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| Question | Answer |
|---|---|
| John Watson | Classical conditioning. Relationship between an environmental stimuli then a response. The "O" is mind/consciousness. |
| Watson | behaviorism, white rat studies, Views psychology as objective. Consciousness can not cause behavior, physio responses in brain, and thoughts are epiphenomenon (byproducts) |
| Example of classical conditioning | the S is turning on the car the O is whatever happens in between that (the physio) and the R is the car turns on and fumes. |
| Watsons goal for psych | prediction and control of behavior |
| Watsons views of language and thinking | What causes language?-behavior. thought can not cause language. Something in the environment triggers a physio response in the brain and that causes language. Physio response-subvocal speech |
| Watsons view on instincts | they are innate and unlearned in an organism, almost everything we think is instinct-is learning, experience is NOT innate. |
| radical environmentalism | almost everything is learned |
| watsons view of emotions | fear, rage and love are discovered at birth, others are found through learning, CC of fears, little albert experiment. |
| Mary cover jones & watson | treat individuals with fears, peter and the rabbit (fear could be systematically eliminated)can treat fear using CC, through invivo exposure. |
| watsons view of child rearing | never hug and kiss them, never let them sit in your lap, and shake hands with them in the mornings, treat them like little adults |
| Watsons contributions | founded behaviorism, changed psych major goals, made overt behavior the focus of psych, dev. major theory of pathology, came up with treatment for fears-invivo exposure |
| Gestalt psychology | attacked wundt's volunteerism/structuralism, attacked elementism, and doesnt like the idea to break down consciousness into pieces. |
| apparent motion | ex. the two flip books passed around in class.. |
| Gestalt background | three main men, all born around the same time, all started out in germany as german rationalist then moved to U.S. gestalt means form, pattern, shape (the big picture, the whole is greater than the sum of its parts |
| Molecular approach | attempt to reduce consciousness and behavior to basic elements, look at pieces. Study of which naturally appears in consciousness, things as we perceive them. |
| Molar approach | attempt to focus on intact mental and behavioral phenomena without dividing (gestalt agreed with this one) Mental exp. as it occurs to the observer |
| Antecedents of gestalt | how did we get to gestalt psychology? Influence by a lot of groups |
| Kant | german rationalist, active mind, did not deny sensory exp. categories of thought-innate things we know, take info and order it, what is out there and what we perceive is not = |
| Ehrenfels | form is more than sum of its parts, introduced term called "form quality" |
| form quality | things we exp. that cant be explained by just looking at its simple parts |
| william james | hated elementism, stream of consciousness-ex: take a cup of the ocean, cant say i have the ocean bec its a part of the ocean, you cant explain the whole thing. |
| wertheimer | gets idea to launch gestalt psych. gets a strobe-a-scope and it flips pictures as you look in. Wants to study apparent motion. Published studies on perception of movement |
| Phi phenomenon | see apparent motion with lights, did exp-illusion that light is moving from one place to another, our brain is structured in a way our senses are not. |
| field theory | brains have these structured fields of electrochemical forces. EX: brain is the canyon, sensory info is water flow. too much water erodes canyon..whole new river. the brain is transforming the sensory input |
| psychophysical isomorphism | gestalts view of mind/body problem. Iso-similar, morphism-shape. patterns of activity produced by the brain causes mental experience |
| Law of Pragnaz | what we perceive will always be clean and simple because the brain is well organized, the gist of it |
| Perceptual Gestalten | figure vs ground-break it up,figure-object of attention, ground-what recedes into the background..shows that some of it is innate |
| principle of closure | tendency that to complete that which is incomplete, gaps in sensory info, we will fill them |
| principle of proximity or contiguity | tendency to group together stimuli that a physically close |
| closure vs proximity | closure outweighs proximity because it is stronger and you can see this |
| principle of similarity | we group together things are that physically similar (ex. baseball teams all wear the same color) |
