The Method of Psychology PDF

THE METHOD OF PSYCHOLOGY DAN CARLO C. GALANG, RMT, MLS (ASCPi) LEARNING OUTCOMES Recognize Understand Use Understand Understand Recognize Understand Use these Understand Understand the basic the mental how...

THE METHOD OF PSYCHOLOGY DAN CARLO C. GALANG, RMT, MLS (ASCPi) LEARNING OUTCOMES Recognize Understand Use Understand Understand Recognize Understand Use these Understand Understand the basic the mental how how we mental difference processes in imagination receive and processes between everyday allows us to interpret involved in forming situations to think beyond sensory how we conclusions understand our current information think, feel, from specific and solve experiences from our and perceive examples problems. and create environment. the world. and from new ideas. general rules. In psychology, the student 1. Observes his own mental experiences or those of other minds 2. Regards these experiences as individuals of a genus 3. Confirms these hypotheses by variations in numerous experiments. In other words, the process of psychology consists of the observation of mental phenomena, and the ascertainment of their laws by in duction and deduction. The present chapter is designed to prompt exercises in this method of discovery. The student must, of course, be Wisely supervised.  THE NATURE OF MENTAL PHENOMENON SENSATION, IDEATION, AND ANALYSIS The mind doesn’t experience a simple list of separate elements, but instead a mix of experiences that we need to break down. Through analysis, we can find the individual parts that make up this mix. Analysis is about breaking down complex experiences into simpler parts. THE NATURE OF MENTAL PHENOMENON This means identifying the separate parts that make up a whole, like breaking a REGRESSIVE sentence into words or CLASSIFICATION separating objects into categories. This helps the mind organize and understand things. REASONING AND THINKING Reasoning is the process of making judgments or conclusions by connecting different ideas. It is a type of thinking that can happen in two ways: 1. Induction is when you move from specific examples to a general conclusion. 2. Deduction is when you start with a general principle and apply it to a specific case. SYLLOGISM A syllogism is a form of reasoning where two related ideas (premises) lead to a conclusion. Example: Premise 1: "All blood tests are used to analyze a patient's health condition.“ Premise 2: "A CBC (Complete Blood Count) is a type of blood test.“ Conclusion: "Therefore, a CBC is used to analyze a patient's health condition." INTELLECT Intellect: Intellect refers to the mind’s ability to think, reason, and know. It includes the mental processes like sensation, ideation, and reasoning. For students, developing intellect means improving their ability to process information, form ideas, and draw conclusions. SENSATION, IDEATION, AND PERCEPTION Sensation: Sensation is how we receive information through our senses (e.g., seeing, hearing, or touching). For students, sensation is the starting point for understanding the world. This is the raw data their minds use to begin thinking. For students, developing intellect means improving their ability to process information, form ideas, and draw conclusions. SENSATION, IDEATION, AND PERCEPTION Example: In a medical laboratory, sensation occurs when a student uses their senses to collect data. For example, when a student is preparing a blood sample, they might notice the color of the plasma, or when a microscope is used, the student might see the size and shape of red blood cells under the lens. Sensation is the first step, as the student uses their senses (sight, touch, etc.) to gather raw data, like the appearance of a sample or the texture of a specimen. SENSATION, IDEATION, AND PERCEPTION Ideation: After sensation, the mind creates ideas or mental images about what we experience. At this stage, the mind generates ideas without yet making connections between them. Students use ideation to form initial thoughts before they start analyzing and reasoning. SENSATION, IDEATION, AND PERCEPTION Example: After the initial sensory experience, the student’s mind begins to form ideas or mental images about the sample. For example, after seeing the blood sample, the student might have an idea that it looks normal or abnormal based on the color or consistency. At this stage, the student is creating initial thoughts without fully understanding the cause. For example, they might notice that a urine sample looks cloudy, and they form the idea that it could be related to infection, but they haven't yet fully analyzed the situation. SENSATION, IDEATION, AND PERCEPTION Perception is when students start recognizing patterns and causes behind repeated sensations. For instance, after hearing a bell ring multiple times, students recognize that the sound is caused by a bell. Perception allows students to connect what they sense with their understanding of the world.  MEMORY Memory: Memory allows students to store and recall past experiences. This is vital for learning, as it helps them remember what they’ve learned and apply it in new situations. Habit: Things students experience repeatedly are easier to remember. For example, practicing math problems regularly helps students remember how to solve them. Recollection: This is the process of actively trying to remember something. When students recall facts or experiences, they use recollection to retrieve information. Recognition: Recognition occurs when students see or hear something and realize they’ve encountered it before. It helps them identify familiar ideas and concepts.  IMAGINATION Imagination: Imagination is when the mind creates ideas or mental images that are not directly based on current experiences. For students, imagination is crucial for problem-solving, creativity, and abstract thinking. There are three phases of imagination: Primary Imagination: This phase closely resembles perception or memory, like when students dream or experience illusions. Creative Imagination: In this phase, students can think about things beyond their direct experience, such as imagining a new invention or story. It helps in brainstorming and innovation. Abstract Imagination: This phase allows students to think about concepts or ideas (like beauty, truth, or justice) that are not tied to any specific object. It helps students engage  ABSTRACTION Abstraction: Abstraction allows students to focus on certain qualities or concepts without thinking about the objects that display them. For example, they can think about the quality of "beauty" without focusing on a specific beautiful object. This helps students develop deeper, more flexible thinking about ideas. Aesthetic and Moral Abstraction: These are special types of abstraction. Taste helps students think about beauty, while Conscience helps them think about what is right or wrong. These abstractions take time to develop, as students mature and learn to think more deeply about the world.  ABSTRACTION AESTHETIC In Medical Laboratory Science: This could be the student’s ability to recognize the elegance or design in how a lab experiment is structured or even how certain tests are done in a way that is precise or aesthetically satisfying in terms of technique. MORAL In Medical Laboratory Science: An example could be the student’s awareness of the ethical responsibility in handling patient samples. They might reflect on the broader principle of patient confidentiality or the moral obligation to ensure accurate test results, even though these ideas are separate from any specific test or scenario. GENERALIZATI ON Generalization: Generalization is when the mind groups similar things together to form broad ideas. For students, generalization helps them make connections between different concepts and develop general knowledge. CONSCIOUSNESS Consciousness: Students gradually become Consciousness is the mind’s more aware of their own ability to be aware of its own thoughts and decisions. Just thoughts, feelings, and like a person learning to notice actions. For students, flowers in nature, students consciousness is important learn to observe their own because it allows them to thinking patterns and actions, reflect on their thinking, which helps them improve recognize their own learning how they learn and solve process, and develop self- problems. awareness.  SUMMARY Students develop key cognitive abilities. It begins with basic sensations, leading to ideation (idea formation), perception (pattern recognition), and memory (recalling experiences). It then explores reasoning, imagination, and abstraction, helping students connect ideas and think creatively. Through generalization, students form broader concepts, and through self-awareness, they become conscious of their thinking processes. These mental skills are foundational for critical thinking, problem-solving, and personal growth in learning.