Section 1: Introduction |
|
What is Psychology? |
16:30 |
| |
Intro |
0:00 | |
| |
Psychology: Questions and a Demonstration |
0:17 | |
| |
Demonstration of Memory |
1:45 | |
| |
Directions, Continued |
2:21 | |
| |
Here Are the Words |
2:28 | |
| |
After the Words |
2:54 | |
| |
That Was Called a Distracter Activity |
3:23 | |
| |
Recall |
4:05 | |
| |
| Do You Remember the Word Aardvark? |
4:06 | |
| |
| Do You Remember the Word Sleep? |
4:38 | |
| |
In a Typical Class |
4:42 | |
| |
| 30-90% Will Recall Sleep |
4:43 | |
| |
| Why? |
4:52 | |
| |
First Vocabulary Term |
5:27 | |
| |
| Schema: A Mental (Cognitive) Map, Filter or Representation of an Idea-Made Up of Associations and Connections |
5:28 | |
| |
| Need them to Learn |
5:50 | |
| |
| Work of Jean Piaget |
5:57 | |
| |
Schema: A Visual Representation |
6:08 | |
| |
The Brain |
11:21 | |
| |
| Looks for Patterns and Tries to Simplify the World |
11:22 | |
| |
| Tries to Make Meanings Where They May be None |
11:29 | |
| |
| Many Kinds of Schemas |
11:42 | |
| |
| Simon and Garfunkel - The Boxer -A Man Hears What He Wants to Hear and Disregards the Rest |
12:20 | |
| |
Psychology |
13:04 | |
| |
| Will Give New Schemas |
13:05 | |
| |
| New Ways of Looking at Own and Other's Behaviors |
13:12 | |
| |
| Give Some Context and Understanding to Why People Do What They Do |
13:24 | |
| |
| This Course is an Introduction |
13:41 | |
| |
| Some Topics Will Be Doctoral Dissertations |
13:43 | |
| |
| Topic Will Be Tip of Iceberg |
13:53 | |
| |
| Interdisciplinary Field of Study |
14:33 | |
| |
| Overlaps with Biology, Brain Science, Chemistry, Sociology, Economics
|
14:42 | |
| |
| Has Own Vocabulary |
14:51 | |
| |
| Common Words Will Take on New Meanings |
15:04 | |
| |
| Many New Words |
15:10 | |
| |
| Roots of Words Help Out |
15:12 | |
| |
Review |
15:29 | |
| |
| What is Psychology? |
15:30 | |
| |
| Why Did You Probably Recall the Word Sleep When We Did the Demonstration Earlier? |
15:39 | |
| |
| What is a Schema and What Kinds of Schemas Can People Have? |
15:47 | |
| |
| Take a Look at Your Own Schemas-What Kind do you Have? |
15:51 | |
| |
| Psychology Connects to Many Different Fields-Which Connections Have Jumped Out At You so Far? |
15:59 | |
|
History and Approaches |
23:18 |
| |
Intro |
0:00 | |
| |
History and Approaches (2-4%) |
0:14 | |
| |
| Psychology Has Evolved Since Its Inception As a Discipline in 1879 |
0:31 | |
| |
| Identify the Major Historical Figures in Psychology |
0:54 | |
| |
What is Psychology? |
1:08 | |
| |
| Psychology |
1:09 | |
| |
| Definition: The Scientific Study of Behavior and Mental Processes |
1:24 | |
| |
Greek Letter Psi (Psychology Abbreviation) |
2:05 | |
| |
What is Psychology Now? |
2:21 | |
| |
| Psychology Connects With Many Other Subjects |
2:22 | |
| |
| List of Included Topics |
2:31 | |
| |
Where Did Psychology Come From? |
3:57 | |
| |
| Psychology - Long Past, Short History |
3:58 | |
| |
| Lots of Thinkers and Philosophies Over Time |
4:03 | |
| |
| Greeks |
4:18 | |
| |
| Religious Traditions |
4:24 | |
| |
| Enlightenment Thinkers |
4:25 | |
| |
| Disclaimer -- Oversimplification and Cherry-Picking of Their Ideas |
4:27 | |
| |
Theories of Human Nature |
5:00 | |
| |
The Ancient Greeks |
5:51 | |
| |
| Socrates, Plato, Aristotle, Hippocrates, Galen |
5:52 | |
| |
| Philosophy (The Love of Wisdom) |
5:56 | |
| |
Socrates |
6:03 | |
| |
| Early Greek Philosopher |
6:04 | |
| |
| One Thing Only I know, And That is I Know Nothing. |
6:05 | |
| |
| Wisdom Begins When One Learns to Doubt |
6:16 | |
| |
| There is No Real Philosophy Until the Mind Begins to Examine Itself |
6:36 | |
| |
| Know Thyself |
6:41 | |
| |
| Developed Socratic Method Questioning Style |
6:50 | |
| |
| Included Demand for Accurate Definitions, Clear Thinking, and Exact Analysis |
7:25 | |
| |
Plato |
7:39 | |
| |
| Knowledge is Innate |
7:40 | |
| |
| Information From Sense is Impermanent and Illusory |
7:55 | |
| |
| The Allegory of the Cave |
8:17 | |
| |
Aristotle-The Rule of Reason |
9:52 | |
| |
| Three Part Division of Soul - Appetite, Reason, Temper |
9:58 | |
| |
| Controlling Body's Passions |
10:06 | |
| |
| Chariot Must Reign in Animal Appetites in Order for Soul to Gain True Happiness |
10:29 | |
| |
| Knowledge is NOT Preexisting |
10:45 | |
| |
| Mind is a Blank Slate |
10:55 | |
| |
| Body and Soul Cannot Be Separate |
11:14 | |
| |
The Ancient Greeks |
11:26 | |
| |
| Greek Philosophers - Moved Away From Gods and Toward Biology and Brain |
11:27 | |
| |
Religious Traditions |
12:25 | |
| |
| Context and Information Only |
12:26 | |
| |
| Gave Cultures of People Theory of Human Nature |
12:30 | |
| |
| Vedic and Hindu Traditions |
12:57 | |
| |
| Buddhist Traditions |
13:03 | |
| |
| Early Hebrews and Jewish Tradition |
13:04 | |
| |
| Chinese and East Asian Cultures |
13:06 | |
| |
Mind and Body |
13:15 | |
| |
| Connected: Hebrews, Augustine, Aquinas, Aristotle |
13:18 | |
| |
| Distinct: Socrates, Plato, Descartes |
13:32 | |
| |
Psychology's Roots -- Prescientific Psychology |
13:56 | |
| |
| Rene Descartes, Frances Bacon, John Locke, and Empiricism |
13:57 | |
| |
Rene Descartes |
14:06 | |
| |
| French Philosopher and Writer |
14:23 | |
| |
| Mathematician |
14:27 | |
| |
| Dualism |
14:36 | |
| |
| Mind and Body Separate Entities But Interact |
14:41 | |
| |
| Deterministic and Mechanistic View of Human Nature |
14:52 | |
| |
| Rationality and Freedom Located in Soul |
14:56 | |
| |
| Cogito, Ergo Sum I Think, Therefore I am |
15:15 | |
| |
| Awareness of Self Indicated Proof For Existence of Self |
15:31 | |
| |
Frances Bacon |
15:45 | |
| |
| English Philosopher |
15:46 | |
| |
| Mind and Failings |
15:49 | |
| |
| Mind Seeks Patterns |
15:54 | |
| |
| Beginning of Systematic Empirical Research |
16:20 | |
| |
| Developed the Experiment to Gain Knowledge |
16:27 | |
| |
| Believed That Learning Could Only be Advanced Through Observation of Facts, Experimentation, and Comparisons |
16:39 | |
| |
John Locke |
17:17 | |
| |
| British Political Philosopher |
17:18 | |
| |
| Life, Liberty, and Property Are Natural Rights |
17:24 | |
| |
| Tabula Rasa |
17:46 | |
| |
| Environmental Determinism |
17:55 | |
| |
Empiricism |
18:51 | |
| |
| Locke Added to Bacon's Ideas |
18:52 | |
| |
| Empiricism Was Born |
18:56 | |
| |
| Knowledge Originates from Sensory Experiences |
19:01 | |
| |
| Science Should Rely on Observation and Experimentation |
19:08 | |
| |
| What is the Evidence for the Claim? |
19:14 | |
| |
| Counters Intuition, Priori Knowledge and Revelation |
19:45 | |
| |
Pseudosciences |
20:39 | |
| |
| Pseudoscientific Physiological Views During Rise of Scientific Psychology |
20:40 | |
| |
| Phrenology |
20:51 | |
| |
| Physiognomy |
21:37 | |
| |
| Somatyping |
21:49 | |
| |
Review Questions |
22:16 | |
| |
| Distinguish Among the Various Philosophical Views That Came Before Psychology. |
22:19 | |
| |
| How Did Both Philosophy and Science Contribute to the Beginning of Psychology? |
22:27 | |
| |
| How Did Empiricism Move Psychology from the Dark Ages of Superstition Into the Modern Day World of Science? |
22:40 | |
|
AP Psychology Exam |
22:47 |
| |
Intro |
0:00 | |
| |
The AP Psychology Exam |
0:12 | |
| |
| I. History and Approaches, 2-4% |
0:54 | |
| |
| II. Research Methods, 8-10% |
0:59 | |
| |
| III. Biological Bases of Behavior, 8-10% |
1:11 | |
| |
| IV. Sensation and Perception, 6-8% |
1:40 | |
| |
| V. States of Consciousness, 2-4% |
1:51 | |
| |
| VI. Learning, 7-9% |
2:01 | |
| |
| VII. Cognition, 8-10% |
2:13 | |
| |
| VIII. Motivation and Emotion, 6-8% |
2:19 | |
| |
| IX. Development Psychology, 7-9% |
2:34 | |
| |
| X. Personality, 5-7% |
2:44 | |
| |
| XI. Testing and Individual Differences, 5-7% |
2:56 | |
| |
| XII. Abnormal Behavior, 7-9% |
3:08 | |
| |
| XIII. Treatment of Abnormal Behavior, 5-7% |
3:26 | |
| |
| XIV. Social Psychology, 8-10% |
3:40 | |
| |
Multiple Choice Questions |
4:27 | |
| |
| 100 Multiple Choice Questions |
4:30 | |
| |
| 70 Minutes |
4:38 | |
| |
| 2/3 Overall Grade |
4:56 | |
| |
| A-E Answers |
5:08 | |
| |
| Names, Charts, Graphs, Drawings Are All Possible |
5:21 | |
| |
| No 1/4 Point Adjustment |
5:54 | |
| |
| Definition Questions |
6:37 | |
| |
| Conceptual and Application Questions |
6:45 | |
| |
FRQs |
7:20 | |
| |
| Two Required Free Response (Essay) Questions |
7:32 | |
| |
| 50 Minutes |
7:36 | |
| |
| 1/3 of Overall Grade |
7:39 | |
| |
| Content Can Be Any Topic/Term in Psychology |
8:03 | |
| |
| Points Given for Correct Responses Not Taken Away for Incorrect Material |
10:05 | |
| |
| Points Only Removed if One Part of Answer Contradicts Another Part |
10:20 | |
| |
| Readers Looking for Ways to Give Points |
10:47 | |
| |
| FRQs and the Rubric |
12:08 | |
| |
| Questions--Created for Various Forms of the Exam |
12:14 | |
| |
| Rubrics Created When Question and Table Leaders go to Scoring Site |
13:39 | |
| |
| Teachers/Professors Go To Scoring Site |
14:08 | |
| |
| Practice with Samples |
14:15 | |
| |
| Scored in Packs of 25 |
14:24 | |
| |
FRQ Recommendations |
16:03 | |
| |
| Read Through Both Questions Before Doing Anything Else |
16:04 | |
| |
| Think Through the Answer Before Starting to Write |
16:10 | |
| |
| Write an Outline or Notes in the Test Question Booklet |
16:15 | |
| |
| Don't be Afraid to Cross Something Out |
16:35 | |
| |
| Write in Sentences -- Do Not Outline or Bullet Your Answer |
16:52 | |
| |
| Be as Complete as Possible, But Keep to the Point |
17:06 | |
| |
| Watch the Time |
17:13 | |
| |
| Structure Answer Following Structure of Question |
17:42 | |
| |
| Make it as Easy as Possible to Give You Points |
17:53 | |
| |
Finally |
19:04 | |
| |
| Purchase or Rent Textbook for Course |
19:05 | |
| |
| Check out YouTube Links |
19:39 | |
| |
| Use Short Quizzes in Text |
20:28 | |
| |
| Purchase Review Books |
20:37 | |
| |
| If Flashcards Help -- Buy Barron's Set |
20:57 | |
| |
| Practice Explaining Information With a Friend |
21:04 | |
| |
| Learn the Material First Time Around |
21:18 | |
| |
| Spend at Least an Hour Per Day Reviewing the Month Prior to Exam |
21:38 | |
|
Early History |
20:55 |
| |
Intro |
0:00 | |
| |
Scientific Psychology: The History Begins |
0:12 | |
| |
| Early Psychological Science |
0:14 | |
| |
| Structuralism |
0:16 | |
| |
| Functionalism |
0:21 | |
| |
| Gestalt Psychology |
0:23 | |
| |
| Psychoanalysis |
0:25 | |
| |
| Behaviorism |
0:26 | |
| |
Structuralism (1875-1930's) |
0:40 | |
| |
| Wilhelm Wundt: The First Psychologist (1832-1920) |
0:45 | |
| |
| Edward Titchener: The First US Psychologist |
1:24 | |
| |
| Led First Real School or Group of Psychologists |
1:31 | |
| |
| Was Impressed with the Sciences Breaking Down Complex Things into Simple Things |
1:35 | |
| |
| Primary Problem Was Lack of Reliability and Validity |
1:52 | |
| |
Structuralism Main Ideas |
2:01 | |
| |
| Early Approach to Psychology, Tried to Identify Structure of Conscious Mind |
2:03 | |
| |
| Subjective Unit for Structuralists Was Elementary Elements of Consciousness |
2:26 | |
| |
| Sub-Units of Consciousness Through Method of Introspection |
2:51 | |
| |
| Trained Observer to Reflect On and Analyze Mental Experiences |
3:39 | |
| |
Functionalists |
4:08 | |
| |
| No Leader of Group/More Like a School of Though |
4:10 | |
| |
| Wanted to Study Consciousness |
4:18 | |
| |
| How Does Consciousness Work? |
4:25 | |
| |
| What Adaptive Purpose Does it Serve? |
4:38 | |
| |
| How Do Our Mental and Behavioral Processes Enable us to Adapt, Survive, and Be Successful? |
4:52 | |
| |
| Much More Into Understanding Application to Real Life Over Theoretical Understandings |
5:16 | |
| |
Functionalists - William James |
5:33 | |
| |
| Established New Science of Psychology in America |
5:44 | |
| |
| Religion and Psychology |
5:54 | |
| |
| First Psychology Teacher in US |
6:10 | |
| |
| Principles of Psychology - First Text on Subject |
6:12 | |
| |
| Independently Came Up With the James-Lange Theory of Emotion |
6:24 | |
| |
Mary Whiton Caulkins |
6:59 | |
| |
| Functionalist Student of William James |
7:05 | |
| |
| Was President of APA |
7:07 | |
| |
| First Woman to Serve in That Office |
7:10 | |
| |
| Earned PhD at Harvard Under William James, Was Refused Degree by Harvard Corporation |
7:18 | |
| |
| Harvard Continues to Refuse to Grant Degree Posthumously |
7:20 | |
| |
| Focus Was On The Self |
7:46 | |
| |
Margaret Floy Washburn |
8:31 | |
| |
| Student of Titchner |
8:34 | |
| |
| First Woman to Earn Doctoral Degree in American Psychology (1894) |
8:38 | |
| |
| Second Woman to Serve as APA President 1921 |
8:46 | |
| |
| Wrote The Animal Mind |
8:51 | |
| |
Gestalt Psychology |
9:08 | |
| |
| Max Wertheimer (1880-1943) |
9:12 | |
| |
| The Whole is Greater Than The Sum of its Parts |
9:15 | |
| |
| Early Approach to Psychology, Studied How Mind Actively Organizes Stimuli into Meaningful Wholes |
10:14 | |
| |
| More Details on Gestalt in Sensation and Perception Unit |
10:31 | |
| |
Psychoanalysis |
10:34 | |
| |
| Sigmund Freud |
10:36 | |
| |
| First Wave of Modern Psychology |
10:37 | |
| |
| Physician by Trade, Experience With Hysteria |
10:42 | |
| |
| Later Work and Theories Focused on Case Studies and Conjecture, Not Experimentation |
10:56 | |
| |
| Structure of the Mind - Id/Ego/Superego |
11:06 | |
| |
| Existence of Unconscious/Subconscious |
11:12 | |
| |
| Always a Reason for All Behavior |
11:30 | |
| |
| Psychosexual Stages of Development |
12:02 | |
| |
| Personality by Age 5 |
12:15 | |
| |
| More Detail in Personality Unit |
12:26 | |
| |
Behavioral Psychology |
12:33 | |
| |
| Edward Thorndike, John B. Watson, B.F. Skinner |
12:34 | |
| |
| Reaction to Freudian Views, Second Wave of Psychology |
13:09 | |
| |
| Focus Only on Observable Behavior |
13:22 | |
| |
| Most Scientific View to Date |
13:38 | |
| |
| Animal Research - Learning and Conditioning |
13:40 | |
| |
| More Detail in Learning Unit |
13:53 | |
| |
Edward Thorndike |
13:57 | |
| |
| Learning Theory of Connectionism |
13:59 | |
| |
| Cats and Escaping Puzzle Boxes |
14:05 | |
| |
| Animals Connected Behaviors to Outcomes - Early Behaviorism |
14:16 | |
| |
| Law of Effect |
14:23 | |
| |
| Father of Modern Educational Psych |
14:27 | |
| |
Ivan Pavlov |
15:07 | |
| |
| Not a Behaviorist, But Discovered Behavioral Principles |
15:11 | |
| |
| Russian Physiologist |
15:14 | |
| |
| Studied Digestion and Salivation in Dogs Which Lead to Classical Conditioning |
15:15 | |
| |
| Unconditioned Stimulus and Response |
15:25 | |
| |
| Pavlov's Dog |
15:31 | |
| |
John B. Watson |
15:42 | |
| |
| Early Behaviorist |
15:43 | |
| |
| Classical Conditioning |
15:44 | |
| |
| Fear and Little Albert |
15:46 | |
| |
| Left Psych and Went Into Advertising, Pioneered Adding Sex Appeal in Ads |
15:54 | |
| |
B. F. Skinner |
16:07 | |
| |
| Primary Behaviorist |
16:09 | |
| |
| Thoughts/Feelings Not Important - Only Behavior |
16:11 | |
| |
| Operant Conditioning - Built on Work of Thorndike |
16:15 | |
| |
| Reinforcement and Punishment |
16:20 | |
| |
| Operant Conditioning Box |
16:23 | |
| |
| Much Science to Back Up Views |
16:26 | |
| |
Dorothea Dix |
16:33 | |
| |
| Social Activist |
16:34 | |
| |
| Nursed Both Sides During US Civil War |
16:38 | |
| |
| Government Should Play Role in Social Welfare |
16:45 | |
| |
| Created First Mental Asylums |
16:57 | |
| |
Charles Darwin |
17:13 | |
| |
| English Naturalist |
17:15 | |
| |
| Origin of the Species |
17:18 | |
| |
| Evolution |
17:21 | |
| |
| Natural Selection |
17:24 | |
| |
| Influenced Functionalism |
17:38 | |
| |
| Influenced Current Evolutionary Perspective |
17:41 | |
| |
| Traits Are Somehow Adaptive |
17:46 | |
| |
G. Stanley Hall |
18:10 | |
| |
| First APA President |
18:14 | |
| |
| Childhood Psych and Evolutionary Psych |
18:16 | |
| |
| Studied Racial and Gender Differences |
18:20 | |
| |
| Religion and Psychology |
18:22 | |
| |
| The Storm and Stress of Adolescence |
18:27 | |
| |
| Eugenics Fan |
18:41 | |
| |
| Mentored Many Major Psychologists |
19:46 | |
| |
Review |
19:53 | |
| |
| When and How Did Modern Psychological Science Begin? |
19:55 | |
| |
| How Did Psychology Continue to Develop From the 1920s Through Today? |
20:01 | |
| |
| Distinguish Between the Key Early Fields, Structuralism, Functionalism, Gestalt and Behaviorism. |
20:05 | |
| |
| Name the Key Contributions of the Early Contributors to the Field of Psychology |
20:17 | |
|
Perspectives & Approaches |
38:16 |
| |
Intro |
0:00 | |
| |
Unit Objectives from College Board |
0:12 | |
| |
Key Questions |
0:52 | |
| |
Perspectives/Approaches |
1:29 | |
| |
| Perspectives |
1:30 | |
| |
| Perspectives Example |
1:41 | |
| |
Psychology's Biggest Question |
2:47 | |
| |
| Nature vs. Nurture |
2:49 | |
| |
| Biological Determinism (Biology as Destiny) |
2:56 | |
| |
| Environmental Determinism (Blank Slate) |
3:01 | |
| |
| Nature vs. Nurture Example |
3:11 | |
| |
How Do We View the World? |
3:46 | |
| |
| Maslow Quote |
3:52 | |
| |
| Schemas and Lenses Determine your Perspective |
4:12 | |
| |
Modern Psychological Perspectives |
4:40 | |
| |
Biological Perspective |
5:01 | |
| |
| Behaviors, Thoughts, and Emotions |
5:03 | |
| |
| Genetics |
6:04 | |
| |
| Brain Chemicals |
6:10 | |
| |
| Serotonin |
6:11 | |
| |
| Adrenaline |
6:21 | |
| |
| Hormones |
6:31 | |
| |
Evolutionary Perspective |
6:50 | |
| |
| Descendent Idea of Darwin's Natural Selection |
6:56 | |
| |
| Traits are Adaptive Outcomes of Natural Selection |
7:35 | |
| |
| Big Question: How has Evolution Shaped the Mind and Behavior? |
7:57 | |
| |
| Related to Sociobiology |
8:02 | |
| |
Psychodynamic Perspective |
8:32 | |
| |
| Humans are Born with Instincts |
8:38 | |
| |
| Unconscious and Subconscious: Hidden Motivations |
9:09 | |
| |
| Childhood Experiences Determine Adult Personality |
9:39 | |
| |
| Backward Looking |
10:02 | |
| |
| Ideas Not Testable and Not Falsifiable |
10:21 | |
| |
| Cognitive Perspective |
11:16 | |
| |
| Cognition is Humans Seeking, Evaluating, and Transmitting Information |
11:24 | |
| |
| Big Question: How do People Acquire, Store, Process, and Use Information? |
11:35 | |
| |
| Reality is Different for Each Person |
13:21 | |
| |
Humanistic Perspective |
15:07 | |
| |
| Response to Psychoanalysis and Behaviorism |
15:16 | |
| |
| Rooted in Existential Thought |
15:40 | |
| |
| People are Built to Grow |
16:04 | |
| |
| Positive Orientation Toward Behavior |
16:11 | |
| |
| Phenomenology: Individual Perception of Reality |
16:21 | |
| |
| Self-Concept and Self-Image |
16:40 | |
| |
| How People Meet Needs for Love, Acceptive, and Self-Fulfillment |
16:55 | |
| |
Behavioral Perspective |
18:04 | |
| |
| Human Behavior Learned through Interacting with Environment |
18:11 | |
| |
| We Learn Observable Responses |
18:57 | |
| |
| We Learn to Predict, Obtain, and Avoid |
19:23 | |
| |
| Humans are Passive Organisms who are Reactive, not Proactive |
19:33 | |
| |
| Consequences to External Stimuli |
19:57 | |
| |
| We Learn through Conditioning |
22:06 | |
| |
| Modeling and Imitation |
22:11 | |
| |
| Positive Reinforcement |
22:18 | |
| |
Sociocultural Perspective |
22:32 | |
| |
| Behavior and Thinking Vary Across Cultures |
22:36 | |
| |
| Gender Roles are Key Aspects of Human Identity |
23:35 | |
| |
| Humans are Strongly Influenced by Contexts |
24:18 | |
| |
Culture Comparisons |
24:30 | |
| |
| Collectivist Culture: Identity with Group |
24:40 | |
| |
| Emotional Dependence and Conformity |
24:53 | |
| |
| Personal Goals Match Group Goals |
25:03 | |
| |
| Trust Placed in Group Decisions |
25:16 | |
| |
| Individualist Culture: Identity is Personal |
25:28 | |
| |
| Personal Goals Don't Match Group Goals |
16:03 | |
| |
| Emotional Independence |
26:25 | |
| |
| Trust Placed in Individual Decisions |
26:40 | |
| |
Biopsychosocial Perspective |
26:55 | |
| |
| Cross-Disciplinary and Eclectic |
27:32 | |
| |
| Combines Biological, Psychological, and Cultural Perspectives |
27:48 | |
| |
| Links Body and Environment |
27:57 | |
| |
So What Does This All Mean? |
29:28 | |
| |
| Behavior through Multiple Lenses |
29:41 | |
| |
| The Big Picture Example: Using All Perspectives |
31:06 | |
| |
| What and Why the Behavior Is |
32:15 | |
| |
Explaining Alcoholism |
32:25 | |
| |
| Example: Using All Perspectives |
32:26 | |
| |
Review Questions |
36:08 | |
| |
| How do the Various Perspectives View Behavior? |
36:10 | |
| |
| What are the Key Lenses each One Uses to Examine Behavior? |
36:17 | |
| |
| Which Perspectives Uses these Ideas to Study Behavior? |
36:44 | |
|
Subfields in Psychology |
20:16 |
| |
Intro |
0:00 | |
| |
Psychology Has Many Facets |
0:09 | |
| |
| Basic Research Aims to Increase Scientific Knowledge Base -- Pure Science |
0:18 | |
| |
| Ex: How Do Hormones Affect Each Other in Reaction to Eating and Sleeping? |
0:37 | |
| |
| Applied Research Aims to Solve Practical Problems |
0:49 | |
| |
| Ex: Why Has Motivation Decreased Among Public School Teachers? |
0:55 | |
| |
| Ex: Military Research on How to Increase Soldier Effectiveness by Reducing Need for Sleep |
1:08 | |
| |
Psychology Has Many Facets |
1:37 | |
| |
| Biggest Group in Psychology is the American Psychological Association |
1:46 | |
| |
| APA Website Reflects the Many Fields within the APA Itself |
1:47 | |
| |
| Reflects on the History of Psychology |
1:53 | |
| |
| Reflects on Diversity of Psychological Offerings |
1:57 | |
| |
Divisions of the APA |
2:11 | |
| |
Psychometrics |
4:10 | |
| |
| Scientific Study of the Measurement of Human Abilities, Attitudes, and Traits |
4:18 | |
| |
| Uses Psychological Tests |
4:36 | |
| |
| Often Used in Special Education |
4:45 | |
| |
Developmental |
5:09 | |
| |
| Study of Physical, Cognitive, and Social Changes Through Life |
5:13 | |
| |
| Divides Lifespan Into Seven Phases |
5:16 | |
| |
Educational |
5:36 | |
| |
| Studies How Psychological Processes Affect and Enhance Teaching and Learning |
5:38 | |
| |
Personality |
6:32 | |
| |
| Studies the Individual Characteristic Patterns of Thinking, Feeling, and Acting -- Looks at the Whole Human Individual |
6:35 | |
| |
| Most Philosophical of all Subfields -- How Did We Get That Way? Why Are We This Way? |
6:53 | |
| |
| Examines patterns of Emotions, Motivation, Temperament, Learning, Growth, and Development |
6:57 | |
| |
| Seeks to Understand What Personality Is, How it Develops, and How Stable it is Over Time |
7:14 | |
