PSYC 1113 Chapter 1


Published on

Published in: Education, Technology
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • p. 8 Discovering psy
  • p. 8 Discovering psy
  • Keywords: physiological psychology
  • Keywords: psychoanalysis, Sigmund Freud
  • p. 9 Discovering psychology
  • Keywords: cognitive psychology
  • Keywords: cultural psychology
  • Keywords: cultural psychology
  • Keywords: ethology, Konrad Lorenz, Nikolass Tinbergen Graphic: picture of Lorenz pg. 16 Gray
  • Keywords: ethology, Konrad Lorenz, Nikolass Tinbergen Graphic: picture of Lorenz pg. 16 Gray
  • Fig 1.1 p14 Disc psych
  • MSOffice clip art
  • Image and lecture gallery
  • p. 21 Discovering psychology
  • PSYC 1113 Chapter 1

    1. 1. IntroChapter 1:Introduction andResearch Methods
    2. 2. What is Psychology?The scientific study of behaviorand mental processes
    3. 3. Philosophical Developments• A Question: How aremind and body related?• RenéDescartes (1596–1650)—Interactive dualism• The mind and body interact to produceconscious experience
    4. 4. Philosophical DevelopmentsAnother Question: Nature vs. Nurture• Are abilities determined by our genes orour experiences?• What are the interactions betweengenetics and environment?• What effect does it have on behavior?
    5. 5. Foundations of Modern Psychology• Separated from philosophy in 19th century– influences from physiology remain• Wilhelm Wundt (1832–1920)– Leipzig, Germany– established first psychology research laboratory– applied laboratory techniques to study of the mind• Edward Titchener (1867–1927) Wundt’s student,professor at Cornell University– developed approach called structuralism—involvingintrospection and studying basic components ofconscious experiences.• focused on basic sensory and perceptual processes• measured reaction times
    6. 6. Wilhelm Wundt (1832–1920) E. B. Titchener (1867–1927)
    7. 7. Other Pioneers• William James (1842–1910)– started psychology at Harvard in 1870s– opposed Wundt and Titchener’s approach– his ideas shaped school of functionalism – alsoinfluenced by Darwin to focus on how behaviorshelp us adapt to the environment• Sigmund Freud (1856–1939)– Austrian physician that focused on illness– psychoanalytic theory of mental disorders
    8. 8. William James (1842–1910) Sigmund Freud (1856-1939)
    9. 9. Schools of Psychology• Psychoanalysis—personality theory andform of psychotherapy that emphasizesthe role of unconscious factors inpersonality and behavior• Behaviorism—emphasizes the study ofobservable behaviors, especially as theypertain to the process of learning• Humanistic—emphasizes each person’sunique potential for psychological growthand self-direction
    10. 10. Key Influences in the Development ofBehaviorism• Ivan Pavlov (1849-1936)– Behaviorism grew out of his work with dogsassociating a neutral stimulus with anautomatic behavior• John B. Watson (1878–1958)– psychologists should study overt behavior• B. F. Skinner (1904–1990)– American psychologist at Harvard– studied learning and effect of reinforcement– behaviorism
    11. 11. Ivan Pavlov (1849-1936)
    12. 12. John B. Watson (1878–1958)
    13. 13. B. F. Skinner (1904–1990)
    14. 14. Perspectives• Perspective is a way of viewing phenomena• Psychology has multiple perspectives– Biological– Psychodynamic– Behavioral– Humanistic– Positive Psychology– Cognitive– Cross-Cultural– Evolutionary
    15. 15. Biological Perspective• Study the physiological mechanisms in thebrain and nervous system that organize andcontrol behavior• Focus may be at various levels– individual neurons– areas of the brain– specific functions like eating, emotion, or learning• Interest in behavior distinguishes biologicalpsychology from many other biologicalsciences
    16. 16. Psychodynamic Perspective• View of behavior based on experience treating patients• Psychoanalytic approach (Sigmund Freud)– both a method of treatment and a theory of the mind– behavior reflects combinations of conscious andunconscious influences– drives and urges within the unconscious componentof mind influence thought and behavior– early childhood experiences shape unconsciousmotivations
    17. 17. Behavioral Perspective• View of behavior based onexperience or learning–Classical conditioning–Operant conditioning
    18. 18. Humanistic Perspective• Developed by Abraham Maslow and CarlRogers– behavior reflects innate ‘actualization’– focus on conscious forces and selfperception– more positive view of basic forces thanFreud’s
    19. 19. Carl Rogers (1902–1987) Abraham Maslow (1908–1970)
    20. 20. Cognitive Perspective• How is knowledge acquired, organized,remembered, and used to guidebehavior?• Influences include– Piaget – studied intellectual development– Chomsky – studied language– Cybernetics – science of information processing
    21. 21. Cross-Cultural Perspective• The study of cultural effects on behavior andmental processes• The study of psychological differencesamong people living in different culturalgroups• How are people’s thoughts, feelings andbehavior influenced by their culture?• What are the common elements acrossculture? Are these innate?
