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Psychology at Work
- 1. PSYCHOLOGY AT WORK AFTON ELAM| EMILY WHALEN | RYAN BUCKELS
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- 3. DEPENDENT THEORY The Experience-Dependenttheory is one of two forms of early brain development. The first is Experience-Expectant development which is in short stating that our brains are pre- wired to certain stimuli that are universal across humanity. Like the brains ability to distinguish colors and light from dark.
- 4. EXPERIENCE- DEPENDENT EXPERIENCE-DEPENDENT IS MORESPECIFIC TO AN INDIVIDUALS’ EXPERIENCES. THESE CHANGES ARE BASED ON THE SPECIFIC EXPERIENCES OF THE INDIVIDUAL WHETHER THEY BE FROM UPBRINGING OR THE ENVIRONMENT AROUND THEM.
- 5. EXPERIENCE- DEPENDENT THEORY FOR EXAMPLE,IN THE ARTICLE, A FEW THOUGHTS ABOUT THE MIND, THE BRAIN, AND A CHILD WITH EARLY DEPRIVATION, BY MIRANDA DAVIES, SHE REFERENCES A YOUNG ITALIAN BOY NAMED JAY WHO HAS DEFECTIVE EYE FUNCTION IN ONE EYE BUT THE EYE IS COMPLETELY HEALTHY. UPON RESEARCHING JAY’S HISTORY IT WAS DISCOVERED THAT JAY HAD AN ABRASION THAT CAUSED THE EYE TO BE COVERED WHEN HE WAS AN INFANT. THE COVERING OF THE EYE PREVENTED JAY’S BRAIN FROM PROPERLY DEVELOPING THE NEURAL PATHWAYS FOR HIS SIGHT. THIS SPECIFIC EVENT IS NOT UNIVERSAL IN OUR SPECIES MAKING IT AN EXPERIENCE-DEPENDENT BRAIN DEVELOPMENT SYNAPSES.
- 6. EXPERIENCE-DEPENDENT THEORY The Experience-Dependent theoryis one of two forms of early brain development. The first is Experience-Expectant development which is in short stating that our brains are pre- wired to certain stimuli that are universal across humanity. Like the brains ability to distinguish colors and light from dark.
- 7. QUESTIONS ‣What are someexamples of Experience-Expectant developments that are universal across our species? ‣What are some Experience-Dependent developments that you personally may have or that you see in another culture?
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- 9. 10 TOP COGNITIVE DISTORTIONS “ISUSPECT YOU WILL FIND THAT A GREAT MANY OF YOUR NEGATIVE FEELINGS ARE IN FACT BASED ON SUCH THINKING ERRORS.” - DAVID BURNS, RENOUNCED PSYCHIATRIST AND RESEARCHER
- 10. 1. ALL-OR-NOTHING THINKING/ POLARIZED THINKING YOU SEE THINGS IN BLACK AND WHITE CATEGORIES. IF YOUR PERFORMANCE FALLS SHORT OF PERFECT, YOU SEE YOURSELF AS A TOTAL FAILURE.
- 11. 2. OVERGENERALIZATION YOU SEEA SINGLE NEGATIVE EVENT AS A SIGN OF A NEVER ENDING PATTERN OF DEFEAT.
- 12. 3. MENTAL FILTER YOUPICK OUT A SINGLE NEGATIVE DETAIL AND DWELL ON IT EXCLUSIVELY SO YOUR VISION OF ALL REALITY BECOMES DARKENED BY A DROP OF INK AS IT CLOUDS THE WATER.
- 13. 4. DISQUALIFYING THEPOSITIVE YOU REJECT POSITIVE EXPERIENCES BY INSISTING THEY DO NOT COUNT FOR SOME REASON OR ANOTHER. IN THIS MANNER, YOU CAN MAINTAIN A NEGATIVE BELIEF AND ELIMINATE THAT WHICH IS POSITIVE FROM YOUR MIND THAT WOULD HELP YOU FEEL LESS DEPRESSED.
- 14. 5. JUMPING TOCONCLUSIONS MIND READING: YOU ASSUME AND CONCLUDE THAT SOMEONE IS REACTING NEGATIVE TO YOU WITHOUT EVIDENCE TO SUPPORT THAT IDEA. FORTUNE TELLING: YOU ANTICIPATE THAT THINGS WILL TURN OUT BAD FOR YOU.