| |
Social Psychology |
7:37 | |
| |
| Studies How We Think About, Influence, and Relate to Each Other |
7:41 | |
| |
| Incredibly Diverse Subfield |
7:45 | |
| |
| Examples of Social Psychologists Zimbardo, Asch, Lewin, and Milgram |
7:50 | |
| |
| Most Infamous Field in Psychology Due to Zimbardo's Research (Stanford Prison Experiment) and Milgram's Study of Obedience to Authority |
8:20 | |
| |
| Also Studies Concepts of Love and Attraction, and Helping Behaviors |
9:08 | |
| |
Industrial/Organizational (I/O) Psychology |
9:26 | |
| |
| Application of Psychological Concepts and Methods to Optimize Human Behavior in the Workplace |
9:33 | |
| |
| Studies Workplace Satisfaction |
9:43 | |
| |
| Studies Incentives and Motivation |
9:47 | |
| |
| Ex: Consultant Character in the Movie Office Space |
10:02 | |
| |
Human Factors |
10:22 | |
| |
| Study of How People and Machines Interact With Each Other Resulting in the Design of Machines and Environments |
10:27 | |
| |
| How to Design Products and Tools to Make Them Easier and Safer to Use |
10:53 | |
| |
| Products Designed With Users in Mind |
11:01 | |
| |
| Strives to Make Technology Adapt to Humans, Not Other Way Around |
11:08 | |
| |
| Ex: Design of Cars, Phones, Video Game Controllers, Websites, etc. |
11:17 | |
| |
| Can be Applied to Many Far Reaching Disciplines Like Medicine, Design, Architecture, and Engineering |
12:22 | |
| |
Counseling Psychology |
12:32 | |
| |
| Assists People With Problems In Living (Related to School, Work, Marriage, etc.) and in Achieving Greater Sense of Well-Being |
12:40 | |
| |
| Subfield Most People Think of When They Think of the Word Psychology |
12:59 | |
| |
| Therapy -- Problems and Growth |
13:08 | |
| |
| Requires at Least a Master's Degree to Practice Counseling Psychology |
13:21 | |
| |
| Many Counselors Can Be Found in Schools as Academic Advisors and Crisis Counselors |
13:25 | |
| |
| In Some Aspects, Quite Similar to Social Work |
13:55 | |
| |
Clinical Psychology |
14:12 | |
| |
| Studies, Assesses, and Treats People With Psychological Disorders |
14:18 | |
| |
| Deals With More Serious Disorders (Ex: Schizophrenia and Bipolar Disorder) |
14:32 | |
| |
| Found Working in Private Practices, Hospitals, and Universities |
14:43 | |
| |
| Requires a Ph.D. to Enter Field |
14:50 | |
| |
Psychiatry |
17:06 | |
| |
| Branch of Medicine Dealing With Psychological Disorders, Practiced by Physicians Who Often Provide Medical Treatment as Well as Psychological Therapy |
17:09 | |
| |
| Requires an MD License |
17:19 | |
| |
| Able to Prescribe Drugs |
17:36 | |
| |
Review |
17:59 | |
| |
| Which Kind of Psychology Deals With
|
18:06 | |
Section 2: Research Methods |
|
The Science of Psychology |
49:16 |
| |
Intro |
0:00 | |
| |
Is Psychology a Science? |
0:14 | |
| |
| Some Conclude No, Psychology is Not a Science |
0:17 | |
| |
| Some Say It's a Soft Science |
0:23 | |
| |
| Methodology is the Same As Hard Sciences |
0:35 | |
| |
| Subjects Are More Complex |
0:40 | |
| |
Empiricism: The Goals |
1:29 | |
| |
| To Measure and Describe Behaviors |
1:39 | |
| |
| To Gather Empirical Evidence: Information Gained From Direct Observation and Measurement |
1:44 | |
| |
| To Gather Data: Observed Facts |
1:56 | |
| |
What Is Science? |
2:03 | |
| |
| Exploring What Is True |
2:23 | |
| |
| Systematic Observation and Experimentation For Answering Scientific Questions |
3:04 | |
| |
| Precise Definitions |
3:11 | |
| |
| Testing Hypotheses |
3:14 | |
| |
| Replication of Results |
3:22 | |
| |
| Objectivity as a Goal -- Reduction of Bias |
3:33 | |
| |
Critical Thinking |
3:42 | |
| |
| The Ability and Willingness To Assess Claims and Make Objective Judgments On the Basis of Well-Supported Reasons and Evidence, Rather Than Emotion or Anecdote |
3:50 | |
| |
| Analyzing, Evaluating, and Synthesizing Information |
4:47 | |
| |
| Imperative For Use in All Science (And, Well, Life, Really) |
5:42 | |
| |
Critical Thinking: Key Principles |
5:48 | |
| |
| Few Truths Transcend the Need for Empirical Testing |
5:52 | |
| |
| Evidence Varies in Quality |
5:56 | |
| |
| Authority or Claimed Expertise Does Not Automatically Make an Idea True |
6:14 | |
| |
| Guidelines |
7:08 | |
| |
Goals of Psychology |
9:59 | |
| |
| Description of Behaviors: Naming and Classifying Various Observable, Measurable Behaviors |
10:18 | |
| |
| Understanding: The Causes of Behavior(s) And Being Able to State the Cause(s) |
11:13 | |
| |
| Prediction: Predicting Behavior Accurately |
11:26 | |
| |
| Control: Altering Conditions That Influence Behaviors in Predictable Ways |
11:46 | |
| |
The Scientific Method |
14:14 | |
| |
| Six Basic Elements |
14:16 | |
| |
Steps in Scientific Method |
14:50 | |
| |
| Flowchart Example |
14:52 | |
| |
Another Way to Examine Process |
16:07 | |
| |
| Flowchart Example |
16:09 | |
| |
Some Terms |
18:23 | |
| |
| Hypothesis: A Statement That Attempts to Predict or to Account For a Set of Phenomena; Scientific Hypotheses Specify Relationships Among Events or Variables and are Empirically Tested |
18:25 | |
| |
| Hypothesis Testing: Scientifically Testing Predicted Outcome of an Experiment or an Educated Guess About the Relationship Between Variables |
18:42 | |
| |
| Operational Definition: Defines a Scientific Concept By Stating Specific Actions or Procedures Used To Measure the Process, Behavior, or Phenomenon |
19:02 | |
| |
Theory |
23:20 | |
| |
| NOT the Popular Idea of What a Theory is, I Have a Theory About Why
|
23:28 | |
| |
| A System of Ideas That Interrelates Facts and Concepts, Summarizes Existing Data, and Predicts Future Observations |
23:43 | |
| |
Naturalistic Observation |
25:02 | |
| |
| Observing a Person or an Animal in the Environment in Which It Lives |
25:08 | |
| |
| Advantages |
25:20 | |
| |
| Disadvantages |
26:25 | |
| |
Anthropomorphic Fallacy |
27:39 | |
| |
| A Fallacy is an Error in Thinking |
27:43 | |
| |
| Anthro Refers to Humans |
27:50 | |
| |
| Morphic is Related to Change |
27:54 | |
| |
| Attributing Human Thoughts, Feelings, or Motives to Animals, Especially as a Way of Explaining Their Behavior (e.g. Mohini, My Cat, is Acting Like That Because She is Feeling Depressed Today.) |
28:01 | |
| |
Laboratory Observation |
29:14 | |
| |
| Creates a Scenario Where Controlled Conditions Are Available and a Situation is Set Up and Behaviors Are Observed |
29:17 | |
| |
| Advantages: |
30:27 | |
| |
| Disadvantages: |
31:54 | |
| |
Case Study/Case History |
32:31 | |
| |
| Examination of One Individual in Great Detail -- Utilizing Interviews, Psych-Tests, and More |
32:36 | |
| |
| Advantages |
36:49 | |
| |
| Disadvantages |
37:45 | |
| |
Psychological Tests |
38:08 | |
| |
| Using a Reliable, Valid, and Typically Paper/Pencil Test to Measure Some Aspect of Personality, Aptitude, Skill, Achievement, or Dysfunction. Must Be Standardized, Normed, Reliable and Valid |
38:12 | |
| |
| Advantages |
38:39 | |
| |
| Disadvantages |
38:45 | |
| |
| e.g. Myers-Briggs, Rorschach Ink Blot, TAT, MMPI, WISC/WAIS-IQ, SAT, etc. |
38:58 | |
| |
Surveys |
39:32 | |
| |
| Method of Asking Questions About Attitudes, Experiences, Preferences, and Behaviors That Can Accumulate Large Data Sets. Need Representative Samples (Sample Population) |
39:35 | |
| |
| Advantages |
39:47 | |
| |
| Disadvantages |
41:28 | |
| |
| e.g. U.S. Census is World's Largest Survey |
43:11 | |
| |
Courtesy Bias |
43:59 | |
| |
| Problem in Research; A Tendency to Give Polite or Socially Desirable Answers |
44:08 | |
| |
Review Questions |
44:55 | |
| |
| How Is Psychology Scientific? |
45:00 | |
| |
| How are Hypotheses More Than Just Educated Guesses? |
45:14 | |
| |
| Which Method
|
45:42 | |
| |
| How Can We Reduce Bias In Surveys? |
46:34 | |
| |
| How Critical a Thinker Are You? Are You Willing to Practice? |
46:46 | |
| |
Review Questions |
47:58 | |
| |
| What is a Scientific Theory? |
48:00 | |
| |
| What is a Scientific Hypothesis? |
48:09 | |
| |
| Why Are Operational Definitions Important? |
48:18 | |
| |
| Give One Advantage and One Disadvantage For Each of the Following Methods |
48:25 | |
|
Research Methods: Correlation |
12:38 |
| |
Intro |
0:00 | |
| |
Correlation Overview |
0:14 | |
| |
Correlations |
0:32 | |
| |
| Helps Identify Relationships Worth Knowing About |
0:33 | |
| |
| Helps Make Predictions |
0:38 | |
| |
| If Correlation Exists Then the Two Variables are Related |
0:46 | |
| |
| Correlation Does NOT Equal Causation |
0:55 | |
| |
| A Third or Extraneous Variable Can Create the Appearance of a Correlation Between Two Unrelated Variables |
1:10 | |
| |
| Correlation Only Indicates the Strength of Relationship Between Two Variables. |
1:15 | |
| |
Correlation |
1:24 | |
| |
| Indicates Positive or Negative Relationship Between Variables. |
1:26 | |
| |
| Positive Correlation: Presence of One Variable Predicts the Presence of Another |
1:33 | |
| |
| Negative Correlation: Presence of One Variable Predicts the Absence of Another |
1:42 | |
| |
Characteristics of Correlation |
2:01 | |
| |
| Describes Strength of Relationship |
2:02 | |
| |
| Measured by Formula; Result Always Between -1 and +1 |
2:09 | |
| |
| Statistically Impossible For Value to be Greater Than +1 or Less Than -1. |
2:27 | |
| |
| Regardless of Being Positive or Negative The Stronger Correlation Value is the One Furthest From Zero |
2:51 | |
| |
| Look for Association or Relationship Between Two Variables to Determine Correlation |
3:28 | |
| |
Formula |
4:19 | |
| |
| Spearman Rank Correlation Coefficient |
4:23 | |
| |
| Sign (+/-) Indicates Nature of Relationship, Number Determines Its Strength |
4:32 | |
| |
Causation |
4:57 | |
| |
| Remember Correlation Does Not Equal Causation |
4:59 | |
| |
| An Existing Strong Relationship Doesn't Mean One Creates the Other |
5:02 | |
| |
| Example: The Relationship Between Crime and Unemployment |
5:09 | |
| |
| Third or Extraneous Variable May Cause the Appearance of a Strong Correlation |
5:20 | |
| |
Terms |
5:36 | |
| |
| Scatterplot and Scattergram Mean the Same Thing |
5:41 | |
| |
| Drawn Demonstration of What a Scatterplot Looks Like |
5:46 | |
| |
| Characteristics of Scatterplot Showing Perfect Positive or Negative Correlation |
6:12 | |
| |
Terms |
6:44 | |
| |
| Positive Correlation: Increases in One Measure (X) Matched by Increases in Another (Y) |
6:46 | |
| |
| Example: Relationship Between Smoking Cigarettes and Contracting Lung Cancer |
6:53 | |
| |
| Zero correlation: No Relationship Exists Between Two Variables |
6:59 | |
| |
| Example: Correlation Between Hair Color and IQ Score |
7:13 | |
| |
Terms |
7:23 | |
| |
| Negative (Inverse) Correlation: As Values of One Measure Increase (X), Values of Another (Y) Decrease. |
7:24 | |
| |
| Example: The More Alcohol You Drink, the Lower Your Score on a Coordination Test Will Be |
7:32 | |
| |
Scatterplots for correlations |
7:43 | |
| |
| Strong Positive Correlation Scatterplot Will Have Points Running Upwards Closely Along a 45 Degree Angle Line |
7:47 | |
| |
| Strong Negative Correlation Will Have Points Running Downwards Closely Along a 45 Degree Angle Line. |
7:55 | |
| |
| Examples of Scatterplots Showing Weak Positive Correlation, Zero Correlation, Moderate Negative Correlation and Weak Negative Correlation |
7:59 | |
| |
Google Search for Positive Correlation |
8:41 | |
| |
| Examples of images of charts showing different degrees of positive correlation |
8:43 | |
| |
Google Search for Negative Correlation |
8:53 | |
| |
| Examples of Charts Showing Different Degrees of Negative Correlation |
8:54 | |
| |
Google Search for Zero Correlation |
9:08 | |
| |
| Examples of Charts Showing Zero Correlation Between Two Variables |
9:09 | |
| |
Examples (Use the Thumb Method) |
9:22 | |
| |
| Which Examples Demonstrate Positive, Negative, and Zero Correlation? |
9:23 | |
| |
Review Questions |
11:15 | |
| |
| What Kinds of Correlations Are Likely With The Relationships Below? |
11:17 | |
|
The Experimental Process & Ethical Guidelines |
36:20 |
| |
Intro |
0:00 | |
| |
Objectives |
0:15 | |
| |
| Describe how Research Design Drives the Reasonable Conclusions That Can Be Drawn (e.g. Experiments are Useful for Determining Cause And Effect; The Use of Experimental Controls Reduces Alternate Explanations |
0:19 | |
| |
| Identify Independent, Dependent, Confounding, and Control Variables In Experimental Designs |
0:36 | |
| |
| Distinguish Between Random Assignments of Participants to Conditions in Experiments and Random Selection of Participants, Primarily in Correlational Studies and Surveys |
0:44 | |
| |
Objectives, Cont. |
0:57 | |
| |
| Predict the Validity of Behavioral Explanations Based on the Quality of Research Design (e.g., Confounding Variables Limit Confidence in Research Conclusions). |
1:00 | |
| |
| Discuss the Value of Reliance on Operational Definitions and Measurement in Behavioral Research |
1:10 | |
| |
The Experiment: Searching for Causes |
1:23 | |
| |
| Experimental Variables |
1:45 | |
| |
| Experimental and Control Conditions |
1:48 | |
| |
| Experimenter Effects |
1:50 | |
| |
| Advantages and Limitations of Experiments |
1:52 | |
| |
An Experiment |
1:55 | |
| |
| A Controlled Test of a Hypothesis in Which the Researcher Manipulates One Variable to Discover Its Effect on Another. |
1:59 | |
| |
| To Identify Cause-And-Effect Relationships, We Conduct Experiments |
2:43 | |
| |
| Disadvantages |
3:10 | |
| |
Some Vocabulary |
3:34 | |
| |
| Hypothesis: A Statement That Attempts to Predict an Outcome Within the Confines of the Experiment -- How the Manipulation of the Independent Variable Changes the Dependent Variable. To Make It Easier, Put it In a Conditional Format, If, Then |
3:38 | |
| |
| Independent Variable: A Variable That an Experimenter Manipulates. |
4:18 | |
| |
| Dependent Variable: A Variable That an Experimenter Predicts Will Be Affected By Manipulations of the Independent Variable |
4:24 | |
| |
| Unwanted Variables -- Extraneous Variables: Conditions That a Researcher Wants To Prevent From Affecting The Outcomes of the Experiment (e.g., Number of Hours Slept Before the Experiment) |
4:34 | |
| |
More Concepts |
5:15 | |
| |
| Random Selection -- Choosing Subjects for the Experiment Without Bias -- Often Using a Random Number Table or Other Randomizing Procedure |
5:18 | |
| |
| Random Assignment -- Choosing Which Group, The Experimental or Control Group Each Subject Goes To |
6:37 | |
| |
| Randomness is a Procedure That Creates the Attempt to Limit Bias and Create Representativeness |
7:42 | |
| |
A Graphic Overview |
8:31 | |
| |
| Chart |
8:34 | |
| |
If One Eats Peanuts, One Will Recall Better |
12:06 | |
| |
| Chart |
12:08 | |
| |
Practice -- Caffeine and Memory |
14:16 | |
| |
| Chart |
14:18 | |
| |
Practice -- Sleep and Reaction Time |
17:29 | |
| |
| Chart |
17:31 | |
| |
Potential Biases |
21:05 | |
| |
| Experimenter Effects -- This is When The Experimenter Unconsciously Pushes Subject into a Particular Response |
21:08 | |
| |
| Changes in Behavior Caused by the Unintended Influence of the Experimenter |
21:14 | |
| |
| Self-Fulfilling Prophecy: A Prediction That Leads People to Act in Ways to Make the Prediction Come True |
21:19 | |
| |
| Single Blind Experiment: Only the Subjects Have No Idea Whether They Get Real Treatment or Placebo |
21:56 | |
| |
| Double Blind Experiment: The Subjects AND The Experimenters Have No Idea Whether the Subjects Get Real Treatment or Placebo |
22:18 | |
| |
Evaluating Results in an Experiment |
22:54 | |
| |
| Statistically Significant: Results Gained Would Occur Very Rarely by Chance Alone, Usually Less Than Five Experiments Out of 100 |
22:59 | |
| |
| Meta-Analysis: Study of Results of Other Studies |
23:52 | |
| |
Placebo Effect |
25:15 | |
| |
| Changes in Behavior That Result From Belief That One Has Ingested a Drug |
26:11 | |
| |
Ethics/Ethical Responsibility |
28:28 | |
| |
| No Coercion -- Participation Must Be Voluntary |
28:39 | |
| |
| Doctrine of Informed Consent -- Must Be Volunteer and Know Enough to Intelligently Decide About Participating |
28:45 | |
| |
| Anonymity or Confidentiality of Participants |
29:29 | |
| |
| Respecting Dignity and Welfare of Human Subjects |
29:43 | |
| |
| Protection From Physical or Emotional Risk -- Temporary Discomfort OK, But Not Long-Term Harm |
29:48 | |
| |
| Ability to Withdraw at Any Time |
30:20 | |
| |
| Deception of Subjects Can Be OK |
30:28 | |
| |
| Debriefing -- Done After Experiment -- Explains True Purpose of Study and If Any Deceptions |
30:35 | |
| |
Experimenting on Animals |
30:43 | |
| |
| Humans are Similar to Other Animals in Many Ways |
30:47 | |
| |
| Two Extreme Options -- Do No Testing or Test in Any Way We Want, Without Constraint |
31:17 | |
| |
| Researchers Must (APA 2002) Ensure the Comfort, Health, and Humane Treatment of Animals and of Minimizing Infection, Illness, and Pain of Animal Subjects. |
31:28 | |
| |
| Must Have a Clear Scientific Purpose |
31:49 | |
| |
| Must Answer a Specific, Important Scientific Question |
31:51 | |
| |
| Animals Chosen Must be Best Suited for the Question |
31:55 | |
| |
| Animals Must Be Acquired Legally (Accredited Companies or Trapped Humanely, if Wild) |
32:00 | |
| |
Practice Questions |
32:06 | |
| |
| To Understand In-Depth a Particular Individual or Family By Using Many Different Tools |
32:13 | |
| |
| To Watch a Person or People and Describe What They Do -- Often Involves Keeping Counts of Particular Behaviors |
32:29 | |
| |
| To Examine the Strength of Relationship Between Two or More Variables |
32:50 | |
| |
| Using Controlled Methods, Create a Situation Where the Researcher Can Measure Cause and Effect by Applying the Independent Variable With the Experimental Group and Comparing Results With a Control Group. |
33:01 | |
| |
Practice Questions |
33:31 | |
| |
| To Find Out a Lot of People's Views, Attitudes, Experiences or Feelings About Some Aspect of Their Lives |
33:35 | |
| |
| To Use a Manipulated Situation to See What People Will Do in That Situation |
34:08 | |
| |
| Professor Xavier is Interested in Understanding the Relationship Between Self-Esteem and Social Anxiety |
34:26 | |
| |
| Dr. Jones Wishes to Investigate the Effects of a New Training Program on Employees' Job Performances |
34:43 | |
| |
| Professor Smith Wishes to Study the Effects of Food Deprivation on Learning in Rats |
35:25 | |
| |
| Dr. Watusi is Interested in Studying Peer Influence Among High School Students. He Decides to go to Several Local High Schools and Observe Students Over the Course of Several Weeks. |
35:41 | |
|
Research Methods: Statistics |
37:16 |
| |
Intro |
0:00 | |
| |
Objectives |
0:22 | |
| |
| Distinguish the Purposes of Descriptive Statistics and Inferential Statistics |
0:26 | |
| |
| Apply Basic Descriptive Statistical Concepts, Including Interpreting and Constructing Graphs, and Calculating Simple Descriptive Statistics (e.g. Measures of Central Tendency, Standard Deviation) |
0:34 | |
| |
Types of Statistics |
0:50 | |
| |
| Descriptive Statistics: Summarize Numbers So They Become More Meaningful and Easier to Communicate To Other People |
0:52 | |
| |
| Inferential Statistics: Used For Making Decisions, For Generalizing From Small Samples, and For Drawing Conclusions |
1:09 | |
| |
Number Scales -- Nominal |
1:30 | |
| |
| No Quantitative Properties |
1:48 | |
| |
| For Comparison Only -- Grouping Participants |
1:51 | |
| |
| E.g. a Likert Scale (e.g. On a Scale From 1-5) on Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree Scale |
1:55 | |
| |
Number Scales |
2:34 | |
| |
| Ordinal Scales |
2:36 | |
| |
| Determining Ranking |
2:39 | |
| |
| E.g. Seeds in NCAA Basketball Tournament |
2:45 | |
| |
| The Differences Between Seeds Has No Information Beyond the Ranking |
2:48 | |
| |
| Differences Between Rankings Not Equal -- Difference Between #1 and #4 Is Not The Same As Between #5 and #8 |
2:54 | |
| |
| #1 Seed is NOT 4 Times Better Than #4 Seed |
2:56 | |
| |
Number Scales -- Interval |
3:14 | |
| |
| Lots of Data and Can Add/Subtract |
3:19 | |
| |
| Classic e.g. is Temperature |
3:25 | |
| |
| SAT or ACT Scores |
3:28 | |
| |
| IQ Scores, Myers-Briggs, and Others Operate Under the Assumption of an Interval Scale |
3:37 | |
| |
| Do NOT Have a True Zero Point |
3:47 | |
| |
Number Scale -- Ratio |
3:55 | |
| |
| Contain the Most Amount of Quantitative Information |
4:02 | |
| |
| Have a True Zero Point |
4:00 | |
| |
| E.g. Speed, Time, Weight, Distance |
4:23 | |
| |
| Can Meaningfully Describe Something as Twice as Fast or Four Times as Long |
4:33 | |
| |
Graphical Representations |
4:55 | |
| |
| Presenting Numbers Pictorially (Usually in a Graph) So They Are Easier to Visualize |
4:58 | |
| |
| Frequency Distribution: Table That Divides an Entire Range of Scores Into a Series of Equal Classes and Then Records The Number of Scores That Fall Into Each Class |
5:43 | |
| |
| Histogram: Graph of a Frequency Distribution; Scores Are Represented By Vertical Bars |
6:51 | |
| |
| Frequency Polygon: Graph of a Frequency Distribution Where The Number of Scores In Each Class Is Represented By Points on a Line |
6:56 | |
| |
Frequency Distribution |
7:16 | |
| |
| Graphic |
7:18 | |
| |
Frequency Histogram |
7:59 | |
| |
| Graphic |
8:01 | |
| |
Frequency Polygon |
8:41 | |
| |
| Graphic |
8:43 | |
| |
Descriptive Statistics |
9:17 | |
| |
| Describing Data |
9:22 | |
| |
| Measures of Central Tendency |
9:37 | |
| |
Mean |
9:41 | |
| |
| Mean (Arithmetic Average) |
9:45 | |
| |
| Mean: Add All the Scores For Each Group and Then Divide By the Total Number of Scores; One Type of Average |
9:51 | |
| |
Median |
11:57 | |
| |
| Median (Middle Score) |
11:59 | |
| |
| Median: Arrange Scores From Highest to Lowest and Then Select The Score That Falls in The Middle; Half the Values Fall Above the Median, And Half Fall Below It |
12:05 | |
| |
Mode |
13:18 | |
| |
| Mode (Occurs the Most) |
13:20 | |
| |
| Mode: Identifies the Most Frequently Occurring Score in a Group |
13:26 | |
| |
| A Number That Describes a Typical Score Around Which the Other Scores Fall |
13:36 | |
| |
Measures of Variability |
13:50 | |
| |
| Variability -- How Spread Out or Compressed a Set of Scores Are -- Level of Dispersion |
13:51 | |
| |
| Range -- Of a Set of Data, The Range is the Difference Between the High and Low Values |
14:01 | |
| |
| Standard Deviation -- Represented by the Symbol σ |
14:23 | |
| |
Measures of Variability |