    22. 22. Other Cultural Terms• Ethnocentrism—the belief that one’s ownculture or ethnic group is superior to all others,and the related tendency to use one’s ownculture as a standard by which to judge othercultures.• Individualistic cultures—those that emphasizethe needs and goals of the individual over theneeds and goals of the group• Collectivistic culture—those that emphasize theneeds and goals of the group over the needsand goals of the individual
    23. 23. Evolutionary Perspective• Influenced by Darwin and the emphasis oninnate, adaptive behavior patterns• Application of principles of evolution toexplain behavior and psychologicalprocesses
    24. 24. Specialty Areas in Psychology• Biological• Clinical• Cognitive• Counseling• Educational• Experimental• Developmental• Forensic• Health• Industrial/organizational• Personality• Rehabilitation• Social• Sports
    25. 25. Similarities and Differences betweenclinical psychologists and psychiatrists• Both trained in the diagnosis, treatment,causes, and prevention of psychologicaldisorders• Clinical psychologists receive doctorate(Ph.D. or Psy.D.)• Psychiatrists receive a medical degree (M.D.or D.O.) followed by years of specializedtraining in treatment of mental disorders
    26. 26. Review
    27. 27. Psychology should study how behavior andmental processes allow organisms to adapt totheir environments.School/Approach Evolutionary perspectiveFounder Charles Darwin
    28. 28. Psychology should emphasize people’s uniquepotential for psychological growth.School/Approach HumanisticFounder Maslow
    29. 29. Psychology should only study observable behavior.School/Approach BehaviorismFounder Watson/Skinner
    30. 30. Goals of Psychology• Describe• Explain• Predict• Controlbehaviorial and mental processes
    31. 31. Scientific Method• Formulate testable questions– Develop hypotheses• Design study to collect data– Experimental– Descriptive• Analyze data to arrive at conclusions– Use of statistical procedures– Use of meta-analysis• Report results– Publication– Replication
    32. 32. Definitions• Empirical evidence—based upon objectiveobservation, measurement, and/orexperimentation• Hypothesis—tentative statement about therelationship between variables• Variables—factors that can vary in waysthat can be observed, measured, andverified (independent versus dependent)• Operational definition—precise descriptionof how the variables will be measured
    33. 33. Example of how to report findings
    34. 34. Theory• Tentative explanation for observedfindings• Results from accumulation of findingsof individual studies• Tool for explaining observed behavior• Reflects self-correcting nature ofscientific method.
    35. 35. Research Strategies• Descriptive—strategies for observing anddescribing behavior– Naturalistic observation– Case studies– Surveys– Correlational methods• Experimental—strategies for inferringcause and effect relationships amongvariables
    36. 36. Descriptive Study• Describes a set of facts• Does not look for relationships between facts• Does not predict what may influence the facts• May or may not include numerical data• Example: measure the percentage of newstudents from out-of-state each year since1980
    37. 37. Naturalistic ObservationResearchers directly observe andrecord behavior rather than relyingon subject descriptions. In naturalisticobservation researcher recordsbehavior as it occurs naturally.