| perceptual consistencies & train tracks | tendency to respond to objects as being the same, even when we experience the objects under different circumstances. EX: open door, doesnt look like a door anymore--still a door. |
| Why is perceptual gestaltens important | demonstrates that they are innate organizing principles of the brain, challenges elementism, associationism, & behaviorism. Provides evidence and data whole is greater, law of pragnaz |
| gestalt explanation of learning and problem solving | 1. insightful, 2. cognitive trial and error |
| thorndike behavioral trial and error learning | learning occurs automatically (not mediated by thinking), gradual incremental, and applies to all mammals |
| Cognitive trial and error (gestalt) | think about it, figure it out. Clearly mediate by thinking. Insight learning (kohler) bananas on the wall monkeys have to stack boxes to get bananas. Monkeys stopped to think about how to get more. Applies to all mammals |
| Impacts of gestalt | emphasized things other paradigms down played or ignored, brought study of consciousness into the lab, challenged other paradigms, theory influenced most of modern psych, gestalt therapy-fritz perls |
| Positivism (started by bacon) | science should study only that which can directly be observed, no theory should be used, science should be descriptive rather than theoretical, describe rather than explain, dont study the mind, study behavior |
| background of logical positivism | kinda with philosophy in early 1900s, directly observable was not accepted. vienna circle talked about issues and come up with this. |
| logical positivism | theoretical concepts are admissible if they are tired to the observable world through observable definitions. |
| observable definitions | relates an abstract concept to the procedure that measures it |
| neobehaviorism | behaviorism combined with logical positivism, we should be studying observable overt behavior, do not need to avoid theory |
| neobehaviorist agreed on.. | IF theory is used, all theoretical concepts must be operationally defined, non-human animals should be used in research, and study learning processes because thats the major way that organisms adjust to the environment. |
| TOLMAN | he was entering the field when psych was known as the study of consciousness, opposed introspection, influenced by william james |
| purposive behaviorism | directed toward some goal and terminates when goal is attained |
| tolmans view on others | didnt like either watsons or thorndikes CC or operant, said watsons was a molecular behavior such as a conditioned reflex, didnt thin learning had to occur through reinforcment |
| purposive/molar behavior | large segments of behavior that are goal-directed and therefor purposive |
| tolman and watson | tolman said logical positivism and interested in the "O", wants to study bigger behaviors, Watson- no interest in the "O" no theoretical terms, little reflexes-only behavior |
| intervening variables | hypothetical construct created by a theorist to explain the relationship b/t the I.V and the D.V, look at cognitive processes/ thoughts are important, they influence behavior as a intervening var. |
| tolman and rats | he only used rats, before solving a maze, rats stop to ponder on how to get food. he calls this bicurious trial and error learning. Found rats do have cognitive maps |
| tolmans view of reinforcement | said learning occurs constantly with or without reinforcement, with or without motivation. S-S theory learning rel. among stimuli |
| learning vs performance | occurs constantly through observing the environment, you can learn something but still dont do it, motivation enhances performance of learning. ex: CPR |
| tolmans influences | preserves cognitive psych, intervening variables and operational definitions, cognitive behavior theory, and observational learning (bandura) |
| Skinner | positivist, believed science should study only observable, no theory, should be descriptive not theoretical. He is called a descriptive behaviorist |
| similarities b/t watson and skinner | the "O" was unimportant, both radical behaviorists, refuse to believe that cog events can cause behavior. thinking in lang. subvocal speech, physio beh. was a waste of time |
| contributions of skinner | emphasized overt behavior, strongly emph. scientific research approach, operant-reinforcement, impt. of env. consequences, lead to behavior therapy, very applied |
| psychic determinist | believed there was unconscious stuff that caused behavior |
| Freud and a small group | believed that psychological problems can lead to physical problems (hysteria/conversion disorder) |
| biological determinist | sex and aggressive impulses-anatomy is destiny |
| environmental | childhood experiences influence your life |
| leibniz | monadology, desk is alive, just not very bright. Microscope & continuum of consciousness |