14:56 | |
| |
| Normal Curve (Bell Shaped) |
14:58 | |
| |
| How Do We Visualize the Variability With a Normal Curve? |
15:03 | |
| |
| Deviations and Percentages -- Need to Become Familiar With Them |
15:10 | |
| |
| Z-Score: Indicates How Many Standard Deviations Above or Below The Mean a Score Is |
15:16 | |
| |
| Normal Curve: Bell Shaped Curve, With a Large Number of Scores in the Middle, and Very Few Extremely High and Low Scores |
16:03 | |
| |
Normal and Skewed Curves |
16:13 | |
| |
| Examples of Negatively Skewed, Normal, and Positively Skewed Curves |
16:24 | |
| |
Standard Deviation |
17:50 | |
| |
| Graphic of Bell Curve Displaying How To Measure Standard Deviations |
17:53 | |
| |
Normal Curve |
20:45 | |
| |
| Graphic Showing Different Measurements of Ranges That Can Be Used With a Normal Curve |
20:48 | |
| |
IQ Scores and S.D. |
22:36 | |
| |
| Always Assume That the Mean/Median/Mode is 100 for an IQ Score -- and That It's a Normal Curve |
22:41 | |
| |
| So if x̅ (the mean) is 100, the S.D. is 15, What is John's IQ if he is 2 S.D.s Above The Mean? |
22:53 | |
| |
| Lots of Questions Like This on the AP Exam |
24:48 | |
| |
Examples of Standard Deviation Problems |
24:56 | |
| |
| What if the Mean is Not 100? |
24:59 | |
| |
| E.g. Mean is 85 and the S.D. is 6 |
25:02 | |
| |
| E.g. Mean is 45 and the S.D. is 3 |
26:18 | |
| |
Inferential Statistics |
28:38 | |
| |
| Purpose is to Determine Whether or Not Findings Can Be Applied to the Larger Population From Which the Sample Was Selected |
28:45 | |
| |
| Infer versus Imply (Joey on Friends) |
29:03 | |
| |
| Why Might There Be Differences Between Two Groups in an Experiment? |
30:12 | |
| |
Inferential Statistics |
30:30 | |
| |
| Population: Entire Set of Subjects, Objects, or Events of Interest (All Married Students in the United States) |
30:34 | |
| |
| Samples: Smaller Cross Section of a Population |
30:59 | |
| |
Inferential Statistics |
31:51 | |
| |
| Sample Must Be Representative |
31:54 | |
| |
| Members of Sample Must Be Chosen Randomly |
32:05 | |
| |
| Statistical Significance: Degree to Which an Event (Results of an Experiment, Results of a Drug Trial) is Unlikely to Have Occurred By Chance Alone |
32:33 | |
| |
| Many Statistical Tests to Measure Magnitude of Difference --> T-Tests, Chi Square, and ANOVAs |
32:46 | |
| |
| AP Psych--- Need Only to Know -- P-Value |
33:01 | |
| |
P-Value |
33:13 | |
| |
| The Smaller the P-Value, The More Significant the Results |
33:15 | |
| |
| In Science, a P-Value of .05 is Cutoff for Statistical Significance |
33:19 | |
| |
| A P-Value of .05 Means That a Five Percent Chance Exists That the Results Occurred By Chance |
33:31 | |
| |
| A P-Value of .01 Means That a One Percent Chance Exists That the Results Occurred By Chance |
33:49 | |
| |
| Most Psychological Research Will Be at the .05 Level |
34:06 | |
| |
Review Questions |
34:12 | |
| |
| What is the Best Way to Choose Subjects? |
34:16 | |
| |
| Distinguish Between Descriptive and Inferential Stats |
34:28 | |
| |
| Distinguish Among Mean, Median and Mode |
35:07 | |
| |
| What is the Purpose of the Standard Deviation |
36:12 | |
| |
| How Does Random Selection Increase the Importance of the Results of a Study? |
36:37 | |
Section 3: Biological Bases |
|
Biological Bases of Behavior |
23:37 |
| |
Intro |
0:00 | |
| |
Biological Bases of Behavior (8 - 10%) |
0:23 | |
| |
| Physiological Techniques (e.g. Imaging, Surgical) |
0:44 | |
| |
| Neuroanatomy |
0:46 | |
| |
| Functional Organization of Nervous System |
0:50 | |
| |
| Neural Transmission |
0:52 | |
| |
| Endocrine System |
0:54 | |
| |
| Genetics |
0:58 | |
| |
| Evolutionary Psychology |
0:59 | |
| |
| We Examine the Relationship Between Physiological Processes and Behavior -- Including the Influence of Neural Function, the Nervous System and the Brain, and Genetic Contributions to Behavior |
1:09 | |
| |
Physiological Techniques |
1:19 | |
| |
| Ways to Approach the Brain |
1:21 | |
| |
| Brain Scans |
1:25 | |
| |
| Surgery |
1:34 | |
| |
EEG -- Electroencephalogram |
1:42 | |
| |
| An Amplified Recording of the Waves of Electrical Activity That Sweep Across the Brain's Surface. These Waves are Measured by Electrodes Placed on the Scalp. |
1:46 | |
| |
EEG -- Electroencephalogram |
2:17 | |
| |
| Picture of Person Wearing Recording Cap Used During EEG |
2:19 | |
| |
EEG in Sleep |
2:52 | |
| |
| Image of Brain Waves Recorded With EEG During Sleep |
3:05 | |
| |
MRI -- Magnetic Resonance Imaging |
3:25 | |
| |
| A Technique That Uses Magnetic Fields and Radio Waves to Produce Computer-Generated Images of Soft Tissue. MRI Scans Show Brain Anatomy |
3:33 | |
| |
MRI -- Soft Tissue |
4:05 | |
| |
| Picture of Brain Through an MRI |
4:06 | |
| |
MRI |
4:43 | |
| |
| Picture of Brain Through an MRI |
4:44 | |
| |
fMRI (Functional MRI) |
5:20 | |
| |
| A Technique for Revealing Blood Flow and, Therefore, Brain Activity by Comparing Successive MRI Scans. fMRI Scans Show Brain Function |
5:30 | |
| |
fMRI (Functional MRI) |
5:43 | |
| |
| Images of Brain Using fMRI |
5:45 | |
| |
PET (Positron Emission Tomography) |
6:22 | |
| |
| A Visual Display of Brain Activity That Detects Where a Radioactive Form of Glucose Goes While the Brain Performs a Given Task. |
6:29 | |
| |
CT (Computerized Tomography) |
7:48 | |
| |
| A Series of X-Ray Photographs Taken From Different Angles and Combined by Computer Into a Composite Representation of a Slice Through the Body. |
7:54 | |
| |
| Also Called CAT Scan |
7:50 | |
| |
CT Scan |
8:07 | |
| |
| Images of Brain Using CT Scan |
8:09 | |
| |
Physical Techniques |
8:39 | |
| |
| Surgery and Other Invasive Techniques |
8:48 | |
| |
| Case Studies |
8:53 | |
| |
Lesion |
8:59 | |
| |
| Tissue Destruction; A Brain Lesion is a Naturally or Experimentally Caused Destruction of Brain Tissue |
9:01 | |
| |
Lobotomy |
10:59 | |
| |
| Also Known as Prefrontal Lobotomy |
11:02 | |
| |
| Removing/Disconnecting the Front of the Frontal Lobe of the Brain -- Used Primarily on Schizophrenics in the 1930s - 1950s |
11:06 | |
| |
| More Detail in the Treatments of Mental Disorders Unit |
12:56 | |
| |
Hemispherectomy |
12:57 | |
| |
| Used for Patients who Have Rasmussen's Syndrome, a Type of Epilepsy That Is Not Treatable With Medication |
13:03 | |
| |
| Best Used on Children -- More Plasticity |
14:26 | |
| |
| Made Famous by Jodi Miller in a Documentary About Her Condition |
13:14 | |
| |
Case Study |
15:27 | |
| |
| Phineas Gage |
15:31 | |
| |
Gage Representations |
17:08 | |
| |
| Diagrams of How Rail Impaled Gage's Head |
17:09 | |
| |
Gage Photo |
17:48 | |
| |
| Photo of Phineas Gage After Accident |
17:49 | |
| |
The Endocrine System and Behavior |
18:11 | |
| |
| Nervous System -- Via Brain/Spinal Cord and Nerves |
18:23 | |
| |
| Endocrine System -- Via Bloodstream and Hormones |
18:30 | |
| |
The Brain and the Endocrine System |
18:34 | |
| |
| Hypothalamus Signals Pituitary Gland |
18:47 | |
| |
| Pituitary Signals Various Glands Via Bloodstream With Hormones |
18:51 | |
| |
| Endocrine System Slower to Operate than NS and has Longer Lasting Effects |
18:58 | |
| |
Major Glands and Hormones |
19:13 | |
| |
| Diagram of Various Glands and the Hormones They Create and Secrete |
19:15 | |
| |
Endocrine Alimentary System |
20:35 | |
| |
| Diagram of Various Organs and the Hormones They Create and Secrete |
20:39 | |
| |
Reproductive |
21:31 | |
| |
| Diagram of Female Reproductive System |
21:32 | |
| |
Review |
22:01 | |
| |
| Which Brain Technique: |
22:05 | |
| |
| Hormones -- Locations and Functions |
22:51 | |
|
Biological Bases of Behavior: Neuroanatomy & Organization of the Nervous System |
56:59 |
| |
Intro |
0:00 | |
| |
The Brain |
0:29 | |
| |
| Weight = 1300 - 1400 grams (about 3 - 3.5 pounds) |
0:32 | |
| |
| Pudding |
0:50 | |
| |
| 500 Billion Neurons |
1:05 | |
| |
| Each Neuron May be Connected (Through a Synapse) to up to 10,000 Other Neurons |
1:08 | |
| |
| Has Plasticity |
1:24 | |
| |
| It's The Weirdest Thing in the Universe |
2:22 | |
| |
The Nervous Systems |
3:06 | |
| |
| Graphic Showing How Various Nervous Systems in the Body Work With Each Other |
3:08 | |
| |
The Nervous System |
7:44 | |
| |
| Graphic of Overall Nervous System |
7:46 | |
| |
Brain Parts: What You Need to Know |
8:38 | |
| |
| Hindbrain (Top of the Spinal Cord; Life Support) |
8:49 | |
| |
| Thalamus |
9:53 | |
| |
| Midbrain -- Numerous Brain Parts Connecting the Hindbrain and the Forebrain -- Includes Vision and Movement |
9:57 | |
| |
| Forebrain |
10:24 | |
| |
Brain Parts: What You Need to Know |
11:12 | |
| |
| Getting to the Brain |
11:14 | |
| |
| Hair, Skin, Fatty Tissue, Muscle, and Connective Tissue |
11:16 | |
| |
| Skull |
11:41 | |
| |
| CSF (Cerebral Spinal Fluid) |
11:51 | |
| |
| Meninges (Three Protective Layers) |
12:18 | |
| |
| Dura Mater, Pia Mater, Arachnoid |
12:22 | |
| |
| Sulcus/Sulci and Gyrus/Gyri -- Grooves and Peaks |
13:15 | |
| |
| Neurogenesis -- Formation of New Neurons |
14:45 | |
| |
| Plasticity -- Ability of Brain's Functions to Reorganize |
14:57 | |
| |
Brain Parts: Cerebrum/Cerebral Cortex |
15:09 | |
| |
| Diagram of Different Parts of the Human Brain |
15:10 | |
| |
Three Ways to View Brains -- Cross Sections |
18:55 | |
| |
| Diagrams of the Sagittal View, the Horizontal View, and the Coronal View |
18:58 | |
| |
Brain Parts: Cerebrum/Cerebral Cortex |
19:35 | |
| |
| Brain Parts |
19:38 | |
| |
| Aphasia |
22:55 | |
| |
| All Functions for AP Psych-Will Be Oversimplified |
23:52 | |
| |
The Brain |
24:07 | |
| |
| Diagram of The Parts of the Brain and What Their Primary Purpose Is |
24:10 | |
| |
Medulla, Pons, and Cerebellum |
25:32 | |
| |
| Medulla -- Breathing and Heart Rate |
25:40 | |
| |
| Pons -- Named After Latin Word for Bridge |
25:50 | |
| |
| Cerebellum -- Little Brain |
26:18 | |
| |
Limbic System |
27:06 | |
| |
| Diagram of the Limbic System |
27:08 | |
| |
Limbic System |
30:17 | |
| |
| Thalamus -- All Senses Except Smell |
30:20 | |
| |
| Hypothalamus -- Hunger, Thirst, Body Temp., and Sexual Arousal |
30:23 | |
| |
| Amygdala -- Fear and Aggression, Emotions - (4 Fs) - Fighting, Fleeing, Food and Mating |
30:30 | |
| |
| Hippocampus -- Memory |
30:45 | |
| |
| Basal Ganglia -- Habits |
30:49 | |
| |
One View of the Brain |
30:56 | |
| |
| Diagram of the Human Brain |
30:58 | |
| |
Sensory Homunculus |
32:09 | |
| |
| Picture of Sculpture Showing How Much Brain Power and Space in The Brain is Devoted to the Function of the Parts of the Body |
32:37 | |
| |
Sensory Homunculus |
33:53 | |
| |
| Diagram of Functions of the Somatosensory Strip and Motor Strip of the Brain |
33:55 | |
| |
Broca's and Wernicke's Area |
34:32 | |
| |
| Diagram of The Parts of the Brain and What Their Primary Purpose Is |
34:37 | |
| |
Paul Broca |
36:14 | |
| |
| Worked With Patients Who Had Aphasia (Inability to Speak) |
36:17 | |
| |
| Discovered Brain Region That Bears His Name -- Lesions Created Aphasia |
36:25 | |
| |
| First Anatomical Proof of Localization of Brain Function |
36:30 | |
| |
Carl Wernicke |
36:48 | |
| |
| Followed Broca's Research |
36:50 | |
| |
| Receptive Aphasia in the Posterior, Superior Temporal Gyrus of the Left Hemisphere |
36:54 | |
| |
| Wernicke Aphasia = Inability to Understand Speech |
37:05 | |
| |
Brain Regions Review |
37:24 | |
| |
| Graphic of Side View of Brain, Review of Its Different Areas |
37:27 | |
| |
One View of the Brain |
38:54 | |
| |
| Diagram of Brain |
38:57 | |
| |
Review of Brain Functions |
40:03 | |
| |
| Visual Processing |
40:06 | |
| |
| Memory |
40:13 | |
| |
| Thought Process |
40:15 | |
| |
| Dealing With Sensory Information |
40:21 | |
| |
| Balance and Fine Motor Coordination |
40:31 | |
| |
| Emotional Responses, Esp. Fear |
40:35 | |
| |
| Breathing and Heart Rate |
40:40 | |
| |
| Sensory Relay Station |
40:46 | |
| |
| Sense of Smell |
40:54 | |
| |
| Connects the Two Hemispheres |
40:58 | |
| |
| Location of Motor Cortex |
41:05 | |
| |
| Attention |
41:10 | |
| |
| Hunger/Thirst |
41:21 | |
| |
| Physiological Arousal |
41:30 | |
| |
| Body Senses |
41:48 | |
| |
| Speaking |
41:56 | |
| |
| Comprehending Language |
42:00 | |
| |
| Impairment of Language |
42:03 | |
| |
The Divided Brain |
42:12 | |
| |
| Brain Lateralization |
42:19 | |
| |
| Hemispheric Specialization |
42:21 | |
| |
| Vogel and Bogen, Sperry |
42:30 | |
| |
Roger Sperry |
42:42 | |
| |
| Neural Specificity and Regeneration Studies -- i.e. Neurons had Specific Functions |
42:45 | |
| |
| 1981 Nobel Prize -- Split-Brain Research With Hubel and Wiesel |
42:59 | |
| |
| Severing Corpus Callosum -- Hemispheres Can Not Communicate |
43:46 | |
| |
| Gazzaniga Was Student |
43:52 | |
| |
Split Brain |
43:59 | |
| |
| A Condition Resulting From Surgery That Isolates the Brain's Two Hemispheres by Cutting the Fibers (Mainly of the Corpus Callosum) Connecting Them |
44:03 | |
| |
Michael Gazzaniga |
44:17 | |
| |
| Cognitive Neuroscience |
44:19 | |
| |
| Work in Split-Brain Research in Humans |
44:24 | |
| |
| Higher Brain Functioning and Lateralization of Brain Functioning -- How Each Side of Brain Has Primary Functions -- e.g. Left Side of Brain Handles Most Language Processing |
44:27 | |
| |
| Work is Cited in Intro Texts In Divided Brain Sections |
44:53 | |
| |
| Alien Hand Syndrome In Split-Brain Patients |
45:00 | |
| |
Visual Pathways |
46:27 | |
| |
| Graphic of How Brain and Eyes Work Together to See |
46:29 | |
| |
Split-Brain Outcomes |
49:27 | |
| |
| Graphic Depicting Split-Brain Test |
49:30 | |
| |
Brain Lateralization |
50:12 | |
| |
| Diagram of Left and Right Brain Aptitudes |
50:27 | |
| |
Hemispheric Dominance |
51:54 | |
| |
| Left Side |
51:58 | |
| |
| Words |
51:59 | |
| |
| Letters |
51:59 | |
| |
| Language/Sounds |
52:00 | |
| |
| Verbal Memory |
52:01 | |
| |
| Speech, Grammar, Writing, Arithmetic |
52:04 | |
| |
| Logic |
52:06 | |
| |
| Explaining Events |
52:07 | |
| |
| Right Side |
52:51 | |
| |
| Faces |
52:56 | |
| |
| Emotional Cognition |
52:58 | |
| |
| General Patterns |
53:08 | |
| |
| Non-Language Sounds |
53:11 | |
| |
| Music |
53:14 | |
| |
| Emotional Tone of Speech |
53:17 | |
| |
| Geometry |
54:13 | |
| |
| Sense of Direction |
54:16 | |
| |
| Judgment of Distance |
54:17 | |
| |
| Mental Rotation of Objects |
54:18 | |
| |
Review |
54:37 | |
| |
| Which Brain Parts Will Likely Deal With the Following Functions? |
54:49 | |
|
Neurons, Neurotransmitters, and Neural Communication |
40:38 |
| |
Intro |
0:00 | |
| |
Objectives |
0:16 | |
| |
| Identify Basic Processes and Systems in the Biological Bases of Behavior, Including Parts of the Neuron and the Process of Transmission of a Signal Between Neurons |
0:18 | |
| |
| Discuss the Influence of Drugs on Neurotransmitters (e.g. Reuptake Mechanisms, Antagonists, and Agonists) |
0:26 | |
| |
Neuron Parts |
0:39 | |
| |
| Dendrite |
0:44 | |
| |
| Cell Body |
0:48 | |
| |
| Axon |
0:56 | |
| |
| Myelin Sheath (Myelin) |
1:04 | |
| |
| Axon Branches = Terminal Branches |
1:25 | |
| |
| Terminal Buttons (End Buttons, Axon Terminal, Terminal Branches of Axon, Synaptic Knobs) |
1:30 | |
| |
| Vesicles = Synaptic Vesicles |
1:52 | |
| |
| Synapse = Synaptic Gap |
1:56 | |
| |
| Neural Impulse |
1:59 | |
| |
| Glial Cells: 10-50 x More Glial Cells Than Neurons; Housekeeping, Nutrition, and Support |
2:10 | |
| |
Structure of a Typical Neuron |
2:34 | |
| |
| Diagram of Neuron and its Parts |
2:35 | |
| |
Neuron Anatomy Quick Quiz |
3:41 | |
| |
| Label the Parts of the Neuron |
3:43 | |
| |
Neural Conduction |
4:43 | |
| |
| Voltage |
4:50 | |
| |
| Resting Potential |
4:55 | |
| |
| Action Potential |
5:03 | |
| |
| Threshold |
5:10 | |
| |
| Refractory Period |
5:25 | |
| |
| All-or-None Response (Principle) |
5:36 | |
| |
| Depolarization |
6:24 | |
| |
| Repolarization |
6:34 | |
| |
Firing of a Neuron |
6:54 | |
| |
| Firing of a Neuron |
6:57 | |
| |
Technique to Recall Chemicals |
9:13 | |
| |
| Salty Banana -- What is This? |
9:26 | |
| |
| Salt is Na+. Bananas Have a Lot of Potassium K+ |
9:32 | |
| |
Electrical Nature of Neurons |
10:37 | |
| |
| Graph Showing Voltage Measurement of a Firing Neuron and at Rest |
10:38 | |
| |
Neural Speed |
11:58 | |
| |
| Speed of a Neuron Impulse |
12:02 | |
| |
Neural Speed |
13:57 | |
| |
| Class Demonstration |
13:59 | |
| |
| Three Conditions |
14:16 | |
| |
The Neuron |
16:32 | |
| |
| Detailed Diagram of Parts of Neuron |
16:36 | |
| |
Neuron and Synapse |
18:17 | |
| |
| Graphic of Neuron Transmission |
18:18 | |
| |
Neural Reuptake (Recycling) |
19:46 | |
| |
| Graphic of Neuron Recycling Neurotransmitters Between Receptors |
19:54 | |
| |
Neural Communication |
21:42 | |
| |
| Picture of How Neurons Communicate With Each Other |
21:46 | |
| |
Nerves and Neurons |
22:40 | |
| |
| Nerves: Large Bundles of Axons |
22:43 | |
| |
| Myelin: Fatty Layer That Coats Some Axons |
22:49 | |
| |
Neurotransmitters |
23:43 | |
| |
| Dopamine (DA) |
23:53 | |
| |
| Serotonin (5-HT) |
23:54 | |
| |
| Acetylcholine (ACh) |
23:55 | |
| |
| Epinephrine (NE) |
23:57 | |
| |
| Norepinephrine |
23:58 | |
| |
| GABA |
23:59 | |
| |
| Caution -- These Descriptions Are Oversimplified -- Reality is Much More Complex (As Will Be Your Biological Psych-Course at University) |
24:05 | |
| |
Neurotransmitters |
24:32 | |
| |
| Acetylcholine: Activates Muscles |
24:34 | |
| |
| Dopamine: Muscle Control |
24:45 | |
| |
| Serotonin: Mood and Appetite Control |
25:19 | |
| |
Dopamine |
25:32 | |
| |
| Pleasure Centers of Brain -- Nucleus Accumbens |
25:34 | |
| |
| Parkinson's -- Loss of Dopamine Generating Neurons |
25:50 | |
| |
| Schizophrenia -- Elevated Levels of Dopamine in Mesolimbic Pathway |
26:11 | |
| |
| Low Levels Assoc. With Addiction |
26:29 | |
| |
| Dopaminergic |
26:34 | |
| |
| Recent Research Show That It's Not the Actual Release Associated With Pleasure, But the Anticipation of Reward |
26:53 | |
| |
Serotonin |
27:28 | |
| |
| Inhibitory Neurotransmitter |
27:33 | |
| |
| Connected to Mood and Emotion, Appetite and Sleep |
27:40 | |
| |
| Low Levels Associated With Depression, Anger-Control, Obsessive-Compulsive Disorder and Suicide |
27:48 | |
| |
| Plays a Role in Perception (Think Raves, E, and Molly) |
28:32 | |
| |
Dopamine and Serotonin Pathways |
29:53 | |
| |
| Picture of Brain and Dopaminerges System and Serotonerges System |
29:55 | |
| |
Acetylcholine (ACh) |
30:56 | |
| |
| First Neurotransmitter Discovered |
31:01 | |
| |
| Both in Peripheral and Central NS |
31:05 | |
| |
| Primary Function is in Somatic Nervous System |
31:09 | |
| |
| Activates Muscles |
31:13 | |
| |
| Associated With Movement |
31:25 | |
| |
| Loss Associated With Alzheimer's |
31:28 | |
| |
Epinephrine |
31:34 | |
| |
| Associated With Energy and Emergency Systems in the Endocrine System (Sympathetic NS) |
31:41 | |
| |
| Connected to Forming Memories |
31:57 | |
| |
| Related to Traumatic or Incidents With Really Strong Emotions |
32:00 | |
| |
Norepinephrine |
32:32 | |
| |
| Part of Sympathetic Nervous System Response to Danger -- Fight or Flight Response |
32:35 | |
| |
| Increases Blood Pressure and Heart Rate, Releases Glucose Stores |
32:42 | |
| |
| Connected to Amygdala Function |
32:50 | |
| |
GABA |
33:06 | |
| |
| Gamma Amino Butyric Acid |
33:11 | |
| |
| An Inhibitory Neurotransmitter -- Slows Things Down |
33:16 | |
| |
| Associated with Anxiety -- Too Little Associated With Anxiety Disorders |
33:23 | |
| |
Glutamate |
33:47 | |
| |
| At This Point, Not on AP Exam as a Neurotransmitter |
33:50 | |
| |
| Plays Key Role in Long-Term Potentiation |
33:55 | |
| |
| Important for Learning and Memory |
34:08 | |
| |
Other Neurotransmitters |
34:19 | |
| |
| Others Definitely Exist |
34:24 | |
| |
| Will Be Part of a BioPsych-Course |
34:25 | |
| |
| Do Not Worry About Them for AP Psych |
34:28 | |
| |
Neural Regulators |
34:35 | |
| |
| Neuropeptides: Regulate Activity of Other Neurons |
34:40 | |
| |
Neural Regulators |
35:37 | |
| |
| Agonist (Chemicals That Mimic the Actions of a Neurotransmitter) |
35:39 | |
| |
| Antagonist (Chemicals That Oppose the Action of a Neurotransmitter) |
35:58 | |
| |
| Excitatory Neurotransmitters: Chemicals Released From the Terminal Buttons of a Neuron That Excite the Next Neuron Into Firing |
36:27 | |
| |
| Inhibitory Neurotransmitters: Chemicals Released From the Terminal Buttons of a Neuron That Inhibit (Prevent) the Next Neuron Into Firing |
36:36 | |
| |
Review |
37:24 | |
| |
| Neural Parts -- Direction of Signal |
37:30 | |
| |
| Action Potential |
38:15 | |
| |
| Neurotransmitters |
38:40 | |
|
Behavioral Genetics, Evolutionary Psychology, & Behavior |
36:10 |
| |
Intro |
0:00 | |
| |
Behavioral Genetics |
0:11 | |
| |
| Objective: Discuss Psychology's Abiding Interest in How Heredity, Environment, and Evolution Work Together to Shape Behavior |
0:16 | |
| |
| What Influences do our Genetics Have on Our Behavior, Both as an Individual, as Well as in Groups? |
0:24 | |
| |
Nature Versus Nurture |
0:34 | |
| |
| Nature Refers to Heredity, a Person's Biological Makeup |
0:38 | |
| |
| Nurture Refers to the Environment, a Person's Life Experiences, Family and Education |
0:45 | |
| |
Heredity |
0:58 | |
| |
| Developmental Psychology: The Study of Progressive Changes in Behavior and Abilities |
1:01 | |
| |
| Heredity (Nature): Transmission of Physical and Psychological Characteristics From Parents to Their Children Through Genes |
1:15 | |
| |
| DNA (Deoxyribonucleic Acid): Molecular Structure Shaped Like a Double Helix That Contains Coded Genetic Information |
1:25 | |
| |
| Genome: The Entirety of an Organism's Hereditary Information (Includes Info Coded in DNA or RNA) |
1:49 | |
| |
Genes |
2:17 | |
| |
| Genes: Specific Areas on a Strand of DNA That Carry Hereditary Information |
2:23 | |
| |
Genetic Makeup |
2:46 | |
| |
| DNA (Deoxyribonucleic Acid) is the Means by Which Heredity Characteristics Pass From One Generation to the Next |
2:49 | |
| |
| Fraternal Twins are Dizygotic Twins That Develop From the Union of Two Separate Sperms and Eggs |
3:06 | |
| |
| Identical Twins are Monozygotic Twins That Develop From the Union of the Same Egg and Sperm That Have Split and Have Exactly the Same Genotype (May Have the Same Genes, But Not Necessarily the Same Number of Copies of Those Genes) |
3:28 | |
| |
Genetic Building Blocks |
4:13 | |
| |
| The Human Body Contains 100 Trillion Cells |
4:16 | |
| |