    38. 38. Case Study Method• Highly detailed description of a singleindividual• Generally used to investigate rare,unusual, or extreme conditions
    39. 39. Survey MethodsDesigned to investigate opinions,behaviors, or characteristics of aparticular group. Usually in self-reportform.
    40. 40. Samples and Sampling• Population—large (potentially infinite)group represented by the sample.Findings are generalized to this group.• Sample—selected segment of thepopulation• Representative sample—closely parallelsthe population on relevant characteristics• Random selection—every member oflarger group has equal chance of beingselected for the study sample
    41. 41. Correlational Study• Collects a set of facts organized into two ormore categories– measure parents’ disciplinary style– measure children’s behavior• Examine the relationship betweencategories• Correlation reveals relationships amongfacts– e.g., more democratic parents have children whobehave better
    42. 42. Correlational Study• Correlation cannot prove causation– Do democratic parents produce better behavedchildren?– Do better behaved children encourage parents tobe democratic?• May be an unmeasured common factor– e.g., good neighborhoods produce democraticadults and well-behaved children
    43. 43. Coefficient of CorrelationNumerical indication of magnitude anddirection of the relationship betweentwo variables– Positive correlation—two variables varysystematically in the SAME direction– Negative correlation—two variables varysystematically in OPPOSITE directions
    44. 44. Experiments• Direct way to test a hypothesis abouta cause-effect relationship betweenfactors• Factors are called variables• One variable is controlled by theexperimenter– e.g., democratic vs. authoritarian classroom• The other is observed and measured– e.g., cooperative behavior among students
    45. 45. Experimental Variables• Independent variable (IV)– the controlled factor in an experiment (i.e.the one you manipulate)– hypothesized to cause an effect onanother variable• Dependent variable (DV)– the measured facts– hypothesized to be influenced by IV
    46. 46. Independent Variable• Must have at least two levels– categories – male vs. female– numeric – ages 10, 12, 14• Simplest is experimental vs. controlgroup– experimental gets treatment– control does not
    47. 47. Experimental Design• Random sample—every member of thepopulation being studied should have an equalchance of being selected for the study• Random assignment—every subject in thestudy should have an equal chance of beingplaced in either the experimental or controlgroup• Randomization helps avoid false results
    48. 48. Sources of Bias• Expectancy effects—change in DVproduced by subject’s expectancy thatchange should happen• Demand characteristics—subtle cues orsignals by the researcher thatcommunicate type of responses that areexpected
    49. 49. Control of Bias• Placebo control group—exposed to a fakeIV (placebo), the effects of which arecompared to group receiving the actual IV• Double-blind study—technique in whichneither the experimenter nor participant isaware of the group to which participant isassigned
    50. 50. Limitations of ExperimentalDesigns• Often criticized for having little to dowith actual behavior because of strictlaboratory conditions• Ethical considerations in creatingsome more “real life” situations
    51. 51. Ethical Guidelines• Informed consent and voluntaryparticipation• Students as participants• Use of deception• Confidentiality of information• Information about the study anddebriefing
    52. 52. Using Brain Imaging inPsychological ResearchUsed for both descriptive and experimentalresearch (Henson, 2005).Types:• Positron Emission Tomography (PET)• Magnetic Resonance Imaging (MRI)• Functional MRI (fMRI)
    53. 53. Using Animals in PsychologicalResearch• 90% of psychology research actually useshumans, not animals, as subjects• Many psychologists are interested in thestudy of animal behavior for its own sake(comparative psychology)• Animal subjects are sometimes used forresearch that could not feasibly beconducted on human subjects
    54. 54. Evaluating Media Reports• Be skeptical of sensationalist claims.• Goal of “shock” media is ratings.• Look for original sources.• Separate opinion from data.• Consider methodology andoperational definitions.• Correlation is not causality.• Skepticism is the rule in science.