2. Outline
I. Basics and History
II. Sensation and Perception
III. Memory
IV. Personality Development
V. Learning and Behavioral Psychology
3. Basics and History
• Behavior = Person (Internal) x Environment (External)
• 3 dimensions: ABC
• Affect: Internal process
• Emotions, feelings
• Behavior: External process
• Does or doesn’t do
• Cognition: Internal process
• What is thought during the experience
4. Basics and History
• Goals: Describe, explain, predict, change
• Describe: Note the observation
• Explain: Explain the observation; helps build theories
• Predict: What will happen next?
• Create change: Application (undesirable desirable)
5. Basics and History
BRANCH/CONCEPT DEVELOPER/CHARACTERISTICS
ROOTS: Objective Introspection
Origin in Leipzig, Germany
Wilhelm Wundt (Father of
Psychology)
Structuralism Edward Titchener
Functionalism William James
Gestalt psychology Max Wertheimer
Psychoanalysis (sex) Sigmund Freud
Behaviorism (classical
conditioning, operant
conditioning)
Ivan Pavlov, B.F. Skinner
Humanistic Abraham Maslow and Carl Rogers
6. Sensation and Perception
• Sensation
• Process by which our senses gather information and
send it to the brain
• Sensory Modalities
• Vision
• Audition
• Olfaction
• Gustation (taste)
• Somatosenses
7. Sensation and Perception
• Perception
• The way we interpret sensations and make sense of
the world around us
• Gestalt: similarity, proximity, continuity, and closure
• Constancy
• Distance
8. Memory
• 3 Processes Involved in Memory
1. Encoding: Operation of transforming sensory data
into cognitive representations
2. Storage: Keeping the encoded information or
cognitive representations in our head
3. Retrieval: Act or operation of pulling out that stored
information from your head back into the sensory
world
9. Memory
• Types of Memory Systems
1. Sensory Memory: Information enters the nervous
system through the sensory system; lost within a
second or so (e.g., double take)
2. Short-term Memory (Working memory): Information
is held for brief periods of time while being used;
unrehearsed information is lost in 15-30 seconds
10. Memory
3. Long-term memory: Information is placed to be kept
more or less permanently; retained indefinitely; some
lost with time
• Procedural (Implicit memory): Learning to ride a
bike/muscle memory
• Declarative (Explicit memory): Semantic (general
knowledge); episodic (meaningful/memory of first
day at school)
11. Personality Development
• most prominent stage theories in regard to motor and
cognitive, social development, development, and moral
development
I. Motor and Cognitive Development
II. Erikson’s Stages of Psychosocial Development
III. Freud’s Stages of Psychosexual Development
IV. Freud's Structural and Topographical Model
V. Freud's Ego Defense Mechanisms
12. Personality Development
• Motor Development in Infancy and Childhood
• 2 months – able to lift head up on his own
• 3 months – can roll over
• 4 months – can sit propped up without falling over
• 6 months – is able to sit up without support
• 7 months – begins to stand while holding on to things for support
• 9 months – can begin to walk, still using support
• 10 months – is able to momentarily stand on her own without
support
• 11 months – can stand alone with more confidence
• 12 months – begin walking alone without support
• 14 months – can walk backward without support
• 17 months – can walk up steps with little or no support
• 18 months – able to manipulate objects with feet while walking,
such as kicking a ball
14. Personality Development
• Erikson’s Stages of Psychosocial Development
• focuses on how children socialize
• eight distinct stages, each with two possible outcomes
• successful completion of each stage = healthy
personality and successful interactions with others.
