have sub-average level of intellectual functioning accompanied by deficit in adoptive behavior.  Individuals who have limited intelligence. Classification of Mental Retardation LSPU SELF-PACED LEARNING MODULE: INTRODUCTION TO PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Familial Retardation It is a mental retardation in which there is a history of retardation in the family without evidences of biological cause. Causes of Mental Retardation 1. Biological 2. Drugs taken by pregnant mothers 3. German measles 4. Malnutrition of the mother 5. Other cause (accident, poor environment conditions, superstitious beliefs) Who are brilliants? Idiot Savants. Mentally defective individual who belongs to moderately retarded. They have special talents in one or more fields like mathematics, memory or mechanical ability.  e.g. a little boy was branded as walking calculator.  An age 5 boy who can play mozart' music. Child Prodigies. An individual who can master a particular field or skill rapidly.  He has the capacity which is hereditary.  e.g. Karl White, a german boy who at 8 years old can understand great writings of the best authors, accepted in the University by 9, got his Ph.D at 14 and became a Doctor of Law at age 16. Genius. Those with an IQ of 140 and above  Gifted Child or exceptional child  According to Francis Galton it is hereditary LSPU SELF-PACED LEARNING MODULE: INTRODUCTION TO PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Engaging Activity 4 Self-Reflection Imagine for a moment what your life would be like if you couldn’t see. Do you think you would be able to compensate for your loss of sight by using other senses? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Engaging Activity 5 What types of sensory adaptation have you experienced in the last 24 hours? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Engaging Activity 6 1. List some situations in which sensory memory is useful for you. 2. Describe a situation in which you need to use working memory to perform a task or solve a problem? How do your working memory skills help you? Engaging Activity 7 1. Considering the multiple theory of intelligence, what type of intelligence do you have and why? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ LSPU SELF-PACED LEARNING MODULE: INTRODUCTION TO PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Performance Tasks A. Explain how the eye and the visual cortex work together to sense and perceive the visual stimuli in the environment, including processing colors, shape, depth, and motion. B. Answer the activity below. 1. Sensation is to as perception is to. a. absolute threshold; difference threshold b. bottom-up processing; top-down processing c. interpretation; detection d. grouping; priming 2. The process by which we organize and interpret sensory information is called ______________________. 3. Sensory adaptation helps us focus on a. visual stimuli b. auditory stimuli c. constant features of the environment d. important changes in the environment 4. The characteristic of light that determines the color we experience, such as blue or green, is _______________. 5. The amplitude of a sound wave determines our perception of loudness. The amplitude of a light wave determines our perception of. a. brightness c. meaning b. color d. distance C. Answer the activity below 1. Jacob wishes to remember the phone number of an attractive woman he just met. The MOST likely strategy he will use is. a. mnemonics b. semantics c. relearning d. rehearsal 2. A “fill in the blank” type of examination would usually measure a. recognition b. recall c. chunking d. explicit memory 3. If you memorize the letters DTOREFHBI as DTO-REF-HBI, you have used a technique known as a. relearning b. encoding visual characteristics c. chunking d. recognition LSPU SELF-PACED LEARNING MODULE: INTRODUCTION TO PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited 4. “Learning is any relatively permanent change in behavior” is an incomplete definition of learning because it does not include the role of a. growth b. conditioning c. cognition d. experience 5. Pavlov caused the dogs to salivate to a neural stimulus through a process known as a. classical conditioning c. insight conditioning b. operant conditioning d. successive approximations D.Answer the Questions Below 1. Charles Spearman suggested that we have one ____________________ underlying success across a variety of intellectual abilities. 2. The IQ of a 6-year old with a measured mental age of 9 would be. a. 67 b. 133 c. 86 d. 150 3-5. Sternberg’s three types of intelligence are __________________, ______________________ and___________________. Understanding Directed Assess LSPU SELF-PACED LEARNING MODULE: INTRODUCTION TO PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Rubric for Concept Map Criteria Excellent Good Adequate Marginal No Credit; is unacceptable to review (4) (3) (2) (1) (0) Structure non-linear non-linear non-linear non-linear inappropriate structure that structure that structure that structure that structure provides a very provides a provides a shows some complete picture complete picture picture of your relationships of your ideas of your ideas ideas between ideas Relationships relative relative relative importance is no differentiation importance of importance of importance of evident but not between ideas; ideas is indicated ideas is indicated ideas is indicated; very distinctive; no evidence of and both simple and relationships relationships are relations are meaningful and complex are very mapped somewhat clear relationships relationships are effectively but lacking very effectively mapped mapped