| There is a Nucleus Inside Each Human Cell (Except Red Blood Cells) |
4:27 | |
| |
| Each Nucleus Contains 46 Chromosomes, Arranged in 23 Pairs |
4:34 | |
| |
| One Chromosome of Every Pair is From Each Parent |
4:49 | |
| |
| The Chromosomes are Filled With Tightly Coiled Strands of DNA. |
4:53 | |
| |
| Genes are Segments of DNA That Contain Instructions to Make Proteins -- The Building Blocks of Life |
4:59 | |
| |
Chromosomes |
5:08 | |
| |
| Picture of What is Inside a Chromosome |
5:10 | |
| |
DNA |
5:47 | |
| |
| Linked Molecules (Organic Bases) Make Up the Rungs on DNA's Twisted Molecular Ladder. The Order of These Molecules Serves as a Code for Genetic Information |
5:49 | |
| |
| The Code Provides a Genetic Blueprint That is Unique for Each Individual (Except Identical Twins). The Drawing Shows Only a Small Section of a DNA Strand. An Entire Strand of DNA is Composed of Billions of Smaller Molecules |
6:04 | |
| |
| The Nucleus of Each Cell in the Body Contains Chromosomes Made up of Tightly Wound Coils of DNA. |
6:25 | |
| |
| Don't be Misled By the Drawing: Chromosomes are Microscopic in Size, and the Chemical Molecules That Make Up DNA are Even Smaller |
6:41 | |
| |
Gene Patterns: Eye Color |
7:01 | |
| |
| Dominant and Recessive Traits |
7:09 | |
| |
| Gene Patterns for Children of Brown-Eyed Parents, Where Each Parent has One Brown-Eye Gene and One Blue-Eye Gene |
7:12 | |
| |
| Because the Brown Eye Gene is Dominant, One out of Every Four Children Will Be Blue-Eyed |
7:22 | |
| |
| There is a Significant Chance That Two Brown-Eyed Parents Will Have a Blue-Eyed Child |
7:29 | |
| |
Dominant Recessive |
7:43 | |
| |
| Graphic Depicting All the Eye Color Combinations a Brown-Eyed Mother and Brown-Eyed Father Could Have |
7:44 | |
| |
Temperament and Environment |
9:53 | |
| |
| Temperament: The Physical Core of Personality; Includes Sensitivity, Irritability, Distractibility, and Typical Mood |
9:56 | |
| |
| Easy Children: 40% Relaxed and Agreeable |
10:09 | |
| |
| Difficult Children: 10% Moody, Intense, Easily Angered |
10:26 | |
| |
| Slow-to-Warm-Up Children: 15% Restrained, Unexpressive, Shy |
10:38 | |
| |
| Remaining Children: Do Not Fit Into Any Specific Category |
10:55 | |
| |
Environment |
11:09 | |
| |
| Environment (Nurture): All External Conditions That Affect a Person, Especially the Effects of Learning; the World Around a Person. |
11:14 | |
| |
| Sensitive Periods: A Period of Increased Sensitivity to Environmental Influences; Also a Time When Certain Events Must Occur for Normal Development to Take Place |
11:27 | |
| |
Prenatal Issues |
13:10 | |
| |
| Congenital Problem: A Problem or Defect That Occurs During Prenatal Development; Birth Defect |
13:14 | |
| |
| Genetic Disorder: Problem Caused by Inherited Characteristics From Parents; e.g. Cystic Fibrosis, Neurofibromatosis |
13:23 | |
| |
| Website Link to Information on Genetic Disorders |
13:56 | |
| |
Twin and Adoption Studies |
14:14 | |
| |
| Some Research Conclusions |
14:19 | |
| |
| Shared Genes Can Also Mean a Shared Experience -- Most, Not All, Identical Twins Share Placentas |
14:25 | |
| |
| A Person Whose Identical Twin Has Alzheimer's Has a 60% Chance of Getting It; Fraternal Twin, Only 30%. |
14:44 | |
| |
| On Extraversion and Neuroticism (Emotional Stability), Identical Twins are More Alike Than Fraternal Twins |
14:58 | |
| |
| Divorce -- If Fraternal Twin Divorced, Your Odds Increase 1.6 Times; If Identical Twin Divorced, Odds Go Up 5.5 Times |
15:24 | |
| |
The Jim Twins |
16:03 | |
| |
| Separated at Birth -- Reconnected After 38 Years |
16:09 | |
| |
| Both Named Jim (Lewis and Springer) |
16:13 | |
| |
| Both Liked Woodworking, Driving their Chevy Cars, Watching Stock-Car Races, and Drinking Miller Lite. |
16:19 | |
| |
| Both Had Nearly Identical Voices |
16:28 | |
| |
| Personalities, Intelligence, Heart Rates and Brain Waves -- Nearly Identical |
16:35 | |
| |
| It Would Seem Genes Had a Profound Impact on Personality -- But the Question Remains to This Day -- Just How Much? |
16:40 | |
| |
| But This is Anecdote, What About Real Data? |
16:52 | |
| |
Big Conclusion |
17:00 | |
| |
| The Environment Shared By A Family's Children Has Virtually No Identifiable Impact on Personalities of Children |
17:04 | |
| |
| But Why? Geneticists Are Working on It. |
17:12 | |
| |
| But What About Family Life? |
17:47 | |
| |
| So, The Question For You -- Would You Be the Same Person if You Had Been Raised in a Different Family or Culture? |
17:56 | |
| |
Heritability |
18:32 | |
| |
| The Proportion of Variation Among Members of a Group That We Can Attribute to Genes |
18:40 | |
| |
| So This Compares, Within Populations, Genotypes (Genetic Makeup) and Phenotypes (The Outward, Physical Manifestation of the Organism) on Specific Traits |
19:14 | |
| |
| This Difference Involves Mathematics and Analysis That is Far Beyond This Course -- Take AP Bio or Genetics for Mendelian Genetics |
19:34 | |
| |
Heritability |
20:00 | |
| |
| It is Not Behaviors That Are Inherited, But Genetic Predispositions That May Lead to the Behavior |
20:03 | |
| |
| Heritable Differences Between Individuals Does Not Imply Heritable Group Differences |
21:23 | |
| |
Genes and Interaction |
21:43 | |
| |
| Interaction: The Interplay When the Effect of One Factor (Such as Environment) Depends on Another Factor (Such as Heredity) |
21:47 | |
| |
| Genes and Environment Work Together (Like Two Hands Clapping). Genes Code for Proteins But Also Respond to Environments |
21:55 | |
| |
| Example: Happy Baby Draws in More Adults Who Respond to the Happiness With Warmth of Their Own -- This Can Become a Cycle, With the Happy Baby Becoming More Outgoing and Socially Confident |
22:39 | |
| |
| This Kind of Interaction Can Be Applied to Virtually Any Trait, Especially Anxiety and Depression |
23:17 | |
| |
Natural Selection and Adaptation |
24:20 | |
| |
| Only the Strong Survive is a Myth -- It's the Ones With the Most Adaptive Traits For Their Environment |
24:25 | |
| |
| Evolutionary Psychology: The Study of the Evolution of Behavior and the Mind, Using Principles of Natural Selection |
24:42 | |
| |
| Natural Selection: The Principle That, Among the Range of Inherited Trait Variations, Those That Lead to Increased Reproduction and Survival Will Most Likely Be Passed on to Succeeding Generations |
24:55 | |
| |
| Mutation: The Random Error in Gene Replication That Leads to Change |
25:35 | |
| |
Evolutionary Psychology |
25:50 | |
| |
| Evolutionary Success Helps Explain Similarities Among People |
25:54 | |
| |
| However, We Have Some Outdated Tendencies -- Some Genetic Traits That Were Previously Helpful May Harm Us Today |
26:42 | |
| |
Evolutionary Psychology, Continued |
28:07 | |
| |
| Examines Psychological Traits Such as Memory, Perception and Language Using Modern Evolutionary Perspective |
28:10 | |
| |
| Which Human Psychological Traits Are Evolved Adaptations -- That is, The Products of Natural or Sexual Selection? |
28:18 | |
| |
| Examples Could Include an Ability to Infer Emotions of Others, Discern Kin From Non-Kin, Identify and Prefer Healthier Mates, and Cooperate With Others |
28:27 | |
| |
Sexual Adaptations |
29:47 | |
| |
| Both Men and Women Looking For Signs of a Healthy Potential Mate |
29:50 | |
| |
Criticisms of Evolutionary Psychology |
31:47 | |
| |
| Looks at Modern Traits and Looks Backward to Propose an Explanation (Similar Criticism of Freud) |
31:50 | |
| |
| What About the Social Implications? What Does it Mean for Our Desire to Reduce Prejudice and Discrimination? What About Our Moral Responsibilities? |
32:13 | |
| |
| What About Cultural Differences That Seem to Work Against Evolutionary Explanations? |
33:19 | |
| |
David Myers |
33:50 | |
| |
| One Quote of His I've Been Using for Years: Everything Psychological is Simultaneously Biological. |
33:57 | |
| |
Review |
34:39 | |
| |
| What Are Genes and How Do Behavior Geneticists Explain Our Individual Differences? |
34:43 | |
| |
| What Is Heritability, and How Does it Relate to Individuals and Groups? |
34:50 | |
| |
| How Do Evolutionary Psychologists Use Natural Selection to Explain Behavior Tendencies? |
35:02 | |
| |
| How Might an Evolutionary Psychologist Explain Gender Differences in Sexuality and Mating Preferences? |
35:09 | |
Section 4: Senses and Perception |
|
Thresholds & Signal Detection Theory |
54:03 |
| |
Intro |
0:00 | |
| |
Sensation and Perception (6-8%) |
0:09 | |
| |
| Everything That Organisms Know About the World is First Encountered When Stimuli in the Environment Activate Sensory Organs, Initiating Awareness of the External World. |
0:26 | |
| |
| Perception Involves the Interpretation of the Sensory Outputs as a Cognitive Process |
0:36 | |
| |
| Discuss Basic Principles of Sensory Transduction, Including Absolute Threshold, Difference Threshold, Signal Detection and Sensory Adaptation. |
0:42 | |
| |
| Discuss How Experience and Culture can Influence Perceptual Processes (e.g. Perceptual Set, Context Effects) |
0:53 | |
| |
General Properties of Sensory Systems |
1:16 | |
| |
| Data Reduction System: Any System That Selects, Analyzes, and Condenses Information |
1:20 | |
| |
| Perceptual Features: Basic Stimulus Patterns |
1:57 | |
| |
| Sensory Coding: Converting Important Features of the World Into Neural Messages Understood by the Brain |
2:02 | |
| |
Sensation and Perception |
2:12 | |
| |
| Sensation: Information Arriving From Sense Organs (Eye, Ear, Etc.) |
2:15 | |
| |
| Perception: Mental Process of Organizing Sensations Into Meaningful Patterns |
2:32 | |
| |
Terms |
2:58 | |
| |
| Psychophysics |
3:02 | |
| |
| Sensory Transduction |
3:04 | |
| |
| Absolute Threshold |
3:05 | |
| |
| Difference Threshold |
3:06 | |
| |
| Signal Detection |
3:08 | |
| |
| Sensory Adaptation |
3:09 | |
| |
| Bottom-Up Processing |
3:10 | |
| |
| Top-Down Processing |
3:11 | |
| |
| Weber's Law |
3:13 | |
| |
Psychophysics |
3:22 | |
| |
| The Study of the Relationships Between the Physical Characteristics of Stimuli, Such as Their Intensity, and Our Psychological Experience of Them |
3:24 | |
| |
Ernst Weber |
4:24 | |
| |
| A Founder of Modern Experimental Psych |
4:30 | |
| |
| Influenced Psychophysics |
4:34 | |
| |
| Studied Weight Perception and How There was a Proportional Relationship Between Increase of Magnitude of Weight and Ability to Make the Discrimination Between the Weights(Fechner Later Called it Weber's Law) |
4:36 | |
| |
| Weber-Fechner Law -- Ratio of Intensity to Have a Just Noticeable Difference (JND) |
5:51 | |
| |
| Studied Absolute Thresholds -- Our Awareness of Faint Stimuli |
6:13 | |
| |
Gustav Fechner |
6:29 | |
| |
| Influenced Modern Experimental Psych |
6:31 | |
| |
| Founder of Psychophysics |
6:34 | |
| |
| Studied Absolute Thresholds -- Our Awareness of Faint Stimuli |
6:36 | |
| |
| Illustrated the Non-Linear Relationship Between Psychological Sensation and Physical Intensity of a Stimulus |
6:43 | |
| |
| Weber-Fechner Law -- Ratio of Intensity to Have a Just Noticeable Difference |
7:19 | |
| |
Sensory Transduction |
7:32 | |
| |
| Conversion of One Form of Energy Into Another. In Sensation, The Transforming of Stimulus Energies, Such as Sights, Sounds, and Smells Into Neural Impulses Our Brains Can Interpret. |
7:40 | |
| |
Absolute Threshold |
8:22 | |
| |
| The Minimum Stimulation Necessary to Detect a Particular Stimulus 50% of the Time |
8:26 | |
| |
| Exploited by Students Who May Use the Mosquito Ringtone to Evade Phone Use in Class |
8:44 | |
| |
| Vision -- Candle Flame Seen at 30 Miles on a Clear Dark Night |
9:20 | |
| |
| Hearing -- Tick of a Watch Under Quiet Conditions at 20 Feet (The Buzz of the Fluorescent Lights in a Quiet Room) |
9:51 | |
| |
| Taste -- One Teaspoon Sugar in 2 Gallons of Water |
10:28 | |
| |
| Smell -- One Drop Perfume Diffused Into a Three-Room Apartment |
10:42 | |
| |
| Touch -- A Bee's Wing Falling On Your Cheek from One Centimeter Above. |
10:57 | |
| |
Difference Threshold |
11:11 | |
| |
| The Minimum Difference Between Two Stimuli Required for Detection. We Experience the Difference Threshold as a Just Noticeable Difference (JND). |
11:14 | |
| |
| The Detectable Difference Increases With the Magnitude -- is Done in a Constant Proportion |
11:32 | |
| |
| E.g. You Will Notice is One Ounce is Added to a 10 Ounce Weight, But Not if One Ounce is Added to a 100-Ounce Weight |
11:38 | |
| |
| Volume on the Television |
12:11 | |
| |
Weber's Law |
12:40 | |
| |
| The Principle That, to be Perceived as Different, Stimuli Must Differ by a Constant Percentage (Rather Than a Constant Amount) |
12:43 | |
| |
| The Amount of Change Needed to Produce a Constant JND is a Constant Proportion of the Original Stimulus Intensity |
12:56 | |
| |
Signal Detection |
13:21 | |
| |
| A Theory Predicting How and When We Detect the Presence of a Faint Stimulus (Signal) Amid Background Stimulation (Noise). |
13:27 | |
| |
| Assumes There is no Absolute Threshold and that Detection Depends Partly on a Person's Experience, Expectations, Motivation, and Alertness |
13:38 | |
| |
| Separating the Music From the Noise or the Signal From the Noise |
13:53 | |
| |
| Important Info Versus Background and Irrelevant |
14:04 | |
| |
Sensory Adaptation |
15:47 | |
| |
| AKA Neural Adaptation |
15:54 | |
| |
| Neural or Sensory Receptors Change/Reduce Their Sensitivity to a Continuous, Unchanging Stimuli |
16:04 | |
| |
| This Occurs in the Brain at an Unconscious Level |
16:11 | |
| |
| E.g. The Smell of Your Own Car or Home |
16:22 | |
| |
| E.g. Adapting to Hot or Cold Water After a Brief Time in It. |
17:12 | |
| |
| E.g. The Eyes Adjusting to a Darker Room -- Rods and Cones Will Fire Differently to Adjust (Cones Take About 10 Minutes, the Rods 30 Minutes to Fully Adapt) |
17:39 | |
| |
| Why Certain Foods Do Not Taste the Same on the 20th Bite as They Did on the First |
18:24 | |
| |
| In Economics, This is Diminishing Marginal Utility |
19:05 | |
| |
| NOT The Same as Habituation (We Will Go Over That Later) |
19:31 | |
| |
Top-Down Processing |
19:42 | |
| |
| Information Processing Guided by Higher-Level Mental Processes, as When We Construct Perceptions Drawing on Our Experience and Expectations |
19:45 | |
| |
| People Look at the Big Picture, the Whole, Try to Find Patterns to Make Meaning and Then Examine the Details (We Use Background Knowledge to Fill Gaps) |
20:03 | |
| |
| The Stroop Effect Was One Experiment That Dealt With This |
20:18 | |
| |
| Deductive Reasoning |
21:54 | |
| |
| Even Though the Second Letter in Each Word is Ambiguous, T-D Processing Allows for Context to Clarify For Us |
22:03 | |
| |
Bottom-Up Processing (AKA Feature Analysis) |
22:47 | |
| |
| Analysis That Begins With the Sensory Receptors And Works Up to the Brain's Integration of Sensory Information |
22:55 | |
| |
| Works From the Details and Moves Out to the Whole Picture |
23:06 | |
| |
| Inductive Reasoning -- Going From the Examples First and Working One's Way Out to the General Propositions -- Uses Probabilities Based Upon Specific Observations |
23:17 | |
| |
| Based Upon Current Knowledge, So Potentially Biased (e.g. Confirmation Bias, Availability Heuristic, Illusory Correlation) |
23:39 | |
| |
| e.g. Since 100% of Bio Life Forms Depend on Liquid Water to Exist, if We Were to Discover a New Bio Form, It Will Probably Depend on Liquid Water to Exist |
24:46 | |
| |
| Man With Prosopagnosia |
25:20 | |
| |
Sensation Chart Overview |
27:06 | |
| |
| Chart Looks at Sense, Stimulus, Sense Organ, Receptor, and Sensation |
27:08 | |
| |
David Hubel and Torsten Wiesel |
29:42 | |
| |
| Nobel Prize with Wiesel and Sperry |
29:49 | |
| |
| Microelectrode in Cat Brain -- When Would Neurons Fire When Cat Presented With Simple Lines |
30:05 | |
| |
| Worked on Visual System Neurons and Processing Certain Neurons Responded Only to Certain Lines -- Simple Cells |
30:36 | |
| |
| Other Cells Detected Motion -- Complex Cells |
30:52 | |
| |
| Cats and Restricting Visual System |
31:22 | |
| |
| Showed How the Visual System Built an Image From Simple Stimuli by Combining Them Into More Complex Formats |
31:25 | |
| |
| Big Idea Here is Feature Detectors -- Certain Brain Cells Pick Up Certain Kinds of Visual Stimulation -- Vertical Lines, Curves. Motion, Etc. |
31:01 | |
| |
Perceptual Set |
31:51 | |
| |
| A Mental Disposition to Perceive One Thing and Not Another |
32:03 | |
| |
| This Goes Back to the Simon and Garfunkel Song |
32:12 | |
| |
| We See What We Want to See |
32:25 | |
| |
| E.g. Friendliness Is Mistaken for Flirting if We Find The Other Person Attractive |
32:34 | |
| |
Perceptual Set |
34:29 | |
| |
| Is This a Cloud or a Flying Saucer? |
34:32 | |
| |
Perceptual Set -- Culture and Context Effects |
35:34 | |
| |
| Magic -- Creates Certain Expectations and Uses Movements to Distract the Eye |
35:38 | |
| |
| I am 6'3 -- When I'm Standing Next to 4th Graders, I Appear to be Huge. If at an NBA Game, I Look Pretty Small |
36:13 | |
| |
| Our Moods and Circumstances Can Create Some Top-Down Processing Errors -- Have You Ever Been in a Bad Mood and Thought Someone Slammed You But They Really Said Something Else? |
37:08 | |
| |
| Walter Cronkite Was Sailing Into a Port and Thought the Crowd was Saying Hello Walter Repeatedly. The Reality Was Low Water |
37:33 | |
| |
| Cultures -- Not All Cultures Perceive the Same Stimuli Equally -- Shaping Stereotypes, Directing Our Attention, and Telling Us What Is Important to Notice |
38:04 | |
| |
Perceptual Set -- Culture and Context Effects |
38:53 | |
| |
| James Burke, an Historian, Had a Great Segment in The Day The Universe Changed -- We All See Our Own Witches -- We Change our Perceptions to Make it Fit the Reality of What We Think It Should Be |
38:58 | |
| |
| Rural Africans in One Study Live in an Environment Without Right Angles -- They Were Less Likely to Fall For the Muller-Lyer Illusion |
40:47 | |
| |
Basic Illusions -- Muller-Lyer |
41:12 | |
| |
| Which of These Three Lines is Longer? (They are All The Same Length) |
41:14 | |
| |
Basic Illusions -- Poggendorf |
42:22 | |
| |
| Is There One Straight Line or Two Line Segments on Each Side? |
42:27 | |
| |
Basic Illusions -- Ponzo |
43:19 | |
| |
| Which Line Appears Longer? The one In Between Tracks or the One Lying Across It? |
43:23 | |
| |
Basic Illusions -- Hermann Grid |
44:06 | |
| |
| The Appearance of White and Black Dots Moving Between Each Gray Line's Intersection |
44:10 | |
| |
Attention |
45:04 | |
| |
| Selective Attention -- The Focusing of Conscious Awareness on a Particular Stimulus |
45:10 | |
| |
| Inattentional Blindness -- Failing to See Visible Objects When Our Attention is Directed Elsewhere |
46:56 | |
| |
| Change Blindness -- Failing to Notice Changes in the Environment |
47:50 | |
| |
Perceptual Defense and Subliminal Perception |
49:26 | |
| |
| Subliminal Perception: Perception of a Stimulus Below the Threshold for Conscious Recognition |
49:32 | |
| |
Review |
51:26 | |
| |
| What's the Difference Between Sensation and Perception? |
51:29 | |
| |
| What Process Does the Brain Have of Converting Wave Signals into Electrical Signals? |
51:42 | |
| |
| Science of Physical Properties and Human Perceptions is Called
? |
52:08 | |
| |
| Describe Absolute Threshold, Difference Threshold, and Weber's Law |
52:27 | |
| |
| Describe the Impact of Hubel and Weisel |
52:58 | |
| |
| How Do Perceptual Sets Alter Our Views as Compared to Reality? |
53:15 | |
| |
| Do We Really Share the Same Reality? Explain. |
53:36 | |
|
Visual Processes |
52:22 |
| |
Intro |
0:00 | |
| |
Objectives |
0:17 | |
| |
| Describe Sensory Processes (e.g. Hearing, Vision, Touch, Taste, Smell, Vestibular, Kinesthesis, Pain), Including the Specific Nature of Energy Transduction, Relevant Anatomical Structures, and Specialized Pathways in the Brain for Each of the Senses |
0:20 | |
| |
What Can We See? |
0:40 | |
| |
| Do You All See Those Two Large Black Circles? |
0:48 | |
| |
| Our Vision is Actually Upside Down, Blurry, and Riddled With Black Splotches |
1:50 | |
| |
| Our Brain Cleans it Up |
2:07 | |
| |
Vision |
2:12 | |
| |
| What Can We Really See? |
2:14 | |
| |
| Do We Really See Each Other? |
2:16 | |
| |
| Light Comes to Us in Waves as Part of the Electromagnetic Spectrum (Vision, Hearing, and Touch -- The Energy Senses) |
3:22 | |
| |
| Wavelength (Distance From One Wave Peak to the Next) |
3:38 | |
| |
| Hue (The Color We Experience -- Blue, Green, Red) |
4:03 | |
| |
| Intensity (The Amount of Energy in the Wave -- Measured by Amplitude or Height) |
5:10 | |
| |
Vision |
5:24 | |
| |
| Graphic of Measurement in Nanometers of Different Kinds of Light and Sound Waves |
5:34 | |
| |
Wavelengths |
10:58 | |
| |
| Drawing Depicting Short Wavelengths (High Frequency and Bluish Colors) and Long Wavelengths (Low Frequency and Reddish Colors) |
11:01 | |
| |
Wavelengths |
11:20 | |
| |
| Picture Showing Bright Colors Have a Greater Amplitude than More Dull Colors |
11:22 | |
| |
Parts of the Eye |
11:46 | |
| |
| Lens: Structure in the Eye That Focuses Light Rays -- When it Does This = Accommodation |
11:57 | |
| |
| Photoreceptors: Light-Sensitive Cells in the Eye -- The Rods and Cones |
12:18 | |
| |
| Retina: Light-Sensitive Layer of Cells in the Back of the Eye |
13:08 | |
| |
| Easily Damaged from Excessive Exposure to Light (Staring at a Solar Eclipse) |
13:16 | |
| |
| Cornea: Transparent Membrane Covering the Front of the Eye; Bends Light Rays Inward |
13:45 | |
| |
Eye Anatomy |
14:45 | |
| |
| Graphic Showing Location of Parts of the Eye |
14:48 | |
| |
Anatomy of the Eye |
17:47 | |
| |
| Another View of the Parts of the Eye |
17:50 | |
| |
The Retina and Photoreceptors |
18:52 | |
| |
| Picture of Photoreceptors |
18:54 | |
| |
The Eye and Transduction |
19:51 | |
| |
| Light Waves Enter Through the Cornea (Outer Covering of the Eye) |
19:55 | |
| |
| Retina |
20:15 | |
| |
| Blind Spot |
20:39 | |
| |
The Eye, Continued |
21:07 | |
| |
| Back of the Retina (The Light-Sensitive Inner Surface of the Eye, Containing the Receptor Rods and Cones Plus Layers of Neurons That Begin the Processing of Visual Information.) |
21:09 | |
| |
| Rods/Cones Transduce the Information Into Electrical Signals |
21:19 | |
| |
| Signals Go Through: |
21:27 | |
| |
| Steps of Light -- Cornea, Pupil, Lens, Retina Rods/Cones, Bipolar Cells, Ganglion Cells (Amacrine cells, Horizontal, and Muller cells) |
21:37 | |
| |
The Eye and Transduction |