• failure to successfully complete a stage = reduced
ability to complete further stages , unhealthy
personality and sense of self
15. Personality Development
• Erikson’s Stages of Psychosocial Development
• Basic trust vs. basic mistrust (birth to 12-18 months)
• Autonomy vs. shame and doubt (12-18 months to 3
years)
• Initiative vs. guilt (3 to 6 years)
• Industry vs. inferiority (6 years to puberty)
• Identity vs. identity confusion (puberty to young
adulthood)
• Intimacy vs. isolation (young adulthood)
• Generativity vs. stagnation (middle adulthood)
• Integrity vs. despair (late adulthood)
17. Personality Development
• Freud’s Stages of Psychosexual Development
• most well known and most controversial
• Freud believed that we develop through stages based
upon a particular erogenous zone
• an unsuccessful completion means that a child
becomes fixated on that particular erogenous zone
and either over– or under-indulges once he or she
becomes an adult
19. Personality Development
• Freud’s Structural Model (id, ego, superego)
• Id:
• pleasure principle
• as newborns, it allows us to get our basic needs met
• Ego:
• reality principle
• meets the needs of the id while taking into consideration the
reality of the situation
• Superego:
• moral part; conscience
• develops due to the moral and ethical restraints placed on us
by our caregivers
22. Personality Development
• Defense Mechanisms
• the ego employs these defenses when having a hard
time pleading the id or superego
• lack of these defenses or inability to use them properly
can cause problems
• Examples:
• Conversion reaction, Repression, Denial, Reaction
formation, Projection, Displacement, Rationalization,
Regression, Sublimation
24. Learning and Behavioral
Psychology
• Learning: process that leads to a relatively permanent
behavioral change
• Behaviorism: the science of behavior that focuses on
observable behavior only, as moods/feelings and
thoughts are too abstract and subjective
25. Learning and Behavioral
Psychology
• Classical Conditioning
• Idea that we develop responses to certain stimuli that
are not naturally occurring
• Ivan Pavlov and the dog
• Before: NS (Neutral stimulus) No relevant response;
US (unconditioned stimulus) UR (unconditioned
response)
• During: NS + US UR
• After: NS CS (Conditioned stimulus); CS CR
• John B. Watson
• “Little Albert” – feared furry white objects
27. Learning and Behavioral
Psychology
• Operant Conditioning
• Consequences of behavior produce change in the behavior
• BF Skinner and the cat/pigeon
• Cat/pigeon placed in a box with only one way out that
can be opened by a lever
• Cat escapes when the lever is triggered
• When placed in the box again, the cat will try to
remember what it did to escape the previous time
• The more the cat is placed back in the box, the quicker it
will press that area for its freedom. It has learned,
through natural consequences, how to gain the
reinforcing freedom.
28. Learning and Behavioral
Psychology
• Operant Conditioning
• Reinforcement – the process by which a behavior is
strengthened, increasing the likelihood that the
behavior will be repeated
• Most effective when it immediately follows the
behavior or response
• If a response is no longer reinforced, it will
eventually be extinguished – return to its original
(baseline) level
• Punishment – the process by which a behavior is
weakened, decreasing the likelihood of repetition
29. Learning and Behavioral
Psychology
• Operant Conditioning
• Behavior modification or behavior therapy
• a form of operant conditioning used to gradually
eliminate undesirable behavior or to instill positive
behavior
• good for people with mental or emotional
disabilities, eating disorders, special needs
30. Learning and Behavioral
Psychology
• Social Learning Theory
• Albert Bandura
• Observational learning or modeling – learning through
watching the behavior of others
• Observational learning can occur even if a person does
not imitate the observed behavior
• Needed:
• Attention
• Retention
• Motor reproduction
• Motivation/Reinforcement
31. Learning and Behavioral
Psychology
• Social Cognitive Theory
• Bandura’s updated version of the Social Learning Theory
• Reflects a greater emphasis on cognitive processes central
to development
• Cognitive processes are at work as people learn chunks of
behavior, and mentally put the chunks together into
complex new behavior patterns
• Through feedback on their behavior, children gradually form
standards for judging their actions and become more
selective in choosing models that simplify those standards
• They also develop a sense of self-efficacy: sense of one’s
capability to master challenges and achieve goals; the
confidence that they have what it takes to succeed