Exploratory map shows map shows map shows map shows some thinking process complex thinking effective thinking definite thinking thinking about is not clear about the about the about relationships meaningful meaningful relationships between ideas, relationship relationships between ideas, themes, and the between ideas, between ideas, themes, and the framework themes, and the themes, and the framework framework framework Communication information is information is information is information is information is presented clearly presented clearly presented clearly presented and not clear, very and allows for a and allows for a and allows for a some difficult to high level of good level of basic level of understanding understand understanding understanding understanding can be gained University of Minnesota digital media center. (2004). Concept map [assessment rubric]. Retrieved on December 20, 2007, from http://dmc.umn.edu/activities/mindmap/assessment.pdf LSPU SELF-PACED LEARNING MODULE: INTRODUCTION TO PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Rubric: Engaging Activity Score Completion Accuracy Comprehension Organization Conventions Content Content is well- No major grammatical All information demonstrates a deep organized and easy to The answer is or spelling errors. 5 provided is understanding of, read. complete. No more than two accurate. and engagements, Points follow a logical minor errors. the text(s). progression. Content Content is well- No major grammatical The answer is All information demonstrates organized and easy to or spelling errors. 4 missing slight provided is understanding of, read. Points follow a No more than five details. accurate. and engagement logical progression. minor errors. with, the text(s). Content Content is organized Some major and minor The answer is Most information demonstrates basic and easy to read. errors that don’t 3 missing multiple provided is understanding of the Points follow a mostly necessarily impair details. accurate. text(s). logical progression. communication. Content may be Major and minor Content unorganized and errors significantly Content suggests Some information demonstrates less difficult to read. weaken quality of 2 lack of preparation provided is than basic Points do not follow a communication, or comprehension. accurate. understanding of the solidly logical although still text(s). progression. compensable. Content only Content Communication A small amount of Content is marginally related demonstrates a lack seriously impaired by 1 the information is unorganized, illogical, to the question/ of understanding of multitude of spelling/ accurate. and difficult to read. prompt. the text(s). grammatical errors. Category Exceeds the Standard Meet the Standard Does not Meet the Standard The analysis clearly compares The analysis compares and The analysis mostly compares and contrasts points that are contrast points clearly but the and contrasts points clearly but Purpose sophisticated, offers to specific supporting information is general, the supporting information is and examples to illustrate the and/ or the points are basic. The incomplete or missing, and/ or Supporting Details comparison and includes only paper includes only the may include information that is the important information information relevant to the not relevant to the comparison. relevant to the comparison. comparison. The paper breaks the The paper breaks the information Organizational pattern not information into point-by-point Organization into point-by-point structure or identifiable. or block-by-block structure. and block-by-block but may not follow Some details are not in a logical or It follows a consistent order Structure a consistent order when expected order and this distracts when discussing the discussing the comparison. the reader. comparison. The paper moves smoothly The paper moves from one ideas Transitions may be missing; from one idea to the next and to the next but lack or misuse Transitions connections between ideas are uses subtle transitions to show transition words to show fuzzy or illogical. relationships between ideas. relationships between ideas. Writer makes no errors in Grammar Writer makes one – two errors in Writer makes several errors in grammar or spelling that and grammar or spelling that distract grammar or spelling that distracts distracts the reader from the Spelling the reader from the content. the reader from the content. content. LSPU SELF-PACED LEARNING MODULE: INTRODUCTION TO PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Learning Resources Rathus, S. (2009). PSYCH. Cengage Learning Myers, D., Dewall, N. (2014) 3rd edition. Psychology in Everyday. Worth Publishers Coaley, K. (2010). PSYCH A new Approach to Learning Intro to Psychology. CengageLearning Gurung, R. et.al. (2016). General Pychology: An Introduction. Noba Project Series Diener Education Fund Publishers Additional Material: Video (Intro to Psychology - Crash course ) https://www.youtube.com/watch?v=vo4pMVb0R6M Intellectual Property This module is for educational purpose only. Under section Sec. 185 of RA 8293, which states, “The fair use of a copyrighted work for criticism, comment, news reporting, teaching including multiple copies for classroom use, scholarship, research, and similar purposes is not an infringement of copyright.” The unauthorized reproduction, use, and dissemination of this module without joint consent of the authors is strictly prohibited and shall be prosecuted to the full extent of the law, including appropriate administrative sanctions, civil, and criminal. LSPU SELF-PACED LEARNING MODULE: INTRODUCTION TO PSYCHOLOGY