22:05 | |
| |
| Graphic Showing Path Light Takes Through the Eye to be Seen |
22:07 | |
| |
Light Control |
22:56 | |
| |
| Visual Acuity: Sharpness of Visual Perception |
22:59 | |
| |
| Fovea: Area at the Center of the Retina Containing Only Cones -- When Focused Here, See Only Color |
24:04 | |
| |
| Peripheral Vision: Vision at Edges of Visual Field; Side Vision |
24:14 | |
| |
| Tunnel Vision: Loss of Peripheral Vision |
27:15 | |
| |
Visual Information Processing |
28:02 | |
| |
| Feature Detectors: Nerve Cells in the Brain That Respond to Specific Features of the Stimulus, Such as Shape, Angle, or Movement. |
28:08 | |
| |
| Different Locations in the Brain Have Specialized Functions, e.g. Color, Form, Edge, Motion, Depth, Etc. |
28:25 | |
| |
| Saccade: Reflexive Movement of Eyes From Side to Side so that the Neurons Will Continue Firing and so Fill In Information Due to Blind Spot |
30:04 | |
| |
Visual Acuity -- Snellen Test |
31:55 | |
| |
| Snellen Test is Another Name for an Eye Chart |
31:59 | |
| |
Trichromatic Theory |
33:46 | |
| |
| The Trichromatic, or Young-Helmboltz, Theory |
33:53 | |
| |
| Color Vision Theory That Hypothesizes We Have Three Cone Types in the Retina: Red, Green, Blue |
34:49 | |
| |
| Most Researchers Conclude That This Theory Along With the Trichromatic Can Explain Color Vision -- Individually, Each is Lacking |
36:11 | |
| |
Trichromatic Theory |
36:28 | |
| |
| The Trichromatic, or Young-Helmboltz, Theory |
36:40 | |
| |
| Color Vision Theory That Hypothesizes We Have Three Cone Types in the Retina: Red, Green, Blue |
37:02 | |
| |
Trichromatic Theory |
37:59 | |
| |
| We See a Specific Color by Comparing Responses From 3 Kinds of Cones, Each Most Sensitive to a Short, Medium, or Long Wavelength of Light |
38:02 | |
| |
| Fewer Short Wavelength Cones (Blue) So We See Red, Yellow, and Green Colors Better |
38:53 | |
| |
| When All 3 Cones Are Equally Active, We See White or Gray |
39:04 | |
| |
| Incomplete Theory, e.g., Can't Explain Negative Color Afterimage |
39:20 | |
| |
Opponent Process Theory |
39:28 | |
| |
| Color Vision Theory Based on Three Systems: Red or Green, Blue or Yellow, Black or White |
39:32 | |
| |
Optical Illusion |
41:11 | |
| |
| Demonstration of Opponent Process Theory With Picture of Green, Black, and Yellow American Flag |
41:13 | |
| |
Continuation of Illusion |
42:13 | |
| |
| Optical Illusion Continued: Staring at Black Dot on Picture on Last Slide Will Produce a Red, White, and Blue Flag on This Slide |
42:17 | |
| |
Negative Afterimage |
42:26 | |
| |
| Why Did You See an American Flag When You Looked at the White Screen? |
42:36 | |
| |
Color Vision Deficiency |
43:14 | |
| |
| Inability to Perceive Color Differences |
43:23 | |
| |
Color Blindness |
44:09 | |
| |
| Inability to Perceive Colors; Lack Cones or Has Malfunctioning Cones |
44:12 | |
| |
| Color Weakness: Inability to Distinguish Some Colors |
44:23 | |
| |
Ishihara Test |
44:38 | |
| |
| Test for Color Blindness and Color Weakness |
44:41 | |
| |
Color Blindness |
45:20 | |
| |
| Pictures of Different Apples Viewed By A Trichromatic Color Viewer and One Who is Colorblind |
45:22 | |
| |
Wiki Color Test |
45:54 | |
| |
| Demonstration of Test |
45:57 | |
| |
Dark Adaptation |
46:20 | |
| |
| Increased Retinal Sensitivity to Light After Entering the Dark, Similar to Going From Daylight Into a Dark Movie Theater |
46:27 | |
| |
| Rhodopsin: Light-Sensitive Pigment in the Rods; Involved with Night Vision |
46:40 | |
| |
| Night Blindness: Blindness Under Low-Light Conditions; Hazardous for Driving at Night |
47:01 | |
| |
Dark Adaptation |
47:36 | |
| |
| Graph Showing Length of Time it Takes Cones and Rods to Acclimate to the Dark |
47:38 | |
| |
Review |
49:22 | |
| |
| What is the Order of Eye Parts That a Light Wave Travels Through Before it Gets to the Optic Nerve? |
49:25 | |
| |
| Describe What Transduction Is |
50:01 | |
| |
| Compare and Contrast (or Differentiate) the Two Theories of Color -- Trichromatic and Opponent-Process Theory |
50:12 | |
| |
| What Makes Someone Colorblind? What Do They See as Compared to Others? |
50:29 | |
| |
| What is the Electromagnetic Spectrum? Why Can We See Only Part of It? |
51:05 | |
|
Hearing |
29:57 |
| |
Intro |
0:00 | |
| |
Hearing, Taste, Smell, Touch, Body Senses |
0:18 | |
| |
| Describe Sensory Processes, Including the Specific Nature of Energy Transduction, Relevant Anatomical Structures, and Specialized Pathways in the Brain for Each of the Senses |
0:22 | |
| |
The Senses |
0:40 | |
| |
| Vision |
0:46 | |
| |
| Audition/Auditory |
0:49 | |
| |
| Olfaction/Olfactory |
1:05 | |
| |
| Gustation/Gustatory |
1:11 | |
| |
| Somesthetic/Skin Senses |
1:17 | |
| |
| Vestibular/Balance |
1:30 | |
| |
| Kinesthesis/Kinesthetic |
1:34 | |
| |
| Pain/Ouchies |
1:45 | |
| |
Hearing |
1:52 | |
| |
| Audition: The Sense or Act of Hearing |
1:55 | |
| |
| Sound Waves: Rhythmic Movement of Air Molecules |
2:01 | |
| |
| Frequency: The Number of Complete Wavelengths That Pass a Point in a Given Time (i.e. Per Second, Measured in Megahertz) |
2:41 | |
| |
| Pitch: Higher or Lower Tone of a Sound: a Tone's Experienced Highness or Lowness; Depends on Frequency |
2:54 | |
| |
| Loudness: Sound Intensity |
3:37 | |
| |
Hearing: Parts of the Ear |
4:01 | |
| |
| Pinna: External Part of the Ear |
4:13 | |
| |
| Auditory Canal |
4:24 | |
| |
| Tympanic Membrane: Eardrum |
4:34 | |
| |
| Auditory Ossicles: Three Small Bones That Vibrate; Link Eardrum With Cochlea |
5:00 | |
| |
| These Bones Concentrate the Vibrations of the Cardrum on the Cochlea's Oval Window |
5:50 | |
| |
| Transduction Occurs in the Cochlea (In the Cilia of the Basilar Membrane) Where the Signals are Sent to the Auditory Nerve |
5:59 | |
| |
Ear Anatomy |
6:26 | |
| |
| Diagram of the Ear and Its Parts |
6:29 | |
| |
Hearing: The Inner Ear |
7:44 | |
| |
| Oval Window |
7:46 | |
| |
| Cochlea: Snail Shaped Organ That Makes Up Inner Ear |
7:53 | |
| |
| Hair Cells (aka Cilia or Stereocilia): Receptor Cells Within Cochlea That Transduce Vibrations Into Nerve Impulses |
7:58 | |
| |
| Basilar Membrane: Inner Surface of Cochlea That Contains the Hair Cells -- Pressure of Fluid Moves the Fibers, Creating the Transduction to the Auditory Nerve |
8:13 | |
| |
| Semicircular Canals |
8:49 | |
| |
| Vestibular Sacs |
8:50 | |
| |
| Auditory Nerve |
8:55 | |
| |
| Auditory Cortex |
9:05 | |
| |
Theories of Sound/Hearing |
9:10 | |
| |
| How Do We Hear Certain Pitches or Tones |
9:14 | |
| |
| Place Theory Says That Hair Cells in the Cochlea Respond to Different Frequencies of Sound Based Upon Where They Are in the Cochlea |
9:19 | |
| |
| Pitch Theory Indicates That Some Hair Cells Sense the Upper Range and Some Hair Cells Respond to the Lower Range. |
10:00 | |
| |
| Lower Tones are Sensed By the Rate at Which The Cells Fire. We Sense Pitch Because the Hair Cells Fire at Different Rates (Frequencies) in the Cochlea |
10:08 | |
| |
Auditory Frequencies of Humans |
10:29 | |
| |
| Audible Range of Frequencies is Usually 20-20,000 Hz. |
10:43 | |
| |
| This Means 20 to 20K Vibrations Per Second |
11:05 | |
| |
| One Hertz is One Vibration Per Second |
11:11 | |
| |
| Ultrasound (Higher Frequency) -- We Cannot Perceive -- Beyond Our Upper Limit (e.g. Dog Whistle and Bats With Echolocation) |
11:22 | |
| |
| Infrasound (Lower Frequency) -- We Can Not Perceive |
14:44 | |
| |
| Diagram of Hearing Continuum -- What Humans Can and Can Not Hear |
14:50 | |
| |
How Do We Detect Higher and Lower Sounds? |
17:02 | |
| |
| Frequency Theory: As Pitch Rises, Nerve Impulses of a Corresponding Frequency Travel Up the Auditory Nerve That Matches the Frequency of the Tone |
17:12 | |
| |
| This Enables Us To Perceive Pitch |
17:22 | |
| |
| Place Theory: Higher and Lower Tones Excite Specific Areas of the Cochlea -- See Previous Graphic |
17:26 | |
| |
| Examples: Singing and Pitch -- The Film Pitch Perfect Singing A Capella |
17:35 | |
| |
| Randy Jackson -- You're Pitchy, Dawg -- Pitch Not Identical to Frequency -- Pitch is Subjective |
18:14 | |
| |
Decibels and Hearing |
20:00 | |
| |
| 140 -- Rock Concert/Fireworks/Jet Takeoff |
22:41 | |
| |
| 120 -- Dance Clubs, Chainsaw |
21:53 | |
| |
| 110 -- Personal Stereo |
21:48 | |
| |
| 100 -- Exercise Class, Video Arcade |
21:39 | |
| |
| 90 -- Lawnmower, Most Motorcycles, Crying Child |
21:16 | |
| |
| 80 -- Traffic Around Town, Old Style Phone Ring |
20:50 | |
| |
| 60 -- Normal Conversation |
20:38 | |
| |
| 40 -- Refrigerator, Quiet Living Room, Library |
20:11 | |
| |
Conduction Deafness |
24:23 | |
| |
| Poor Transfer of Sounds From Tympanic Membrane to Inner Ear |
24:29 | |
| |
Nerve Deafness |
25:19 | |
| |
| Caused by Damage to Hair Cells or Auditory Nerve |
25:22 | |
| |
| Hearing Aids Useless in These Cases, Since Auditory Messages Cannot Reach the Brain |
25:33 | |
| |
| Cochlear Implant: Electronic Device That Stimulates Auditory Nerves |
25:39 | |
| |
| Picture of Cochlear Implant Being Worn |
25:41 | |
| |
Preventable Hearing Problems |
26:17 | |
| |
| Stimulation Deafness: Damage Caused by Exposing Hair Cells to Excessively Loud Sounds |
26:21 | |
| |
| e.g. Use of Earbuds, Sound is Too Loud |
26:27 | |
| |
| Natural Aging: Mosquito Ringtone |
26:47 | |
| |
Review |
28:23 | |
| |
| What Are The Parts of the Ear? |
28:26 | |
| |
| In What Order Do the Sound Waves Go (In Terms of Ear Parts)? |
28:28 | |
| |
| How is Sound Measured? |
29:14 | |
| |
| At What Point is Sound Potentially Dangerous? |
29:22 | |
| |
| Describe the Different Kinds of Hearing Loss -- Conduction and Nerve Deafness |
29:36 | |
|
The Other Senses |
38:51 |
| |
Intro |
0:00 | |
| |
Smell |
0:13 | |
| |
| Olfaction: Sense of Smell -- A Chemo Sense |
0:24 | |
| |
| Receptors are Located in a Mucous Membrane in the Upper Nasal Cavity (as Many as 100x Kinds of Receptors May Exist) |
0:39 | |
| |
| Olfactory Nerve Fibers Respond to Gaseous Molecules -- Approx. 5 Million in Each Nasal Cavity |
1:05 | |
| |
| Nerve Fibers From the Olf. Bulb Connect to the Brain at the Amygdala, Then to Hippocampus (Connected to Emotions and Memory) |
1:33 | |
| |
| Pheromones: Airborne Chemical Signal |
2:53 | |
| |
| Lock and Key Theory: Odors are Related to Shapes of Chemicals and Molecules |
3:21 | |
| |
| Anosmia: Defective Sense of Smell for a Single Odor |
4:14 | |
| |
Olfactory System |
4:41 | |
| |
| Picture of What the Olfactory System Looks Like |
4:42 | |
| |
Olfactory System |
5:26 | |
| |
| Animals and Scent Marking, e.g. Cats and Dogs |
5:29 | |
| |
| Cats Have Special Glands in Their Faces --> Rubbing |
6:01 | |
| |
| Women Tend to be Able to Smell More Accurately Than Men at All Ages |
8:14 | |
| |
| Ability to Smell Peaks From About 30-50 |
8:26 | |
| |
| Decline After 50 |
8:30 | |
| |
| Think Old Ladies and Perfume |
8:35 | |
| |
| Smells Tend to be Very Evocative of Memories -- Even of Ones Long Past -- From Learned Associations |
9:18 | |
| |
| Malls and Stores -- Will Pump in Certain Smells to Lure You In |
10:20 | |
| |
Gustation and Taste Buds |
11:08 | |
| |
| Taste-Receptor Cells on Tongue Absorb Chemicals From Food We Eat |
11:20 | |
| |
| Papillae are the Cells on the Tongue -- The More Packed Together The Papillae Are, the More Chemicals Are Absorbed, The More Intense the Taste |
11:31 | |
| |
| Sense of Taste |
12:11 | |
| |
| Taste Works With Smell to Work |
14:11 | |
| |
| As We Age, Sense Gets Weaker |
14:15 | |
| |
Taste and Survival Functions |
14:31 | |
| |
| Sweet -- A Source of Energy |
14:35 | |
| |
| Salty -- We Need Sodium for Our Basic Physiology |
14:54 | |
| |
| Sour -- Potentially Toxic Acid |
15:06 | |
| |
| Bitter -- Potential Poison |
15:14 | |
| |
| Umami -- Proteins for Growth and Tissue Repair |
15:30 | |
| |
| Dr. Linda Bartushock -- Research on Super-Tasters |
15:45 | |
| |
The Tongue |
17:08 | |
| |
| Diagram of Tongue and Its Types of Papillae |
17:09 | |
| |
Sensory Interaction |
17:28 | |
| |
| If You Close Your Eyes and Close Your Nose, Have Someone You Trust Feed You Various Foods |
17:36 | |
| |
| McGurk Effect |
18:42 | |
| |
Somethetic Senses |
19:31 | |
| |
| Skin Senses (Touch): Light Touch, Pressure, Pain, Cold, Warmth |
19:34 | |
| |
The Skin |
19:41 | |
| |
| Diagram of Layers of the Parts of the Skin |
19:43 | |
| |
Vestibular System |
20:47 | |
| |
| Vestibular: Balance, Gravity, and Acceleration of the Head |
20:52 | |
| |
| Kinesthetic: Detect Body Position and Movement (Where is the Body in Space -- Gymnasts, Divers, Dancers, etc.) Procioreceptors |
21:01 | |
| |
| Otolith Organs: Sensitive to Movement, Acceleration, and Gravity |
21:47 | |
| |
| Semicircular Canals: Fluid-Filled Tubes in Ears That are Sensory Organs for Balance |
22:10 | |
| |
| Crista: Float That Detects Movement in Semicircular Canals |
23:10 | |
| |
| Ampulla: A Wider Part of the Canal |
23:15 | |
| |
Vestibular System and Motion Sickness |
23:25 | |
| |
| Motion Sickness is Directly Related to Vestibular System |
23:32 | |
| |
| Sensory Conflict Theory: Motion Sickness Results From a Mismatch Between Information From Vision, Vestibular System, and Kinesthesis |
23:36 | |
| |
| Medications, Relaxation, and Lying Down Might Help |
24:17 | |
| |
Pain |
24:28 | |
| |
| Visceral Pain: Pain Originating in Internal Organs |
24:38 | |
| |
| Referred Pain: Pain Felt on Surface of Body, Away from Origin Point |
24:50 | |
| |
| Somatic Pain: Sharp, Bright, Fast; Comes From Skin, Joints, Muscles, Tendons |
24:55 | |
| |
| Phantom Limb: Missing Limb Feels Like It is Present, Like Always Before Amputation or Accident (V.S. Ramachandran's Work Phantoms in the Brain) |
25:14 | |
| |
Types of Pain |
26:51 | |
| |
| Warning System: Pain Carried by Large Nerve Fibers; Sharp, Bright, Fast Pain That Tells You Body Damage May Be Occurring (e.g. Knife Cut) |
26:57 | |
| |
| Reminding System: Small Nerve Fibers: Slower, Nagging, Aching, Widespread; Gets Worse if Stimulus is Repeated; Reminds System That Body has Been Injured |
27:29 | |
| |
Gate-Control Theory of Pain |
28:16 | |
| |
| Sensory (Afferent) Receptors That Respond to Damaging Tissue (or Other Noxious Stimuli) Are Pain Receptors or Nociceptors |
28:21 | |
| |
| The More the Neurons Fire, The More Intense the Pain |
28:38 | |
| |
| Theory That Pain Messages From Different Nerve Fibers Pass Through the Same Neural Gate in the Spinal Cord |
28:42 | |
| |
| If Gate is Closed by One Pain Message, Other Messages May Not be Able to Pass Through |
28:50 | |
| |
| Substance P is a Neuropeptide (regulatory) Neurotransmitter -- Along With Other NTs Can Increase Neural Inflammation |
29:38 | |
| |
Adaptation, Attention, and Sensory Gating |
30:22 | |
| |
| Sensory Adaptation: When Sensory Receptors Respond Less to Unchanging Stimuli |
30:28 | |
| |
| Perceptual Adaptation (Sensory Habituation): One's Perceptions of Senses Depends Upon How Focused We Are on Them |
32:03 | |
| |
Adaptation, Attention, and Sensory Gating |
32:44 | |
| |
| Selective Attention: Voluntarily Focusing on a Specific Sensory Input |
32:46 | |
| |
| Sensory Gating: Facilitating or Blocking Sensory Messages in the Spinal Cord |
34:17 | |
| |
Controlling Pain |
34:32 | |
| |
| Fear, or High Levels of Anxiety, Almost Always Increase Pain |
34:35 | |
| |
| If You Can Regulate a Painful Stimulus, You Have Control Over It |
34:46 | |
| |
| Distraction Can Also Significantly Reduce Pain |
35:07 | |
| |
| The Interpretation You Give A Stimulus Also Affects Pain |
35:22 | |
| |
| Beta-endorphins -- Natural Pain Chemical Similar to Morphine (Endogenous Opioid Peptides) |
35:55 | |
| |
| e.g. Runner's High |
36:34 | |
| |
Review |
37:33 | |
| |
| How Do We Taste and Smell? What Parts of the Head and Brain are Involved? |
37:36 | |
| |
| What Does the Term Chemoreceptors Mean? |
37:53 | |
| |
| What are the Senses That We Have? Go Beyond the Main Five |
38:00 | |
| |
| Describe Different Kinds of Pain |
38:26 | |
| |
| What is Sensory Adaptation? Give at Least Two Examples |
38:30 | |
|
Perception, Part 1 |
23:59 |
| |
Intro |
0:00 | |
| |
Objectives |
0:57 | |
| |
| Describe General Principles of Organizing and Integrating Sensation to Promote Stable Awareness of the External World (e.g., Gestalt Principles, Depth Perception). |
1:01 | |
| |
| Discuss How Experience and Culture Can Influence Perceptual Processes (e.g., Perceptual Set, Context Effects). |
1:15 | |
| |
Gestalt |
1:25 | |
| |
| Cognitive Viewpoint |
1:35 | |
| |
| German Word Meaning Pattern or Whole |
1:37 | |
| |
| Gestalt Psychologists Emphasized Our Tendency to Integrate Pieces of Information Into Meaningful Wholes |
1:53 | |
| |
Form Perception: Figure and Ground |
4:54 | |
| |
| Two Pictures: Two Profiles or One Vase? |
5:15 | |
| |
Form Perception: Figure and Ground |
6:39 | |
| |
| Two Pictures: Profile of Old Woman or Young Girl With Head Turned Away? |
6:43 | |
| |
Form Perception |
8:18 | |
| |
| Grouping (Proximity) |
8:32 | |
| |
| Diagram: Six Rows or Three Sets of Two Columns? |
8:37 | |
| |
Form Perception |
9:25 | |
| |
| Grouping (Similarity) |
9:27 | |
| |
Form Perception |
9:54 | |
| |
| Grouping (Continuity) |
10:00 | |
| |
Form Perception |
10:37 | |
| |
| Grouping (Connectedness) |
10:42 | |
| |
Form Perception |
11:09 | |
| |
| Grouping (Closure) |
11:12 | |
| |
Depth Perception |
12:36 | |
| |
| The Ability to See Objects in Three Dimensions Although The Images That Strike the Retina are Two Dimensional; Allows Us To Judge Distance |
12:58 | |
| |
| How and When Do We Perceive That? |
13:10 | |
| |
| Visual Cliff |
13:13 | |
| |
| A Demonstration That Shows Babies of a Certain Age Do Not Possess Depth Perception |
13:26 | |
| |
| Ability Develops With Age and Needs of Species |
14:39 | |
| |
| Developed by Gibson and Walk |
14:56 | |
| |
Depth Perception |
15:10 | |
| |
| Binocular Cues |
15:14 | |
| |
Depth Perception: Monocular Cues |
17:32 | |
| |
| Relative Height |
17:52 | |
| |
| Relative Size |
17:53 | |
| |
| Interposition |
17:54 | |
| |
| Linear Perspective |
15:55 | |
| |
| Relative Motion |
15:56 | |
| |
| Light and Shadow |
15:57 | |
| |
Depth Perception: Monocular Cues |
17:59 | |
| |
| Relative Height |
18:03 | |
| |
Depth Perception: Monocular Cues |
18:38 | |
| |
| Relative Size -- In Two-Dimensional Drawings or Paintings You Assume Smaller Things Are Further Away Since They Are Likely Similar Size |
18:41 | |
| |
Depth Perception: Monocular Cues |
19:47 | |
| |
| Interposition -- If One Object Blocks Our View of Another Object, We Assume That It Is Closer |
20:01 | |
| |
Depth Perception: Monocular Cues |
20:32 | |
| |
| Linear Perspective -- When Parallel Lines Seem to Converge In the Distance, The More They Converge, the Greater the Distance |
20:56 | |
| |
Depth Perception: Monocular Cues |
21:24 | |
| |
| Linear Perspective -- Example Two (Train Tracks) |
21:27 | |
| |
Depth Perception: Monocular Cues |
21:55 | |
| |
| Relative Motion: As We Move, Objects That Are Actually Stable May Appear To Move -- e.g. While Riding in a Car, You May Fix Your Eyes on a House -- The Objects Beyond that Point May Appear to Move With You -- Objects in Front of That Object Appear to Move Backward |
21:59 | |
| |
| Increase Distance From the Fixation Point Increases Perceived Speed |
22:37 | |
| |
Review |
22:52 | |
| |
| Describe at Least Three Gestalt Principles That Impact Our Perceptions |
22:55 | |
| |
| Describe at Least Three Monocular Cues That Allow People to See Depth |
23:01 | |
| |
| Describe The Primary Binocular Cue |
23:07 | |
|
Perception, Part 2 |
28:07 |
| |
Intro |
0:00 | |
| |
Motion Perception |
0:12 | |
| |
| Stroboscopic Movement -- In the Case of Motion Pictures -- 24 fps -- a Series of Still Photos Creating The Illusion of Movement |
0:18 | |
| |
| Phi Phenomenon -- An Illusion of Movement Created When Two or More Adjacent Lights Blink On and Off in Quick Succession (Think a Movie Marquee or Lights on the Vegas Strip) |
2:17 | |
| |
Perceptual Constancy |
3:04 | |
| |
| Perceiving Objects as Unchanging (Having Consistent Shapes, Sizes, Lightness, and Color) Even as Illumination and Retinal Images Change |
3:11 | |
| |
Color Constancy |
3:33 | |
| |
| Perceiving Familiar Objects as Having Consistent Color, Even if Changing Illumination Alters the Wavelengths Reflected by the Object |
3:46 | |
| |
| (Picture of Balloon, Part of Which is in Direct Light and Appears to Be a Different Color) |
3:57 | |
| |
Shape Constancy |
4:35 | |
| |
| Although Our Viewing Angle May Change or the Object May Rotate, We Still See the Object as Staying the Same Shape |
4:39 | |
| |
| e.g. When We See a Door -- Closed, Partially Open, Mostly Open -- From the Same Angle |
4:50 | |
| |
The Ames Room and Forced Perspective |
5:37 | |
| |
| Diagram Showing Example of Ames Room and Forced Perspective |
5:47 | |
| |
Illusions |
7:47 | |
| |
| Mega Site |
8:07 | |
| |
| Animated Necker Cube |
8:23 | |
| |
| Dogfeathers |
9:20 | |
| |
| Table Illusion |
9:32 | |
| |
| Spiral Illusion |
10:01 | |
| |
| Hollow Face Illusion |
11:10 | |
| |
Impossible Figure: Blivet |
12:11 | |
| |
| Where Does the Middle Prong Start? (Top-Down Processing) |
12:18 | |
| |
Top-Down Processing and Illusions |
13:40 | |
| |
| So Why Do We See These Illusions? |
13:44 | |
| |
| Most of the Examples of Illusions We've Seen are From Top-Down Processing |
13:48 | |
| |
| Examples -- Figure Ground (Vase-Face), Old Woman-Young Woman, Ambiguous Figures, Seeing Patterns Where There is Randomness |
13:52 | |
| |
| Seeing Impossible Figures -- Our Brain Sees 2-D But Interprets the Visual as 3-D |
14:33 | |
| |
| Vertical v Horizontal Stripes Making a Person Look Thinner or Thicker |
15:22 | |
| |
| The Moon Raching Through the Clouds as We Are Driving |
16:25 | |
| |
Extrasensory Perception (ESP) |
16:52 | |
| |
| The Highly Controversial Claim That Perception Can Occur Apart From Sensory Input; Includes Telepathy, Clairvoyance, and Precognition |
17:06 | |
| |
| Parapsychology |
17:49 | |
| |
| Ultimately -- What is the Evidence? |
18:02 | |
| |
| James Randi (The Amazing Randi and JREF $1M) |
18:18 | |
| |
| Skeptical Inquirer (Michael Schermer) |
19:54 | |
| |
Review |
21:33 | |
| |
| Take One Constancy and Illustrate How It Alters What We View Things That May Appear to be Something They Are Not |
21:38 | |
| |
| Connect the Ideas of Perception and Schema and How They Interact |
22:03 | |
Section 5: States of Consciousness |
|
States of Consciousness |
48:07 |
| |
Intro |
0:00 | |
| |