| herbart | threshold-limen & the conflict model & repression |
| conflict model | ideas that are unconscious are trying to become conscious. |
| repression | some ideas are painful and we push them down the level of awareness |
| fechner | filed of psychophysics-relationship b/t physical and psychological events, mind is like an iceburg |
| romanticists | german anti-rationalists, challenged the importance of rational thinking, logic and focus on emotion. |
| goethe | freuds favorite author- constant struggle between conflicting emotions, irrational |
| schopenhauer | humans are governed more by irrational desires than by reason, sublimation, repression, resistance. |
| nietzsche | talked about humans that are highly irrational |
| freud influences from darwin | humans like lower animals motivated by instinct, rather than reason. |
| breuer & the anna O case | she had hysteria and he treated her with hypnosis, found that physical symptoms could be traced back to a traumatic experience. Symptoms could be treated by just talking about the trauma, called the cathartic method |
| charcot | freud studied with him, he said hysteria should be taken seriously, start to look at psych. nature of physical problems, both men and women can have hysteria, hypnotism can be used to treat hysteria patients |
| free association | freud had the patients lie on a couch and close their eyes and just talk, he was not good at hypnosis. |
| Freud and Breur's book(studies on hysteria) | claimed that hysteria was caused by traumatic expereince, repression- importance of unconscious motivation symptoms as symbolic of early traumatic experiences, free association, resistance in therapy, case of anna O. |
| seduction theory | In his book Etiology of hysteria: proposes that individuals with hysteria have been sexually attacked by a close relative, father. He was wrong! They are thinking about/imagining the abuse instead |
| Freud's self-analysis & dream analysis | his father died and he has reoccurring dreams, dreams are a symbolic manifestation of repressed traumatic thoughts, dreams are the royal road to the unconscious |
| Freuds contributions | synthesized ideas from numerous ppl, launched psychoanalysis, emphasized unconscious motivation, sex and aggressive impulses, defense mechanisms, major treatment techniques, theory of pathology, miscellaneous-mental events can cause physical illness. |
| Human nature has three components | mind(intellect, consciousness), body( biological make-up, observable behavior), and spirit( primarily emotions) |
| two key paradigms in psych (1950's + 1960's) | psychoanalysis and behaviorism, there is a 3rd force |
| Maslow | founder of 3rd force in early 60's, rejects PA b/c it focused on emotional disturbed people, challenges behaviorism b/c it treats indiv. as robots or lower animals..they want to study normal people( best of the best) |
| antercendents of 3rd force(romanticism) | romanticism-goethe, sch., rosseau, niet. humans are more than just machines & rational logical beings. Our emotions and feelings subject reality. Humans are naturally good |
| Ant. of 3rd force (existentialistS) | heidegger, looks at the meaning of life, our purpose, humans can choose their own destiny. Subjective experiences and uniqueness |
| Humanistic psych | mostly american, people are always striving to reach full potential. reject mechanistic or materialist views (free will). no animal research, no darwin, no determinism. Uniqueness and individual! |
| Maslows contributions | recognized the founder of humanistic psych, at first he was a behaviorist (changed mind after having a child), worked with harlow, thorndike, obsession with studying exceptional people (best of the best) |
| hierarchy of needs and self actualization | bottom two (evolutionary)- physiology- food water sex, safety- get out of comfort zone to go find food Top three: (newer & uniquely human) belongingness and love, esteem, and self actualization |
| self actualize | reaching one full potential as a person, he says it is innate, far less emphasis on bottom..the higher is harder & more interference can occur. It is pretty rare to do this. |
| Carl Rogers | didnt like that freudian view. He thinks the client is the expert- only YOU know what is going on with you, changed to person-centered type. subjective reality is more important. |
| unconditioned positive regard | positive regard without any pre-conditions, accept and love people for who they are no matter what their behavior, accepting person vs accepting behavior |
| 3 conditions that are necessary for personal growth | genuiness (honest, real), unconditional positive regard (accept person for who they are), and empathy (understanding-put yourself in their shoes) |
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