- 15. 6. MAGNIFICATION (CATASTROPHIZING) OR MINIMIZATION YOUEXAGGERATE THE IMPORTANCE OF THINGS OR YOU DO THE OPPOSITE AND MAKE IMPORTANT THINGS SO SMALL THEY APPEAR TINY. (BINOCULAR TRICK).
- 16. 7. EMOTIONAL REASONING YOUASSUME THAT YOUR NEGATIVE EMOTIONS REFLECT HOW THINGS REALLY ARE. “I FEEL IT, THEREFORE, IT MUST BE TRUE.”
- 17. 8. SHOULD STATEMENTS YOUTRY TO MOTIVATE YOURSELF WITH “SHOULDS” AND “SHOULDN’TS”.
- 18. 9. LABELING ANDMISLABELING YOU TRY OVERGENERALIZE AND ATTACH BROAD NEGATIVE LABELS TO YOURSELF. (THESE MAY BE TRUE OF A SPECIFIC ACTION, BUT DO NOT REPRESENT YOU AS A PERSON).
- 19. 10. PERSONALIZATION YOU SEEYOURSELF AS THE CAUSE OF SOME NEGATIVE EXTERNAL EVENT WHICH IN FACT YOU ARE NOT PRIMARILY RESPONSIBLE FOR.
- 20. https://positivepsychologyprogram.com/cognitive-distortions/ DAVID BURNS ON“FEELING GOOD” DOWNLOADABLE WORKSHEETS UNHELPFUL THINKING STYLES.PDF CBT THOUGHT RECORD.PDF FACT OR OPINION.PDF
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- 22. DYNAMIC SYSTEM THEORY… ‣EXPLAINS THE 3 IMPORTANT FACTORS THAT MAKE UP A CHILD’S CONCEPTUAL DTHIS DIFFERS BETWEEN DIFFERENT PEOPLE. ‣ EVELOPMENT, SENSORIMOTOR DEVELOPMENT, AND INTELLIGENCE.
- 23. 3 MAJOR CONTRIBUTING FACTORS 1.CURRENT EXPERIENCE WITH A CERTAIN OBJECT OR IDEA 2. THE MEMORY OF THAT PARTICULAR OBJECT OR IDEA 3. ONE’S CURRENT MOTOR SKILLS
- 24. DYNAMIC SYSTEM THEORY ACCORDINGTO THIS THEORY, THESE THREE FACTORS WORK TOGETHER IN ORDER FOR INFANTS TO SOLVE PROBLEMS THEY ARE FACED WITH. BECAUSE A BIG PART OF THIS THEORY IS WHAT THE INFANT IS EXPOSED TO, THIS THEORY HELPS TO EXPLAIN CHANGE OVER TIME. AS A CHILD GROWS THEY ARE EXPOSED TO DIFFERENT PEOPLE WHICH BRING NEW IDEAS AND HELP A CHILD GROW AND CHANGE CONCEPTUALLY.
- 25. DYNAMIC SYSTEM THEORY THISTHEORY IS NOT ONLY RELATED TO CHILDREN, BUT TO ADULTS. AS THIS THEORY STATES, WE ARE ALL CURRENTLY OPERATING COGNITIVELY AND CONCEPTUALLY BASED ON WHAT WE HAVE BEEN EXPOSED TO, TAUGHT, AND OUR MEMORIES OF CERTAIN IDEAS AND SITUATIONS.
- 26. DYNAMIC SYSTEM THEORY THEPEOPLE WE MEET THROUGHOUT OUR LIFE LIKE PROFESSORS, EMPLOYERS, FELLOW STUDENTS, MENTORS, FRIENDS, AND FAMILY MAY PROVIDE NEW INFORMATION THAT DIFFERS FROM OUR PAST MEMORY OR IDEA ON A SUBJECT. THIS NEW INFORMATION SERVES AS A TOOL FOR US TO GROW AND FORM NEW THOUGHTS AND UNDERSTANDINGS ABOUT CERTAIN IDEAS.
- 27. QUESTIONS CAN YOU THINKOF A PERSON(S) THAT SERVED AS A NEW TOOL OF INFORMATION THAT CHANGED YOUR UNDERSTANDING OR WAY OF THINKING? DO YOU THINK WE EVER STOP GROWING CONCEPTUALLY AND EMOTIONALLY THROUGHOUT OUR LIFE?
- 28. PSYCHOLOGY IS A SCIENCE. AFTONELAM EMILY WHALEN RYAN BUCKELS