States of Consciousness (2-4%) |
0:12 | |
| |
| Sleep and Dreaming |
0:32 | |
| |
| Hypnosis |
0:33 | |
| |
| Psychoactive Drug Effects |
0:35 | |
| |
Overview and Objectives |
0:38 | |
| |
| Understanding Consciousness and What it Encompasses is Critical to an Appreciation of What is Meant by a Given State of Consciousness |
0:40 | |
| |
| Objectives |
0:58 | |
| |
Objectives, Continued |
1:16 | |
| |
| Describe Historic and Contemporary Uses of Hypnosis (e.g. Pain Control, Psychotherapy). |
1:18 | |
| |
| Explain Hypnotic Phenomena (e.g., Suggestibility, Dissociation). |
1:23 | |
| |
| Identify the Major Figures in Consciousness Research (e.g. William James, Sigmund Freud, Ernest Hilgard). |
1:26 | |
| |
States of Consciousness |
1:39 | |
| |
| What is Consciousness? |
1:41 | |
| |
States of Consciousness |
2:50 | |
| |
| Philosophical Discussion on the Nature of Consciousness |
2:52 | |
| |
Levels of Consciousness |
4:03 | |
| |
| Conscious Level |
4:07 | |
| |
| All the Sensations, Perceptions, Memories and Feelings You Are Aware of at Any Instant |
4:12 | |
| |
| Nonconscious Level |
4:42 | |
| |
| Preconscious Level |
5:26 | |
| |
| Subconscious Level |
5:45 | |
| |
| Unconscious |
6:22 | |
| |
Consciousness |
6:36 | |
| |
| Chart Describing the Various States of Consciousness, Which Can Occur Spontaneously, Be Physiologically Induced, or Psychologically Induced |
6:38 | |
| |
Biological Rhythms -- Circadian Rhythms |
8:20 | |
| |
| Circadian Rhythms |
8:36 | |
| |
Biological Rhythms -- Infradian Rhythms |
10:35 | |
| |
| Rhythm With a Period Longer Than a Circadian Rhythm With a Frequency Less Than One Cycle in 28 Days |
10:40 | |
| |
Biological Rhythms -- Ultradian Rhythms |
11:50 | |
| |
| Recurrent Periods or Cycles Repeated Throughout a Circadian Rhythm Multiple Times Per Day |
11:54 | |
| |
Sleep and Dreams |
12:42 | |
| |
| Characteristics of Sleep |
12:53 | |
| |
Measuring Sleep Changes |
15:29 | |
| |
| Electroencephalograph (EEG): Brain-Wave Machine Amplifies and Records Electrical Activity in the Brain |
15:31 | |
| |
| Beta Waves: Small Fast Waves Associated With Alertness and Awakeness |
15:45 | |
| |
| Alpha Waves: Large, Slow Waves Associated With Relaxation and Falling Asleep |
15:53 | |
| |
Stages of Sleep |
16:24 | |
| |
| Awake -- Alpha (Getting Relaxed) |
16:26 | |
| |
| Stage Zero |
16:32 | |
| |
| Stage One |
26:33 | |
| |
Stages of Sleep |
18:00 | |
| |
| Stage Two |
18:02 | |
| |
| Stage Three |
18:17 | |
| |
| Stage Four |
18:50 | |
| |
REM (Rapid Eye Movement) Sleep |
19:09 | |
| |
| Active Sleep: REM (Rapid Eye Movement) |
19:16 | |
| |
Non-REM or NREM Sleep |
21:56 | |
| |
| Occurs During Stages One, Two, Three, and Four; No Rapid Eye Movement Occurs |
22:00 | |
| |
| 90 Percent of Sleep Here is Dream-Free |
22:05 | |
| |
| Seems to Help Us Recover From Daily Fatigue |
22:08 | |
| |
Sleep Stages |
22:19 | |
| |
| Graphic of Hypnogram, Which Measures a Sleeping Person's Brain Waves |
22:21 | |
| |
REM |
23:17 | |
| |
| Good Band |
23:21 | |
| |
| Rapid Eye Movement |
23:23 | |
| |
| Occurs at Second Descent |
23:24 | |
| |
| Function is Somewhat Mysterious |
23:27 | |
| |
| REM Sleep Function vs. NREM Sleep Function |
23:51 | |
| |
Why We Sleep |
24:01 | |
| |
| Sleep Theories |
24:04 | |
| |
Sleep Over Time |
24:25 | |
| |
| Infants -- 16 Hours of Sleep Per Day, Half REM |
24:27 | |
| |
| Five to 13 Year-Olds -- 10 Hours Sleep Per Day, 2+ Hours REM |
24:36 | |
| |
| Twenty Year-Olds -- 7.5 Hours Sleep Per Day, 2 Hours REM |
24:42 | |
| |
| Fifty+ -- Typically Six Hours Per Day, Less Than 2 Hours REM |
24:49 | |
| |
| We Need Less Sleep as We Get Older |
24:58 | |
| |
Sleep Issues |
25:25 | |
| |
| Variations in Sleeping Patterns |
25:27 | |
| |
| Cultural Influences |
25:37 | |
| |
| Sleep Debt -- Effects of Sleep Loss -- Need an Alarm to Wake Up; Struggle to Get Out of Bed, Feeling Tired and Irritable, Difficulty Concentrating and Remembering, Slow Thinking and Problem Solving, Sleepy When Not Moving (Lectures, TV, Riding in Cars), etc. |
26:38 | |
| |
| Sleepwalking (Somnambulism): Occurs in NREM Sleep During Stages 3 and 4. |
28:00 | |
| |
| Sleeptalking: Speaking While Asleep; Occurs in NREM Sleep |
28:33 | |
| |
Shift Work and Sleep Deprivation |
28:42 | |
| |
| What Is Sleep Debt and What Symptoms Does it Have? |
29:46 | |
| |
| How Does Shift Work Disrupt People's Sleep Habits? |
29:59 | |
| |
| What Are Good Sleep Habits? |
30:05 | |
| |
| Restaurants and How to Get Rid of an Employee |
30:23 | |
| |
Theories of Dreaming |
31:48 | |
| |
| Dreaming -- The Experience of Envisioned Images, Sounds, and Other Sensations During Sleep |
31:58 | |
| |
| Sigmund Freud/Psychodynamic Theory |
32:13 | |
| |
| Activation-Synthesis Theory |
33:59 | |
| |
| Problem Solving/Information Processing Theory |
35:03 | |
| |
| Physiological Function Theory |
35:24 | |
| |
Sleep Disorders |
36:09 | |
| |
| Insomnia -- Temporary and Chronic |
36:15 | |
| |
| Narcolepsy -- May Include Cataplexy |
36:29 | |
| |
| Sleep Apnea |
37:11 | |
| |
| Parasomnias |
39:22 | |
| |
Hypnosis (Framz Mesmer) |
40:38 | |
| |
| An Altered State of Consciousness In Which a Person is Highly Suggestible |
41:00 | |
| |
| What Hypnosis Can Do: |
41:30 | |
| |
Theories of Hypnosis |
43:11 | |
| |
| Social Influence Theory (Role Theory) |
43:14 | |
| |
Theories of Hypnosis |
44:15 | |
| |
| Divided Consciousness Theory (Dissociation Theory) |
44:17 | |
| |
Review |
46:28 | |
| |
| Distinguish Among Circadian, Infradian and Ultradian Rhythms. |
46:31 | |
| |
| Give an Example of Each of the Above |
46:38 | |
| |
| Describe the Difference Between REM and NREM Sleep |
46:41 | |
| |
| What are Two Common Sleep Disorders and Their Likely Causes? |
46:47 | |
| |
| Compare the Different Theories of Dreaming -- Which Makes the Most Sense from a Scientific Point of View? |
46:55 | |
| |
| What are the Best and Worst Uses For Hypnosis? |
47:08 | |
| |
| Is Hypnosis Widely Accepted Among Psychologists? |
47:29 | |
|
States of Consciousness: Drugs |
36:21 |
| |
Intro |
0:00 | |
| |
Objectives |
0:11 | |
| |
| Identify the Major Psychoactive Drug Categories (e.g. Depressants, Stimulants) and Classify Specific Drugs, Including Their Psychological and Physiological Effects |
0:12 | |
| |
| Discuss Drug Dependence, Addiction, Tolerance, and Withdrawal |
0:25 | |
| |
Drugs |
0:32 | |
| |
| Psychoactive Drugs |
0:33 | |
| |
| Physical Dependence/Addiction |
1:21 | |
| |
| Psychological Dependence -- Drugs That Reduce Stress Become and Increasingly Important Part of a User's Life, Often as a Way to Relieve Negative Emotions (Sometimes Called Self-Medication) |
3:09 | |
| |
Misconceptions About Addiction |
3:54 | |
| |
| Addiction -- Compulsive Drug Craving and Use, Despite Adverse Consequences |
3:55 | |
| |
| Myths |
5:05 | |
| |
How Drugs Affect the Brain |
6:58 | |
| |
| Psychoactive Drugs Affect Synapses and Neurotransmitters in Three Ways |
6:59 | |
| |
| Tolerance: The Brain Will Produce Less of a Specific Neurotransmitter if it is Being Artificially Supplied by a Psychoactive Drug |
7:31 | |
| |
Categories of Drugs |
8:06 | |
| |
| Depressants |
8:10 | |
| |
| Hallucinogens |
8:20 | |
| |
| Stimulants |
8:31 | |
| |
Depressants |
9:20 | |
| |
| Alcohol, Barbiturates, Opiates |
9:22 | |
| |
| Drugs That Reduce Neural Activity and Slow Body Functioning |
9:26 | |
| |
| Includes Alcohol and Sedatives |
9:39 | |
| |
| All Depressants Can Cause Dependence, Tolerance, Withdrawal, and Psychological Addiction |
12:19 | |
| |
Sedatives |
13:10 | |
| |
| Drugs That Reduce Anxiety or Induce Sleep |
13:11 | |
| |
| Also Called Tranquilizers or Hypnotics |
13:20 | |
| |
| Include Barbiturates (Drugs That Depress the Activity of the Central Nervous System, Reducing Anxiety but Impairing Memory and Judgment e.g. Phenobarbital or Seconal) and Benzodiazepines (Anti-Anxiety Drugs) |
13:29 | |
| |
Opiates |
14:39 | |
| |
| Drugs That Depress Neural Activity, Temporarily Lessen Pain and Anxiety |
14:40 | |
| |
| Include: Opium, Morphine, Codeine, and Heroin |
14:54 | |
| |
| Strong Sedative and Pain-Relieving Drugs |
15:31 | |
| |
| Work By Preventing Pain Neurons From Firing or Releasing Pain-Signaling Neurotransmitters Into the Synapse, and Increasing Endorphin Levels |
15:35 | |
| |
| Over Time, the Brain Eventually Stops Producing Its Own Endorphins (Endogenous Opioid Peptides) |
15:48 | |
| |
| All Opiates Can Cause Dependence, Tolerance, Withdrawal, and Psychological Addiction |
17:44 | |
| |
Stimulants |
18:02 | |
| |
| Drugs That Excite Neural Activity and Speed Up Body Functions |
18:03 | |
| |
| Include: Caffeine, Nicotine, Amphetamines, and Cocaine |
18:18 | |
| |
| Provides User With a Sense of Increased Energy, Mental Alertness and Forced Wakefulness |
18:52 | |
| |
| Blocks Neurological Receptor Sites That, If Activated, Sedate the Central Nervous System |
19:08 | |
| |
| All Stimulants Can Cause Dependence, Tolerance, Withdrawal, and Psychological Addiction |
19:30 | |
| |
| Methamphetamines = Super Stimulant |
19:55 | |
| |
Stimulants -- Cocaine |
20:50 | |
| |
| Sniffed/Snorted, Injected or Smoked -- Gets Into Bloodstream Quickly |
20:51 | |
| |
| Euphoria Created Depletes Brain's Supply of Dopamine, Serotonin, and Norepinephrine |
21:00 | |
| |
| Crack is More Potent Version -- Briefer, More Intense High, a Craving for More |
21:40 | |
| |
| Cocaine is a Reuptake Inhibitor -- This Means it Blocks Neurotransmitters Already in the Synapse |
21:52 | |
| |
| Once Cocaine Level Drops, There is a Crash |
22:33 | |
| |
Stimulants -- MDMA |
22:42 | |
| |
| Ecstasy, Molly -- Methylenedioxymethamphetamine |
22:43 | |
| |
| First Used in Northern California in Therapists' Offices |
23:06 | |
| |
| Releases Stored Serotonin & Blocks Reabsorption (Reuptake Inhibitor) -- Creates Longer Effect |
24:00 | |
| |
| 3-4 Hour Impact |
24:16 | |
| |
| Lower Inhibitions, Increases Pleasant Feelings, and Greater Acceptance of Others Increased Light and Tactile Sensitivity |
24:23 | |
| |
| Dehydrating Effect (Made Worse by Dancing), Overheating, Increased Blood Pressure, and Even Death |
25:37 | |
| |
| Suppresses Immune System, Impairs Memory, and Disrupts Sleep (Part of Serotonin Connection) |
26:18 | |
| |
| Long-term Usage Reduces Serotonin's Creation and a Depressed Mood |
26:34 | |
| |
Hallucinogens |
27:00 | |
| |
| LSD (Lysergic Acid Diethylamide), PCP, Marijuana (THC) |
27:01 | |
| |
| Drugs That Distort Perceptions and Evoke Sensory Images in the Absence of Sensory Input |
27:09 | |
| |
| Include: LSD and Ecstasy (MDMA) |
27:40 | |
| |
| Sometimes Called Psychedelics |
27:53 | |
| |
| LSD Effects Vary From Person to Person |
27:56 | |
| |
| Many Have a Near Death Type of Experience -- Related to Oxygen Deprivation |
28:00 | |
| |
| Can Cause Physiological Dependence/Tolerance in Some People, But Not Everyone. Can Cause Psychological Dependence |
28:07 | |
| |
Marijuana |
29:41 | |
| |
| Leaves, Stems, Resin, and Flowers From the Hemp Plant That, When Smoked, Lower Inhibitions and Produce Feelings of Relaxation and Mild Euphoria |
29:42 | |
| |
| THC (Delta-9-Tetrahydrocannabinol) is the Active Ingredient |
30:10 | |
| |
| Disrupts Memory; Lung Damage From Smoke |
30:17 | |
| |
| Can Cause Physiological Dependence/Tolerance in Some People, But Not Everyone. Can Cause Psychological Dependence |
30:31 | |
| |
Why Do People Use Drugs? |
31:36 | |
| |
| Biological Influences |
31:37 | |
| |
| Psychological Influences |
32:22 | |
| |
| Socio-Cultural Influences |
33:31 | |
| |
Review |
34:35 | |
| |
| What Are the Major Categories of Psychoactive Drugs? |
34:36 | |
| |
| What Are the Effects of the General Categories of Drugs? |
34:47 | |
| |
| If One Looks for Energy, One Will Likely Take
|
34:55 | |
| |
| If One Looks to Calm Down
|
35:06 | |
| |
| If One Wants to Alter Their Perceptions
|
35:12 | |
| |
| Which Drug is a Mood Enhancer as Well as a CNS Depressant? |
35:21 | |
| |
| Which One is Similar to Endogenous Opioid Peptides? |
35:31 | |
| |
| Distinguish Between Addiction and Dependence |
35:51 | |
Section 6: Learning |
|
Learning: Intro & Classical Conditioning |
33:26 |
| |
Intro |
0:00 | |
| |
Learning (7-9%) |
0:19 | |
| |
| Classical Conditioning |
0:38 | |
| |
| Operant Conditioning |
0:40 | |
| |
| Cognitive Processes |
0:42 | |
| |
| Biological Factors |
0:44 | |
| |
| Social Learning |
0:46 | |
| |
| This Section of the Course Introduces Students to the Differences Between Learned and Unlearned Behavior. The Primary Focus is Exploration of Different Kinds of Learning, Including Classical Conditioning, Operant Conditioning, and Observational Learning. The Biological Bases of Behavior Illustrate Predispositions for Learning. |
2:17 | |
| |
Objectives |
1:15 | |
| |
| Distinguish General Differences Between Principles of Classical Conditioning, Operant Conditioning, and Observational Learning (e.g. Contingencies). |
1:24 | |
| |
| Describe Basic Classical Conditioning Phenomena, Such as Acquisition, Extinction, Spontaneous Recovery, Generalization, Discrimination, and Higher Order Learning. |
1:28 | |
| |
| Predict the Effects of Operant Conditioning (e.g. Positive Reinforcement, Negative Reinforcement, Punishment, Schedules of Reinforcement). |
2:29 | |
| |
| Predict How Practice, Schedules of Reinforcement, and Motivation Will Influence Quality of Learning. |
2:38 | |
| |
Objectives, Continued |
2:45 | |
| |
| Describe the Essential Characteristics of Insight Learning, Latent Learning, and Social Learning |
2:48 | |
| |
| Apply Learning Principles to Explain Emotional Learning, Taste Aversion, Superstitious Behavior, and Learned Helplessness |
2:53 | |
| |
| Suggest How Behavior Modification, Biofeedback, Coping Strategies, and Self-Control Can Be Used to Address Behavioral Problems |
3:06 | |
| |
| Identify Key Contributors in the Psychology of Learning (e.g. Albert Bandura, John Garcia, Ivan Pavlov, Robert Rescale, B.F. Skinner, Edward Thorndike, Edward Dolman, John B. Watson) |
3:20 | |
| |
Learning = Conditioning |
3:43 | |
| |
| Relatively Permanent Change in Behavior |
4:02 | |
| |
| As a Result of Experience |
4:07 | |
| |
| Does NOT Include Instincts, Reflexes, and Maturation |
4:11 | |
| |
| In This Unit, We Will Examine Learning By Association by Consequence and By Observation |
4:36 | |
| |
| Lots of Terms and Relationships to Each Other |
4:41 | |
| |
| Learning is Inferred From a Change in Behavior/Performance |
4:59 | |
| |
| Learning Results in an Inferred Change in Memory |
5:09 | |
| |
Learning |
5:22 | |
| |
| This Means That Behavior Changes That are Temporary or Due to Things Like Drugs, Alcohol, etc. are NOT Learned |
5:29 | |
| |
Classical Conditioning |
5:46 | |
| |
| One Type of Learning |
6:19 | |
| |
| Learning That Takes Place When an Originally Neutral Stimulus Comes to Produce a Conditioned Response Because of its Association With an Unconditioned Stimulus. |
6:23 | |
| |
| History: Discovered by Russian Psychologist, Ivan Pavlov. |
7:56 | |
| |
| Studied Dogs and Salivation |
8:01 | |
| |
Pavlov and Contiguity |
8:34 | |
| |
| Temporal Association Between Two Events That Occur Closely Together in Time. |
8:58 | |
| |
| The More Closely in Time Two Events Occurred, the More Likely They Were to Become Associated; as Time Passes, Association Becomes Less Likely |
9:28 | |
| |
Terms |
10:22 | |
| |
| Unconditioned Stimulus (UCS or US) -- Any Stimulus That Creates an Autonomic/Automatic/Reflexive Response in an Organism |
10:27 | |
| |
| Unconditioned Response (UCR or UR) -- Response That Occurs Due to Autonomic or Reflective Stimulus |
10:52 | |
| |
| Conditioned Stimulus (CS) -- Anything That Can Be Perceived |
11:10 | |
| |
| Conditioned Response (CR) -- Anything That Can Be a UCR/UR Can Become a CR. For AP Psych, the UR is ALWAYS the Same as the CR |
11:26 | |
| |
Diagram of Classical Conditioning |
11:56 | |
| |
| Unlearned S-R (Relationship) + (Association Formed/Pairing Made) --> Learned S-R |
12:05 | |
| |
Pavlov and the Dogs |
13:28 | |
| |
| Same Diagram Using Examples from Pavlov's Research -- Food --> Salivation + Bell rung with food eventually becomes Bell Rung --> Salivation |
13:35 | |
| |
Watson, Ramer, and Little Albert |
16:20 | |
| |
| Baby Albert -- 8 Months Old |
16:38 | |
| |
| Use of Metal Bar on Metal Bar |
17:16 | |
| |
| Paired Loud Noise With Rat, Rabbit, and More |
17:36 | |
| |
| Questions: |
18:26 | |
| |
Watson and Little Albert |
20:24 | |
| |
| Unlearned S-R (Relationship) + (Association Formed/Pairing Made) |
20:33 | |
| |
| Loud Sound --> Fear then Rat+ Loud Sound eventually becomes Rat --> Fear |
20:38 | |
| |
Stimulus Generalization |
21:50 | |
| |
| Little Albert Generalized His Fear of Rats Into Fear of Anything With White Fur, Including a Santa Claus Mask, a Rabbit, etc., |
22:45 | |
| |
Restaurants, The Flu, and Nausea |
23:23 | |
| |
| Flu (UCS) --> Nausea/Vomiting (UCR) then Jack in the Box + With Flu Eventually Becomes Jack in the Box --> Nausea |
23:40 | |
| |
Food, Blood Sugar, Hunger, and Time |
24:52 | |
| |
| Needing Food/Having Low Blood Sugar (UCS) --> Hunger (UCR) then Time on Clock or In Class Right Before Lunch --> Associate Class With Hunger Eventually Becomes Time on Clock --> Hunger |
25:05 | |
| |
Classic Puff of Air and Tone Example |
27:46 | |
| |
| Puff of Air (UCS) --> Blink (UCR) then Tone + Puff of Air Eventually Becomes Tone --> Blink |
27:57 | |
| |
Trauma (Bomb), Context, and Fear |
29:11 | |
| |
| Bomb Explosion (UCS) --> Fear (UCR) then Art Museum + Bomb Explosion Eventually Becomes Art Museum --> Fear |
31:19 | |
| |
Review |
32:23 | |
| |
| What is Learning? How is it Different From Taking a Psychoactive Substance? |
32:26 | |
| |
| Describe the Relationship Among the US, the UR, the CS and the CR |
32:41 | |
| |
| What Can Be a Conditioned Stimulus? |
32:50 | |
| |
| What Can Be an Unconditioned Stimulus? |
32:58 | |
| |
| Come Up With Your Own Examples of Classical Conditioning in Your Life -- Label the Parts |
33:03 | |
|
Classical Conditioning, Part II |
21:57 |
| |
Intro |
0:00 | |
| |
Some More Examples |
0:08 | |
| |
Romance, Kissing, Arousal, and Onions |
0:20 | |
| |
| Kissing(UCS) --> Arousal (UCR) then Kissing + Onions (CS) --> Eventually Becomes Onions --> Arousal |
0:33 | |
| |
Beer Ads Example |
1:42 | |
| |
| Beer Ads Often Feature Attractive Young Women Wearing Bikinis. The Goal is to Get Men to Buy the Beer. What are the Parts of the CC Diagram With This Example? |
1:45 | |
| |
Beer Ads |
2:02 | |
| |
| Attractive Women (UCS) --> Arousal (UCR) then Attractive Women + Beer (CS) --> Eventually Becomes Beer --> Arousal |
2:08 | |
| |
Crime Example |
2:52 | |
| |
| When a Professor Was in College, He Was Robbed at Gun Point by a Young Man Who Gave Him the Choice (Your Money or Your Life) It was an Unexpected and Frightening Experience |
2:55 | |
| |
| This Event Occurred At Just About Dusk and for a Long Time Thereafter, He Often Experienced Moments of Dread in the Late Afternoons Particularly When He Was Just Walking Around the City |
3:05 | |
| |
| Even Though He Was Quite Safe, The Lengthening Shadows of the Day Were So Strongly Associated With the Dear He Experienced in the Robbery, That He Could Not But Help Feel the Emotion All Over |
3:16 | |
| |
Label the Crime Experience |
4:15 | |
| |
| Threat (UCS) --> Fear (UCR) then Dusk + Robbery Became Dusk (CS) --> Fear (CR) |
4:17 | |
| |
Alcoholism |
4:56 | |
| |
| Another Way to Treat Alcoholics is to Have Them Take a Drug Called Antabuse (Disulfiram). If They Ingest Any Alcohol at All, They Will Have Serious Vomiting Issues. The Desire is to Pair the Vomiting With the Alcoholic Drink. |
4:58 | |
| |
| Can You Label the Diagram? |
5:19 | |
| |
Antabuse Example |
6:19 | |
| |
| Antabuse (UCS) --> Vomiting (UCR) then Alcohol + Antabuse (CS) Eventually Becomes Alcohol --> Vomiting (CR) (But WITHOUT Use of Antabuse) |
6:22 | |
| |
Photos |
7:12 | |
| |
| Anna Learns to Blink When She Sees Her Father Hold The Camera to His Eye |
7:31 | |
| |
Anna With the Camera and Flash |
9:55 | |
| |
| Flash (UCS) --> Blink (UCR) then Flash + Camera Eventually Becomes Camera (CS) --> Blink (CR) |
10:03 | |
| |
Stimulus Generalization and Discrimination |
10:21 | |
| |
| Stimulus Generalization |
10:24 | |
| |
| Applies Learning to Similar Things to What Was Associated |
10:27 | |
| |
| Stimulus Discrimination |
10:58 | |
| |
| Does NOT Apply Learning to Similar Things To What Was Associated -- Responds Only to the Original Association |
11:00 | |
| |
Glaucoma Test |
11:36 | |
| |
| Opticians and the Puff Machines -- How My Chin Made Me Cry |
11:58 | |
| |
| Air Puff (UCS) --> Eyes Watering (UCR) then Air Puff + Chin Cup Eventually Becomes Chin Cup --> Eyes Watering |
13:02 | |
| |
Extinction and Spontaneous Recovery |
13:33 | |
| |
| Extinction |
13:37 | |
| |
| A Procedure That Leads to the Gradual Weakening And Eventual Disappearance of the CR. |
13:40 | |
| |
| Involves Repeatedly Presenting the CS Without Pairing it With the UCS. |
13:50 | |
| |
| Spontaneous Recovery |
15:09 | |
| |
| Occurs When a Previously Extinguished CR Reappears After a Period of No Training |
15:12 | |
| |
| Will Often Result From Non-Recognized Factors Not Previously Identified |
15:24 | |
| |
The (John) Garcia Effect |
15:51 | |
| |
| This is the Conditioned Taste Aversion That is Rapidly Achieved by a Single Pairing of an Illness Such as Nausea With Eating a Specific Food |
16:36 | |
| |
| Originally Discovered While Working With Rats and Studying Radiation Effects -- Initial Exposure to Food Followed by Toxic Reaction (Even if Several Hours Later) Made Rats Averse to Food |
17:18 | |
| |
| Conditioned Animals to Avoid Foods Paired With a Previously Aversive Taste |
17:35 | |
| |
| Conditioning Applied to Tastes But Not to Sights and Sounds |
17:44 | |
| |
| Process Not Traditional CS --> UCS --> CR/UCR Process Since CS Occurred Long Afterward, Not Immediately |
17:53 | |
| |
| Taste Aversion in Chemotherapy Patients is Very Common |
18:07 | |
| |
Higher Order (Second Order) Conditioning |
18:40 | |
| |
| Starts Off With Traditional Unlearned Stimulus-Response Relationship, With First Association Pairing Made But Then a Second Association is Introduced |
18:47 | |
| |
| Ex: Training Involving a Tone Then Adding Light as Second Association |
19:02 | |
| |
Review |
20:15 | |
| |
| Describe the Relationship Among the US, the UR, the CS and the CR |
20:18 | |
| |
| What Can Be a Conditioned Stimulus? |
20:30 | |
| |
| What Can Be an Unconditioned Response? |
20:50 | |
| |
| What Can Be an Unconditioned Stimulus? |
21:08 | |
| |
| Come Up With Your Own Examples of Classical Conditioning in Your Life -- Label the Parts |
21:18 | |
|
Operant Conditioning, Part I |
31:01 |
| |
Intro |
0:00 | |
| |
Operant Conditioning |
0:11 | |
| |
| Predict the Effects of Operant Conditioning (e.g. Positive Reinforcement, Negative Reinforcement, Punishment, Schedules of Reinforcement). |
0:16 | |
| |
| Predict How Practice, Schedules of Reinforcement, And Motivation Will Influence Quality of Learning. |
0:28 | |
| |
Thorndike and the Law of Effect |
1:07 | |
| |
| Responses That Produce a Satisfying Effect in a Particular Situation Become More Likely to Occur Again in That Situation, and Responses That Produce a Discomforting Effect Become Less Likely to Occur Again In That Situation |
1:20 | |
| |
| In Other Words, When Better Things Happen After We Do Something, We Are More Likely to Do It Again |
1:36 | |
| |
| Connectionism -- Organisms Connect Behaviors to What Occurs After -- Early Form of Behaviorism |
1:46 | |
| |
| Thorndike is Father of Modern Educational Psychology |
1:56 | |
| |
Thorndike's Puzzle Box |
2:35 | |
| |
| Picture of Puzzle Box and Graph Illustrating The More Trials a Subject Went Through, The Less Time it Took to Solve Puzzle. |
2:40 | |
| |
Cats, Puzzle Box, and Law of Effect |
3:27 | |
| |
| First Trial in Puzzle Box -- More Likely to Scratch at Bars, Yeowl, Dig at Door, etc. Before Pushing Release Lever |
3:29 | |
| |
| After Many Trials in Box, Cat is More Likely to Push Release Lever First to Escape Box. |
3:56 | |
| |
B.F. Skinner |
4:17 | |
| |
| Founder of Modern Behavioral Perspective |
4:20 | |
| |
| Operant Conditioning -- An Organism Operates in Its Environment, Exhibiting Behaviors That are Inborn or Learned |
4:32 | |
| |
| Environmental Determinism |
5:17 | |
| |
| Invented the Operant Conditioning Box -- Sometimes Called a Skinner Box -- He Hated That Term |
5:28 | |
| |
| Trained Rats, Birds, and People |
5:40 | |
| |
| So Much Research in This Area -- One of the Most Scientifically Validated Theories/Approaches |
5:55 | |
| |
Operant Conditioning |
6:09 | |
| |
| A Type of Learning in Which Behavior is Strengthened if Followed by a Reinforcer or Diminished if Followed by a Punisher |
6:11 | |
| |
| What We Are Trying to do is Learn How We Can Modify an Organism's Behavior Using the Most Effective Means Possible. We Use Reinforcement and Punishment. Each Organism Interprets This Differently. |
6:27 | |
| |
| Key Distinction in Terms -- in OC, The Organism EMITS Behavior. In CC, The Behavior is ELICITED (Drawn Out of the Organism) |
7:02 | |
| |
Skinner's Experiments |
7:28 | |
| |
| Operant Conditioning Chamber (aka Skinner Box) |
7:30 | |
| |
| Diagram of Box and Its Parts, and Rat Inside Box |
7:38 | |
| |
Terms and Ideas |
11:05 | |
| |
| These Are Labels That Are Put on After Behavior Is Seen |
11:11 | |
| |
Kinds of Reinforcement & Punishment |
12:53 | |
| |
| Positive and Negative Reinforcement/ Positive and Negative Punishment |
13:01 | |
| |
Positive Reinforcement |
15:46 | |
| |
| Positive Reinforcement -- Adding a Pleasant Stimulus to Increase a Behavior |
15:47 | |
| |
| e.g. Getting a Hug |
15:57 | |
| |
| e.g. Receiving a Paycheck |
16:38 | |
| |
| e.g. Getting a Great Job! From Coach or Teacher |
16:48 | |
| |
| There was this Goose -- Tale of Reinforcement |
17:16 | |
| |
Negative Reinforcement |
20:05 | |
| |
| Negative Reinforcement -- Removing an Unpleasant/Aversive Stimulus to Increase a Behavior |
20:08 | |
| |
| e.g. The Buzzing Stops When You Fasten Seat Belt |
20:16 | |
| |
| e.g. You Put on Sunscreen Before Getting in the Sun at the Beach |
21:22 | |
| |
Punishment |
21:38 | |
| |
| Positive Punishment -- Adding an Unpleasant/Aversive Stimulus to Reduce a Behavior |
21:43 | |
| |
Punishment |
23:26 | |
| |
| Negative Punishment -- Removing a Pleasant Stimulus to Reduce a Behavior |
23:30 | |
| |
All Consequences |
25:11 | |
| |
| Most Effective When Immediately Follows a Response AND is Applied Consistently |
25:17 | |
| |
Review |
28:19 | |
| |
| What is Operant Conditioning and How Does It Differ From Classical Conditioning? |
28:22 | |
| |
| Describe the Law of Effect |
28:35 | |
| |
| Describe the Difference Between Reinforcement and Punishment |
28:42 | |
| |
| How is Positive Punishment Related to Negative Reinforcement? |
28:49 | |
| |
| Examine Your Own Life and Find an Example of Operant Conditioning in Which You Were Conditioned and Another Example in Which You Conditioned Someone Else |
30:01 | |
|
Operant Conditioning, Part II |
31:22 |
| |
Intro |
0:00 | |
| |
Kinds of Reinforcement & Punishment |
0:11 | |
| |
| Chart Looking at Positive/Negative (Adding or Removing Stimulus And Reinforcement vs. Punishment |
0:16 | |
| |
Escape Conditioning |
1:12 | |
| |
| Escape Conditioning Occurs When the Animal Learns to Perform an Operant to Terminate an Ongoing, Aversive Stimulus. It is a Get Me Out of Here or Shut This Off Reaction, Aimed at Escape From Pain or Annoyance. The Behavior That Produces Escape is Negatively Reinforced (Reinforced by the Elimination of the Unpleasant Stimulus). |
1:15 | |
| |
Avoidance Conditioning |
2:52 | |
| |
| When an Organism Learns to Avoid Unpleasant or Punishing Stimuli by Learning the Appropriate Anticipatory Response to Protect it From Further Stimuli (Learns a Cue Before the Stimuli -- Follows Escape Conditioning) |
2:56 | |
| |
| Occurs Quickly and is Very Durable. |
3:18 | |
| |
| e.g. If You Sounded a Tone Before You Electrified the Platform. After One or Two Trials, the Rat Would Respond to the Tone by Jumping Into the Water. It Would Not Wait for the Shock. |
3:53 | |
| |
| This is a Form of Stimulus Control, Because it Puts Behavior Under Control of a Stimulus, in This Case, the Warning Tone. |
4:08 | |
| |
| Avoidance Behaviors are Incredibly Persistent. This is True When There is No Longer Anything to Avoid. |
4:15 | |
| |
Schedules of Reinforcement |
5:17 | |
| |
| Continuous Reinforcement: Every Instance of a Behavior Occurs is Reinforced |
5:33 | |
| |
| Partial (Intermittent) Reinforcement -- Reinforcing a Response Only Part of the Time; Results in Slower Acquisition of a Response But Much Greater Resistance to Extinction Than Does Continuous Reinforcement |
5:44 | |
| |
| Ratio Schedules: Reinforcement is Based on the Number of Behaviors Required |
6:34 | |
| |
| Interval Schedules: Reinforcement is Based on the Passage of Time |
6:39 | |
| |
| Variable -- Uncertain Number of Times/Behaviors |
6:44 | |
| |
| Fixed -- Certain Number of Times/Behaviors |
6:49 | |
| |
| Immediate v. Delayed Reinforcers -- Like Pavlov and Contiguity, the Longer the Delay, the Less, the Connection. |
6:54 | |
| |
Schedules of Reinforcement |
7:13 | |
| |
| Fixed Ratio and Variable Ratio vs. Fixed Interval and Variable Interval |
7:17 | |
| |
Fixed Interval Examples |
11:11 | |
| |
| Doing My Job and Receiving my Paycheck Monthly (Last Day of the Month) |
11:18 | |
| |
| The Daily Mail -- I Receive My Mail at Roughly the Same Time Each Day |
11:35 | |
| |
| A Course Where There are Exams Every Three Weeks (Studying Right Before the Exam and Then Stopping Until the Next Round) |
11:49 | |
| |
Variable Interval Examples |
12:22 | |
| |
| Unpredictable -- Reinforcement Occurs After a Random Amount of Time |
12:26 | |
| |
| Checking Your Phone For Text Messages -- You Do Not Know When You Will be Rewarded With a Message, But Continue to Check Until You Do. |
12:34 | |
| |
| A Parent Attending to the Cries of a Child. Parents Will Not Typically Attend to the Child Each Time It Cries, But Will Leave He or She to Fuss For a Period Before Attending |
13:06 | |
| |
Fixed Ratio Examples |
13:43 | |
| |
| Giving a Child Candy EVERY Time She Picks Up Her Toys |
13:46 | |
| |
| Getting Paid After Each Car Gets Sold |
13:59 | |
| |
| Student May Be Given a Prize After Reading Ten Books |
14:24 | |
| |
| Factory Workers Getting Paid by the Piece (e.g. $10 for Each Widget Made) |
14:35 | |
| |
| Getting a Free Sandwich Upon Purchase of 10 Sandwiches |
14:54 | |
| |
Variable Ratio Examples |
15:11 | |
| |
| The Classic of Winning the Jackpot on the Slot Machine After Changing a Number of Times Playing It. |
15:23 | |
| |
| Playing Poker -- I Do Not Win Every Time, But Must Play in Order to Have a Chance |
17:11 | |
| |
| Buying Lottery Tickets and Winning Occasionally |
17:22 | |
| |
| Going Fly Fishing |
18:03 | |
| |
| Playing The Lottery |
18:41 | |
| |
Shaping |
19:38 | |
| |
| Shaping is a Technique Using Positive Reinforcements in Order to Create a More Complex Behavior |
19:43 | |
| |
Television Examples |
23:45 | |
| |
| The Office |
23:52 | |
| |
| The Big Bang Theory |
25:23 | |
| |
| Now That You Know These Ideas, You Will Begin to See Them Everywhere -- This is Called Selective Perception -- It's Due to a Recent Change in Your Schema |
26:01 | |
| |
Operant and Classical Conditioning on TV |
26:52 | |
| |
| Cesar Milan -- Dogs |
26:56 | |
| |
| Jackson Galaxy -- Cats |
26:58 | |
| |
| Both are Animal Behaviorists |
26:59 | |
| |
| Watch One or Two Episodes Each -- They Modify the Owner's Behavior as Much as the Animal |
27:06 | |
| |
Review |
27:51 | |
| |
| Which Schedule of Reinforcement is Most Effective in Training Someone/Thing to Do a Behavior? |
27:54 | |
| |
| Which is Most Difficult to Extinguish? |
28:17 | |
| |
| Examine Your Own Life and Find an Example of Operant Conditioning in Which You Were Conditioned and Another Example in Which You Conditioned Someone Else -- Now Connect Reinforcement Schedules -- Where Are Some of These in Your Life? |
28:23 | |
|
Cognitive Aspect of Learning |
34:01 |
| |
Intro |
0:00 | |
| |
Objectives |
0:12 | |
| |
| Describe the Essential Characteristics of Insight Learning, Latent Learning, and Social Learning. |
0:18 | |
| |
| Apply Learning Principles to Explain Emotional Learning, Taste Aversion, Superstitious Behavior, and Learned Helplessness. |
0:23 | |
| |
| Suggest How Behavior Modification, Biofeedback, Coping Strategies, and Self-Control Can Be Used to Address Behavioral Problems. |
0:31 | |
| |
| Identify Key Contributors in the Psychology of Learning (e.g. Albert Bandura, John Garcia, Ivan Pavlov, Robert Rescorla, B.F. Skinner, Edward Thorndike, Edward Tolman, John B. Watson). |
0:42 | |
| |
Observational Learning |
0:52 | |
| |
| Monkey See, Monkey Do |
1:03 | |
| |
| Children See, Children Do |
1:05 | |
| |
| Ever Watch a Child View a TY Show With Violent Characters and Then See His/Her Behavior Change? |
1:41 | |
| |
| Albert Bandura -- Bobo Doll Learning |
3:02 | |
| |
| Observational Learning |
3:57 | |
| |
| Model and Imitation |
3:53 | |
| |
| In Sociology, Anticipatory Socialization |
5:35 | |
| |
| Mirror Neurons -- Frontal Lobe Neurons That Fire When Performing Certain Actions or When Observing Another Doing So. The Brain's Mirroring of Another's Action May Enable Imitation and Empathy |
7:05 | |
| |
Observational Learning |
8:04 | |
| |
| Prosocial Effects |
8:07 | |
| |
| Antisocial Effects |
8:28 | |
| |
Bandura, Continued |
9:55 | |
| |
| Social Cognitive Theory -- Learn by Imitating Actions of Others, Vicarious Learning |
9:58 | |
| |
| Self-Efficacy Theory (Sense of Control) |
10:32 | |
| |
| Reciprocal Determinism -- The Individual And Environment Influence and Change Each Other |
11:20 | |
| |
Pavlov's Ideas Extended |
13:06 | |
| |
| Robert Rescorla |
13:10 | |
| |
Skinner's Ideas Extended |
14:17 | |
| |
| Cognition and Operant Conditioning |
14:21 | |
| |
| Latent Learning -- Learning That Becomes Apparent When There is an Incentive to Show It -- Can Seemingly Lay Dormant |
14:25 | |
| |
Skinner's Ideas Extended |
17:15 | |
| |
| Biological |
17:18 | |
| |
Applications of Skinner's Ideas |
18:26 | |
| |
| Operant Conditioning |
18:30 | |
| |
Comparing Classical/Operant Conditioning |
21:59 | |
| |
| Differences in Their Basic Ideas, Responses, and Acquisition |
22:04 | |
| |
Comparing Classical/Operant Conditioning |
22:50 | |
| |
| Differences in How Conditioning Becomes Extinct, and in Spontaneous Recovery |
22:54 | |
| |
Comparing Classical/Operant Conditioning |
23:52 | |
| |
| Differences in Generalization and Discrimination |
23:57 | |
| |
Additional Concepts in Learning |
25:11 | |
| |
| Habituation -- Gradual Process Where the Organism Decreases a Response to Stimulus That is Repeated Over Time |
25:14 | |
| |
| Learned Helplessness -- Martin Seligman, Puppies, and Humans -- Condition of a Human or Animal That Has Learned to Behave Helplessness, Failing to Respond Even Though There are Opportunities For It to Help Itself by Avoiding Unpleasant Circumstances or by Gaining Positive Rewards |
26:00 | |
| |
| Superstitious Behavior |
29:47 | |
| |
| Biofeedback |
29:26 | |
| |
Review |
32:43 | |
| |
| What is a Model and What Is Imitation in Social Learning Theory? |
32:45 | |
| |
| What Is Reciprocal Determinism and How Can It Create Certain Outcomes for Individuals Who Isolate Themselves? |
32:57 | |
| |
| Describe the Bobo Doll Study and Why it was so Important for Understanding Social Learning Theory |
33:08 | |
| |
| Compare and Contrast CC and OC in Terms of Acquisition, Reinforcement, Generalization, Discrimination, and Extinction |
33:15 | |
Section 7: Cognition |
|
Cognition Memory |
51:03 |
| |
Intro |
0:00 | |
| |
Cognition (8-10%) |
0:08 | |
| |
| Memory |
0:21 | |
| |
| Language |
0:22 | |
| |
| Thinking |
0:23 | |
| |
| Problem Solving and Creativity |
0:24 | |
| |
| In This Unit, You Will Learn How Humans Convert Sensory Input Into Kinds of Information. We Examine How Human Learn, Remember, and Retrieve Information. This part of the Course Also Addresses Problem Solving, Language, and Creativity. |
0:27 | |
| |
Objectives |
0:50 | |
| |
| Compare and Contrast Various Cognitive Processes |
0:54 | |
| |
| Describe and Differentiate Psychological and Physiological Systems of Memory (e.g., Short-Term Memory, Procedural Memory) |
1:14 | |
| |
| Outline the Principles That Underlie Effective Encoding, Storage, and Construction of Memories |
1:20 | |
| |
| Describe Strategies For Memory Improvement |
1:25 | |
| |
Objectives, Continued |
1:41 | |
| |
| Synthesize How Biological, Cognitive, and Cultural Factors Converge to Facilitate Acquisition, Development, and Use of Language |
1:43 | |
| |
| Identify Problem-Solving Strategies as Well as Factors That Influence Their Effectiveness |
1:55 | |
| |
| List the Characteristics of Creative Thought and Creative Thinkers |
1:57 | |
| |
| Identify Key Contributors in Cognitive Psychology (e.g. Noam Chomsky, Hermann Ebbinghaus, Wolfgang Kohler, Elizabeth Loftus, George A. Miller). |
2:00 | |
| |
Memory Demo #1 |
2:13 | |
| |
| Memorizing a 20 Digit Number |
2:18 | |
| |
| Without Writing it Down |
2:47 | |
| |
| Listen Carefully |
3:03 | |
| |
| Debriefing and Explanation |
3:19 | |
| |
Memory Demo #2 |
3:54 | |
| |
| Recalling the Presidents of the US |
3:59 | |
| |
| Debriefing and Explanation |
4:19 | |
| |
Memory Demo #3 |
6:24 | |
| |
| Make a List of the US States in Any Order |
6:27 | |
| |
| Debriefing and Explanation |
6:55 | |
| |
Memory: Some Key Terms |
8:57 | |
| |
| Memory: Active System That Stores, Organizes, Alters, and Recovers (Retrieves) Information |
9:00 | |
| |
| Encoding: Converting Information Into a Useable Form |
9:10 | |
| |
| Rehearsal: The Conscious Repetition of Information, Either to Maintain it in Consciousness or to Encode It For Storage |
9:16 | |
| |
| Storage: Holding This Information in Memory |
9:25 | |
| |
| Retrieval: Taking Memories Out of Storage |
9:29 | |
| |
| Schema: The Mental Map or Filter That One Uses to Connect New Information to Old, Established Information -- Can Make Learning New Things Much Easier |
9:33 | |
| |
Sensory Memory |
9:47 | |
| |
| Storing an Exact Copy of Incoming Information For a Few Seconds (Either What is Seen or Heard); The First Stage of Memory |
9:52 | |
| |
| Icon: A Fleeting Mental Image or Visual Representation |
10:01 | |
| |
| Echo: After a Sound is Heard, a Brief Continuation of the Activity in the Auditory System |
10:25 | |
| |
Short-Term Memory (STM) |
10:51 | |
| |
| Storing Small Amounts of Information Briefly |
10:56 | |
| |
| Very Sensitive to Interruption or Interference |
12:25 | |
| |
Long-Term Memory (LTM) |
13:41 | |
| |
| Storing Information Relatively Permanently |
13:47 | |
| |
| Stored on Basis of Meaning and Importance |
13:51 | |
| |
Atkinson-Shiffrin Memory Model -- Modified |
14:27 | |
| |
| Diagram |
14:31 | |
| |
Processing |
16:24 | |
| |
| Parallel: The Processing of Many Aspects of a Problem Simultaneously; The Brain's Natural Mode of Information Processing for Many Functions. Contrasts With the Step-by-Step (Serial) Processing of Most Computers and of Conscious Problem-Solving |
16:30 | |
| |
| Automatic -- Unconscious Encoding of Incidental Information, Such as Space, Time, and Frequency, and of Well-Learned Information, Such as Word Meanings |
16:56 | |
| |
| Effortful -- Encoding that Requires Attention and Conscious Effort |
18:26 | |
| |
Short-Term Memory Concepts |
19:47 | |
| |
| Digit Span: Test of Attention and Short-Term Memory; String of Numbers is Recalled Forward or Backward |
19:51 | |
| |
| Magic Number 7 (Plus or Minus 2): STM is Limited to Holding Seven (Plus or Minus 2) Information Bits at Once |
20:13 | |
| |
More STM Concepts |
20:57 | |
| |
| Recoding: Reorganizing or Modifying Information to Assist Storage in STM |
21:01 | |
| |
Maintenance Rehearsal |
22:25 | |
| |
| Repeating Information Silently to Prolong Its Presence in STM |
22:28 | |
| |
Elaborative Rehearsal |
24:34 | |
| |
| Links New Information With Existing Memories and Knowledge in LTM |
24:37 | |
| |
Long-Term Memory Concepts |
26:37 | |
| |
| Constructive Processing: Updating Long-Term Memories on Basis of Logic, Reasoning, or New Information |
26:41 | |
| |
| Pseudo-Memories: False Memories That a Person Believes are True or Accurate |
26:55 | |
| |
Types of Long-Term Memories |
28:00 | |
| |
| Procedural (Skilled): Long-term Memories of Conditioned Responses and Learned Skills, e.g. Driving |
28:05 | |
| |
| Declarative (Fact): LTM Factual Information -- Also Called Explicit Memory |
28:40 | |
| |
Types of Memory |
30:06 | |
| |
| Chart Showing Hierarchies of Memory |
30:08 | |
| |
Measuring Memory |
31:06 | |
| |
| Tip-of-the-Tongue (TOT) State: Feeling That a Memory is Available But Not Quite Retrievable |
31:10 | |
| |
| Feeling of Knowing: Feeling That Allows People to Predict Beforehand Whether They'll Be Able to Remember Something |
31:46 | |
| |
Serial Position Effect |
32:02 | |
| |
| Chart |
32:23 | |
| |
Measuring Memory |
33:16 | |
| |
| Recognition Memory: Previously Learned Material is Correctly Identified |
33:20 | |
| |
| Distractors: False Items Included With Correct Item |
34:12 | |
| |
| False Positive: False Sense of Recognition |
34:26 | |
| |
| Recall: Direct Retrieval of Facts or Information |
34:47 | |
| |
Measuring Memory Continued |
35:46 | |
| |
| Relearning: Learning Again Something That Was Previously Learned |
35:50 | |
| |
| Used to Measure Memory of Prior Learning |
36:13 | |
| |
| Savings Score: Amount of Time Saved When Relearning Information |
36:48 | |
| |
Memory Features |
37:01 | |
| |
| Recalled Better With Use of Mnemonics |
37:05 | |
| |
| Spaced Practice Better Than Massed Practice |
37:09 | |
| |
Measuring Memory -- Concluded |
37:38 | |
| |
| Explicit Memory: Past Experiences That Are Consciously Brought to Mind |
37:40 | |
| |
| Implicit Memory: A Memory Not Known to Exist; Memory That is Unconsciously Retrieved |
37:46 | |
| |
| Priming: When Cues Are Used to Activate Hidden Memories |
39:07 | |
| |
| Internal Images: Mental Pictures Used in Memory and Thinking |
39:26 | |
| |
Eidetic Memory |
39:56 | |
| |
| Occurs When a Person (Usually a Child) Has Visual Images Clear Enough to be Scanned or Retained for at Least 30 Seconds |
40:00 | |
| |
| Usually Projected Onto a Plain Surface, Like a Blank Piece of Paper |
40:09 | |
| |
| Usually Disappears During Adolescence and is Rare by Adulthood |
40:16 | |
| |
| Sheldon From TBBT Claims to Have This |
40:20 | |
| |
Forgetting |
41:01 | |
| |
| Ebbinghaus Research |
41:10 | |
| |
| Nonsense Syllables: Meaningless Three-Letter Words (Fej, Quf) That Test Learning and Forgetting |
41:14 | |
| |
| Encoding Failure: When a Memory Was Never Formed in the First Place |
41:41 | |
| |
| Memory Traces: Physical Changes in Nerve Cells or Brain Activity That Occur When Memories are Stored |
42:04 | |
| |
| Memory Decay: When Memory Traces Become Weaker; Fading to Weakening of Memories |
42:45 | |
| |
| Disuse: Theory That Memory Traces Weaken When Memories Are Not Used or Retrieved |
42:58 | |
| |
More Forgetting Theories |
43:16 | |
| |
| Memory Cue: Any Stimulus Associated With a Memory; Usually Enhances Retrieval of a Memory |
43:19 | |
| |
| State Dependent/Mood Dependent |
44:33 | |
| |
| When Memory Retrieval is Influenced by Body State; If Your Body State is the Same at the Time of Learning AND The Time of Retrieval, Retrievals Will Be Improved |
44:38 | |
| |
Interference |
45:30 | |
| |
| Tendency for New Memories to Impair Retrieval of Older Memories, and the Reverse |
45:36 | |
| |
| Retroactive Interference: Tendency for New Memories to Interfere With Retrieval of Old Memories |
45:46 | |
| |
| Proactive Interference: Prior Learning Inhibits (Interferes With) Recall of Later Learning |
47:21 | |
| |
| Two Ways |
48:06 | |
| |
Review |
49:17 | |
| |
| How Do Psychologists Describe The Human Memory System? |
49:20 | |
| |
| What Information Do We Encode Automatically? |
49:25 | |
| |
| What Information Do We Encode Effortfully, and How Does the Distribution of Practice Influence Retention? |
49:28 | |
| |
| What Effortful Processing Methods Aid in Forming Memories? |
49:42 | |
| |
| What is Sensory Memory? |
49:49 | |
| |
| What are the Duration and Capacity of Short-Term and Long-Term Memory? |
49:52 | |
| |
| How Does the Brain Store Our Memories? |
50:21 | |
| |
| How Do We Get Information Out of Memory? |
50:25 | |
| |
| How Do External Contects and Internal Emotions Influence Memory Retrieval? |
50:32 | |
| |
| Why Do We Forget? |
50:40 | |
|
Memory, Part II |
27:44 |
| |
Intro |
0:00 | |
| |
Transfer of Training |
0:08 | |
| |
| Positive Transfer: Mastery of One Task Aids Learning or Performing Another |
0:12 | |
| |
| Negative Transfer: Mastery of One Task Conflicts With Learning or Performing Another |
0:20 | |
| |
| e.g. Volleyball and Softball Training Helps One Another |
0:26 | |
| |
Repression and Suppression |
1:03 | |
| |
| Repression: Unconsciously Pushing Painful, Embarrassing, or Threatening Memories Out of Awareness/Consciousness |
1:09 | |
| |
| Suppression: Consciously Putting Something Painful or Threatening Out of Mind Or Trying to Keep It From Entering Awareness |
1:33 | |
| |
Flashbulb Memories |
2:00 | |
| |
| Memories Created During Times of Personal Tragedy, Accident, or Other Emotionally Significant Events |
2:04 | |
| |
| Includes Both Positive and Negative Events |
3:19 | |
| |
| Not Always Accurate |
3:25 | |
| |
| Great Confidence is Placed in Them Even Though They May Be Inaccurate |
3:29 | |
| |
Memory Formation |
3:40 | |
| |
| Retrograde Amnesia: Forgetting Events That Occurred Before an Injury or Trauma |
3:45 | |
| |
| Anterograde Amnesia: Forgetting Events That Follow an Injury or Trauma (e.g. 50 First Dates or Memento) |
3:54 | |
| |
| Consolidation: Forming a Long-Term Memory |
4:30 | |
| |
Electroconvulsive Shock (ECS) |
4:47 | |
| |
| Mild Electrical Shock Passed Through the Brain Produces a Convulsion, Destroys Any Memory That is Being Formed; One Way to Prevent Consolidation |
4:52 | |
| |
Memory Structures |
5:23 | |
| |
| Hippocampus: Brain Structure Associated With Emotion and Transfer of Information Passing From Short-Term Memory Into Long-Term Memory |
5:27 | |
| |
| Long-Term Potentiation (LTP): An Increase in a Synapse's Firing Potential After Brief, Rapid Stimulation. Believed to be a Neural Basis for Learning and Memory |
8:29 | |
| |
Ways to Improve Memory |
9:01 | |
| |
| Practice, Practice, Practice |
9:07 | |
| |
| Remember the First Time You Played Rock Band or Some Other Video Game? Were You Immediately an Expert? |
9:24 | |
| |
| Priming: The Activation, Often Unconsciously, of Particular Associations in Memory |
10:26 | |
| |
| Recitation: Summarizing Aloud While You Are Learning |
10:50 | |
| |
| Meaningful -- Make the Ideas You Are Studying Meaningful -- When Possible, Make Connections to Ideas You Already Know |
11:43 | |
| |
| Organization: Organizing Difficult Items Into Chunks; a Type of Reordering |
11:58 | |
| |
Ways to Improve Memory, Continued |
13:40 | |
| |
| Study Repeatedly: Use Distributed/Spaced Practice-Take Advantage of Down Time -- Little Bits to Review Material |
13:45 | |
| |
| Minimize Interference -- Do Not Study Similar Subjects Back to Back |
14:01 | |
| |
| Sleep -- Get Enough |
14:32 | |
| |
| Overlearning: Studying is Continued Beyond Bare Mastery |
14:51 | |
| |
| Knowledge of Results: Feedback Allowing You to Check Your Progress -- Test Yourself |
15:13 | |
| |
More Ways to Improve Memory |
15:51 | |
| |
| Spaced Practice: Alternating Short Study Sessions With Brief Rest Periods |
15:55 | |
| |
| Massed Practice: Studying for Long Periods Without Rest Periods |
16:01 | |
| |
| Lack of Sleep Decreases Retention; Sleep Aids Consolidation |
16:10 | |
| |
| Hunger Decreases Retention |
16:18 | |
| |
| Cognitive Interview: Technique Used to Improve Memories of Witnesses |
16:36 | |
| |
Mnemonics: Memory Tricks |
17:26 | |
| |
| Any Kind of Memory System of Aid |
17:34 | |
| |
Using Mnemonics to Recall an Order |
18:37 | |
| |
| Form a Chain or a Story: Remember Lists in Order, Forming an Exaggerated Association Connecting Item One to Two and So On |
18:38 | |
| |
| Take a Mental Walk: Mentally Walk Along a Familiar Path, Placing Objects or Ideas Along The Path |
18:52 | |
| |
| Form Acronyms -- My Very Eager Mother Just Served Us Nine (Pizzas) -- The Planets |
19:44 | |
| |
| SOHCAHTOA -- Trigonometry |
20:28 | |
| |
Eyewitness Memory |
21:17 | |
| |
| Elizabeth Loftus -- Lots of Research Into the Consolidation of Memory and How Memories Are Easily Changed -- Includes Planting False Memories, Misinformation and Incorrect Attribution |
21:21 | |
| |
| Misinformation Effect: By Incorporating Misleading Information or Asking Leading Questions, An Investigator Can Change One's Memory of an Event |
21:48 | |
| |
| Source Amnesia: Attributing to the Wrong Source an Event We Have Experienced, Heard About, Read About, or Imagined. (Also Called Source Misattribution.) Source Amnesia, Along With the Misinformation Effect, is at the Heart of Many False Memories |
22:32 | |
| |
Elizabeth Loftus, Continued |
23:10 | |
| |
| False Memories -- In Court, Gave Evidence of the Malleability of Memory and Showed How the Idea of Repressed Memories Are Likely Just Ideas Implanted During Therapy Sessions, Not Recollections of Actual Events |
23:11 | |
| |
| The Lost in the Mall Technique With Children -- Gave Children the Idea That They Had Had an Experience of Being Lost. 25% Indicated That They Later Thought That This Was a Real Occurrence in Their Lives, They Had a Memory For it |
23:45 | |
| |
| Later Variations Showed the 1/3 of Subjects Could Be Convinced That They Had Traumatizing Events That Had Occurred to Them |
24:21 | |
| |
Eyewitness Memory |
24:40 | |
| |
| The Book, Picking Cotton |
24:50 | |
| |
| Wrongfully Accused Man, Ronald Cotton -- Convicted of Rape by Eyewitness Testimony |
24:58 | |
| |
| Eventually Overturned When Real Rapist Was Arrested On Another Charge |
25:51 | |
| |
| Link to Book |
24:55 | |
| |
| Link to The Innocence Project |
26:16 | |
| |
Review |
26:38 | |
| |
| How Do Misinformation, Imagination, and Source Amnesia Influence Our Memory Construction? |
26:40 | |
| |
| How Real Seeming Are False Memories? |
26:49 | |
| |
| What Is The Controversy Related to Claims of Repressed and Recovered Memories? |
26:52 | |
| |
| How Can an Understanding of Memory Contribute to More Effective Studying Techniques? |
27:24 | |
|
Cognition |
31:56 |
| |
Intro |
0:00 | |
| |
Overview |
0:07 | |
| |
| Synthesize How Biological, Cognitive, and Cultural Factors Converge to Facilitate Acquisition, Development, and Use of Language. |
0:10 | |
| |
| Identify Problem-Solving Strategies as Well as Factors That Influence Their Effectiveness. |
0:21 | |
| |
| List the Characteristics of Creative Thought and Creative Thinkers |
0:26 | |
| |
Cognition |
0:30 | |
| |
| Cognition: The Mental Activities Associated With Thinking, Knowing, Remembering, and Communicating |
0:33 | |
| |
| Ideas Behind Thinking |
0:48 | |
| |
Solving Problems |
2:42 | |
| |
| Algorithms: a Methodical, Logical Rule or Procedure That Guarantees Solving a Particular Problem |
2:49 | |
| |
| Heuristics: Rules of Thumb or a Simple Thinking Strategy That Often Allows Us to Make Judgments and Solve Problems Efficiently |
3:11 | |
| |
| Insight: A Sudden and Often Novel Realization of the Solution to a Problem; It Contrasts With Strategy-Based Solutions |
3:32 | |
| |
Friendship Algorithm |
3:50 | |
| |
| Sheldon (of BBT) made up a Friendship Algorithm, Which is Displayed Here |
3:53 | |
| |
Problems in Problem Solving |
5:33 | |
| |
| Confirmation Bias: A Tendency to Search for Information That Supports Our Preconceptions and to Ignore or Distort Contradictory Evidence -- We Are Uncomfortable With Cognitive Dissonance |
5:37 | |
| |
| Fixation: The Inability to See a Problem From a Fresh Point of View -- This Relates to How We See/Define a Problem -- Can Lead to Others |
6:58 | |
| |
More Problems: Representative Heuristic |
8:55 | |
| |
| Representative Heuristic: Judging the Likelihood of Things in Terms of How Well They Seem to Represent, or Match, Particular Prototypes; May Lead Us to Ignore Other Relevant Information. |
9:04 | |
| |
More Problems: Representative Heuristic |
10:59 | |
| |
| e.g. A Person Might Judge a Young Person More Likely to Commit Suicide Because of a Prototype of the Depressed Adolescent -- The Reality is That Suicide Rates are Not Higher in Younger Populations |
11:01 | |
| |
More Problems: Availability Heuristic |
12:02 | |
| |
| Availability Heuristic: Estimating the Likelihood of Events Based on Their Availability in Memory; If Instances Come Readily to Mind (Perhaps Because of Their Vividness), We Presume Such Events are Common |
12:06 | |
| |
| We May Fear Flying Because of 9/11 or Some Other Notable Event -- This Influences Our Thinking |
13:35 | |
| |
More Impediments to Problem Solving |
14:06 | |
| |
| Overconfidence: The Tendency to Be More Confident Than Correct -- To Over-Estimate the Accuracy of Our Beliefs and Judgments |
14:10 | |
| |
| Belief Perseverance: Clinging to One's Initial Conceptions After The Basis On Which They Are Formed Has Been Discredited |
14:31 | |
| |
| Framing: The Way an Issue Is Posed or Presented; How an Issue is Framed Can Significantly Affect Decisions and Judgments |
15:32 | |
| |
In Short |
17:19 | |
| |
| Humans Are Not the Rational Creatures We Often Presume Them to Be |
17:22 | |
| |
| They Are Often Irrational, But Predictably So |
17:28 | |
| |
| Other Biases We Often Exhibit (Will Visit These in Later Units): |
18:02 | |
| |
Creativity |
20:29 | |
| |
| The Ability to Produce Novel and Valuable Ideas |
20:32 | |
| |
| Characteristics/Components of Creativity |
21:03 | |
| |
Creativity |
24:30 | |
| |
| Wolfgang Kohler Documented the Aha Experience While Studying Chimps When They Were Trying to Obtain a Banana That Was Out of Reach |
24:32 | |
| |
| Convergent Thinking -- Limits Creativity |
25:09 | |
| |
| Divergent Thinking -- Increases Likelihood of Creativity |
25:56 | |
| |
Intuition |
27:13 | |
| |
| An Effortless Immediate, Automatic Feeling or Thought, As Contrasted With Explicit, Conscious Reasoning |
27:15 | |
| |
Review |
29:52 | |
| |
| How Can Shortcuts That The Mind Uses Inhibit Our Thinking Skills? |
29:55 | |
| |
| How Do Smart Thinkers Use Intuition? |
30:01 | |
| |
| What is Framing? |
30:04 | |
| |
| What Factors Assist Creativity? |
30:11 | |
| |
| What is the Difference Between Convergent and Divergent Thinking? |
30:15 | |
| |
| How is Intuition Different From Conscious Cognition? |
30:22 | |
|
Language |
31:02 |
| |
Intro |
0:00 | |
| |
Objective |
0:10 | |
| |
| Synthesize How Biological, Cognitive, and Cultural Factors Converge to Facilitate Acquisition, Development, and Use of Language |
0:13 | |
| |
Linguistics |
0:26 | |
| |
| Graphic Depicting the Various Types of Linguistic Study |
0:29 | |
| |
Language |
1:15 | |
| |
| Our Spoken, Written, or Signed Words and the Ways We Combine Them to Communicate Meaning |
1:17 | |
| |
| Linguistics: The Scientific Study of Language -- Subcategories Include Phonology, Morphology, Syntax, Grammar, Semantics, Pragmatics, and More |
1:51 | |
| |
| Phoneme: The Smallest Distinctive Sound Unit |
2:12 | |
| |
Phonemes |
3:47 | |
| |
| Practice Hearing the Sounds |
3:49 | |
| |
| What's the First Sound in the Word Cut? What's the Final Sound? What's the Medial Sound/Vowel Sound? Now, What's the First Sound in the Word Cute? The Final Sound? The Vowel Sound (Medial Sound)? |
3:52 | |
| |
| What's the First Sound in the Following Words? |
4:34 | |
| |
Phonology -- Is It Any Wonder
English? |
4:59 | |
| |
| What is the Final Sound in the Following Words? |
5:23 | |
| |
| How Many Phonemes (Sounds) Are in These Words? |
5:59 | |
| |
| Very Little Weight is Given to This Idea in AP Psych |
6:38 | |
| |
More Phonology |
6:51 | |
| |
| The Underlined Sounds in Each Pair of Words May Look the Same, But They Are Different. Can You Detect the Differences? |
6:58 | |
| |
| How are the Underlined Sounds Different in These Pairs? |
8:22 | |
| |
Phonology -- The Last Bit |
8:51 | |
| |
| How Are These Pairs Different in Spoken English? |
8:55 | |
| |
| What Distinguishes the Underlined Words in These Sentences? |
9:42 | |
| |
Morphemes |
10:57 | |
| |
| Morpheme: In a Language, the Smallest Unit That Carries Meaning; May Be a Word or Part of a Word (Such as a Prefix) |
11:00 | |
| |
Language |
11:19 | |
| |
| Grammar: In a Language, a System of Rules That Enables Us to Communicate With and Understand Others |
11:24 | |
| |
| Syntax: The Rules for Combining Words Into Grammatically Sensible Sentences in a Given Language |
12:24 | |
| |
Semantics |
13:24 | |
| |
| Semantics: The Set of Rules by Which we Derive Meaning From Morphemes, Words, and Sentences in a Given Language; Also the Study of Meaning |
13:30 | |
| |
| Ambiguity |
13:40 | |
| |
| Stress on a Word Changes Meaning |
15:16 | |
| |
Language Development |
16:02 | |
| |
| Babbling: Beginning at About 4 Months, the Stage of Speech Development in Which the Infant Spontaneously Utters Various Sounds at First Unrelated to the Household Language |
16:08 | |
| |
| One-Word Stage: The Stage in Speech Development, From About Age 1 to 2, During Which a Child Speaks Mostly in Single Words |
16:30 | |
| |
| Sometimes Called the Holophrastic Stage Since the Meaning of an Entire Sentence Can Be Condensed Into One Word |
16:51 | |
| |
Language Development |
17:13 | |
| |
| Two-Word Stage: Beginning About Age 2, the Stage in Speech Development During Which a Child Speaks Mostly Two Word Statements |
17:15 | |
| |
| Telegraphic Speech: Early Speech State in Which a Child Speaks Like a Telegram -- Go Car -- Using Mostly Nouns and Verbs |
17:26 | |
| |
Ages 6-10 |
18:12 | |
| |
| Children Can Master Syllable Stress Patterns to Distinguish Among Words |
18:22 | |
| |
| Children Have Learned 80% of the Language They Will Ever Need. Nearly All the Rest is Learning Complexity, Metaphors, Irony, Puns, Simile, Allegory, etc. |
18:32 | |
| |
Language Development: Nativist Theory |
19:34 | |
| |
| Noam Chomsky, MIT Linguist |
19:39 | |
| |
| LAD or Language Acquisition Device |
19:50 | |
| |
| Inborn Ability (Biologically Created in the Brain) to Learn Whichever Language(s) One Grows Up With -- This Occurs Universally |
19:58 | |
| |
Language Development: Behavioral |
20:59 | |
| |
| Skinner: Operant Learning |
21:01 | |
| |
Language Development |
21:39 | |
| |
| Statistical Learning and Critical Periods |
21:41 | |
| |
Linguistic Theories and Cognition |
22:54 | |
| |
| Linguistic Determinism: Whorf's Hypothesis That Language Determines the Way We Think |
23:16 | |
| |
| Linguistic Relativity: Variation of Whorf's Hypothesis That Assumes That Language and Thought Have Influences on Each Other -- The Language One Speaks Influences How One Thinks, and Vice Versa |
23:21 | |
| |
Advantages to Being a Polyglot |
27:02 | |
| |
| Bilingual Advantage |
27:11 | |
| |
Language Development: Interactionist |
28:45 | |
| |
| The Interactionist Perspective Consisting of Social-Interactionist |
28:49 | |
| |
| Children Learn Language in the Interactive and Communicative Context |
28:56 | |
| |
| Learning Language Forms Meaningful Moves of Communication |
29:19 | |
| |
| These Theories Focis Mainly on the Caregiver's Attitudes and Attentiveness to Their Children in Order to Promote Productive Language Habits |
29:27 | |
| |
Review |
29:52 | |
| |
| What Are the Structural Components of a Language? |
29:55 | |
| |
| What are the Milestones in Language Development? |
30:05 | |
| |
| How Do We Learn Language? |
30:11 | |
| |
| What is the Relationship Between Language and Thinking? |
30:18 | |
Section 8: Motivation and Emotion |
|
Motivation, Part I |
27:01 |
| |
Intro |
0:00 | |
| |
Motivation and Emotion (6-8%) |
0:07 | |
| |
| Biological Bases |
0:21 | |
| |
| Theories of Motivation |
0:24 | |
| |
| Hunger, Thirst, Sex, and Pain |
0:25 | |
| |
| Social Motives |
0:28 | |
| |
| Theories of Emotion |
0:30 | |
| |
| Stress |
0:31 | |
| |
| In This Part of the Course, We Will Explore Biological and Social Factors That Motivate Behavior and Biological and Cultural Factors That Influence Emotion |
0:33 | |
| |
Objectives |
0:42 | |
| |
| Identify and Apply Basic Motivational Concepts to Understand the Behavior of Humans and Other Animals (e.g., Instincts, Incentives, Intrinsic Versus Extrinsic Motivation). |
0:44 | |
| |
| Discuss the Biological Underpinnings of Motivation, Including Needs, Drives, and Homeostasis. |
0:51 | |
| |
| Compare and Contrast Motivational Theories (e.g., Drive Reduction Theory, Arousal Theory, General Adaptation Theory), Including the Strengths and Weaknesses of Each. |
0:57 | |
| |
| Describe Classic Research Findings in Specific Motivation Systems (e.g. Eating, Sex, Social) |
1:08 | |
| |
Objectives, Continued |
1:16 | |
| |
| Discuss Theories of Stress and the Effects of Stress on Psychological and Physical Well-Being. |
1:18 | |
| |
| Compare and Contrast Major Theories of Emotion (e.g. James-Lange, Cannon-Bard, Schachter Two-Factor Theory). |
1:24 | |
| |
| Describe How Cultural Influences Shape Emotional Expression, Including Variations in Body Language. |
1:31 | |
| |
| Identify Key Contributors in the Psychology of Motivation and Emotion (e.g. William James, Alfred Kinsey, Abraham Maslow, Stanley Schachter, Hans Selye). |
1:39 | |
| |
A Couple of Videos |
1:49 | |
| |
| Motivational Speech Videos From YouTube |
1:51 | |
| |
| Overcoming Obstacles |
2:05 | |
| |
| No Arms, No Legs, No Worries |
2:35 | |
| |
Defining Motivation and a Model |
3:28 | |
| |
| Dynamics of Behavior That Initiate, Sustain, Direct, and Terminate Actions |
3:32 | |
| |
| Model of How Motivated Activities Work |
3:40 | |
| |
Instincts and Evolutionary Psychology |
4:18 | |
| |
| Instinct (Fixed Action Pattern): A Complex Behavior/Set of Behaviors Done in the Same Way by Every Member of the Species |
4:22 | |
| |
Motives and Incentives |
8:41 | |
| |
| Motivation is a Psychological Feature That Arouses an Organism to Act Toward a Goal and Elicits, Controls, and Sustains Certain Goal-Directed Behaviors |
8:46 | |
| |
| Incentives -- Something That Motivates an Individual to Perform an Action -- Within Economics, Incentives are External Rewards to Draw Out Particular Desired Behaviors |
9:26 | |
| |
| Motives are Internal, Incentives are External |
10:34 | |
| |
Drives and Incentives |
11:23 | |
| |
| Drive-Reduction Theory |
11:27 | |
| |
| Homeostasis-Steady State of Body Equilibrium; Balance |
11:30 | |
| |
| Need -- Biological Imperative |
11:43 | |
| |
| Drive -- Biological Action Affect Need |
11:46 | |
| |
| Drive Reduction -- Behavior to Reduce Drive |
11:52 | |
| |
| Need --> Drive --> Drive Reduction |
11:58 | |
| |
| We May Need Water, We Get Thirsty, We Quench Thirst by Doing Drive-Reducing Behaviors, Like Drinking Water or Another Drink |
12:03 | |
| |
| We May Have the Same Drives, But Reduce Them in Different Ways |
12:43 | |
| |
Incentive Value |
12:48 | |
| |
| Goal's Appeal Beyond Its Ability to Fill a Need |
12:52 | |
| |
High and Low Incentive Value Goals |
13:07 | |
| |
| Incentive: A Positive or Negative Environment Stimulus That Motivates Behavior |
13:13 | |
| |
| ex: High Incentive Value Goal -- Ice Cream |
13:22 | |
| |
| ex: Low-Incentive Value Goal -- Carrot |
13:25 | |
| |
Would This Interest You? |
14:10 | |
| |
| Picture of Larvae or Worms |
14:14 | |
| |
Types of Motives |
15:53 | |
| |
| Primary Motive: Innate (Inborn) Motives Based on Biological Needs That Must Be Met to Survive |
15:56 | |
| |
| Stimulus Motive: Needs For Stimulation and Information; Appear to be Innate, But Not Necessary for Survival |
16:05 | |
| |
| Secondary Motive: Based on Learned Needs, Drives, And Goals |
16:58 | |
| |
Arousal Theory |
17:09 | |
| |
| People Will Do Certain Actions to Maintain Certain Optimal Levels of Physiological Arousal. If the Level is Too High, They Will Seek to Relax. If Level is too Low, They Will Seek Out Action or Something That Stimulates Them |
17:18 | |
| |
| Based Upon Individual and Situation -- Highly Variable |
18:04 | |
| |
| Being an Introvert or Extrovert May Change One's View of What is a Pleasant Arousal Level |
18:15 | |
| |
Arousal Theory |
19:58 | |
| |
| Yerkes-Dodson Law of Arousal |
20:07 | |
| |
Maslow's Hierarchy of Needs |
20:31 | |
| |
| Physiological --> Safety --> Love/Belonging --> Esteem --> Self-Actualization |
20:58 | |
| |
Maslow Part 2 |
22:57 | |
| |
| Chart of More Complex Hierarchy System |
23:01 | |
| |
Review |
24:00 | |
| |
| What is the Difference Between a Motive and an Incentive? |
24:05 | |
| |
| Describe the Drive Reduction Model of Motivation |
24:16 | |
| |
| Is There a Difference Between Needs and Wants? |
24:26 | |
|
Motivation, Part II |
16:36 |
| |
Intro |
0:00 | |
| |
Hunger |
0:10 | |
| |
| Hypoglycemia: Low Blood Sugar (Glucose and Insulin) |
0:16 | |
| |
| Hypothalamus: Brain Structure; Regulates Many Aspects of Motivation and Emotion, Including Hunger, Thirst, and Sexual Behavior |
0:27 | |
| |
| Feeding System: Area in the Lateral Hypothalamus (LH) That, When Stimulated, Initiates Eating |
0:43 | |
| |
| Satiety System: Area in the Ventromedial Hypothalamus (VMH) That Terminates Eating |
0:56 | |
| |
| Hormones |
1:15 | |
| |
More on Eating Behavior |
2:07 | |
| |
| Neuropeptide Y (NPY): Substance in the Brain That Initiates Eating; Works on Paraventricular Nucleus in Hypothalamus |
2:10 | |
| |
| Glucagon-like Peptide 1 (GLP-1): Substance in Brain That Terminates Eating |
2:33 | |
| |
| Set Point: Proportion of Body Fat That is Maintained by Changes in Hunger and Eating; Point Where Weight Stays the Same When You Make No Effort to Gain or Lose Weight |
2:51 | |
| |
| Basal Metabolic Rate: The Body's Resting Rate of Energy Expenditure |
3:29 | |
| |
| External Eating Cues -- Signals and Situations That Are Linked With Food (Includes Environment, People and Emotions -- Think Classical Conditioning) |
3:51 | |
| |
Hyperphagic Rat |
4:42 | |
| |
| Picture of Rat Who Eats More Due to VMH Removal |
4:44 | |
| |
Taste Preferences: Biology and Culture |
6:03 | |
| |
| Taste Preferences |
6:06 | |
| |
Eating Disorders |
9:21 | |
| |
| Anorexia Nervosa: An Eating Disorder in Which a Person (Usually an Adolescent Female) Diets and Becomes Significantly (15 Percent or More) Underweight, Yet, Still Feeling Fat, Continues to Starve |
9:29 | |
| |
| Bulimia Nervosa: An Eating Disorder Characterized by Episodes of Overeating, Usually High-Calorie Foods, Followed by Vomiting, Laxative Use, Fasting, or Excessive Exercise |
10:02 | |
| |
| Binge-Eating Disorder: Significant Binge-Eating Episodes, Followed by Distress, Disgust, or Guilt, But Without the Compensatory Purging, Fasting, or Excessive Exercise That Marks Bulimia Nervosa |
10:33 | |
| |
Obesity and Weight Control |
11:14 | |
| |
| Historical Explanations for Obesity |
11:18 | |
| |
| Obesity (Some Text Authors Focus on This a Lot, Others Not So Much) |
12:10 | |
| |
Review |
14:52 | |
| |
| What Psychological Factors Produce Hunger? |
14:55 | |
| |
| What Psychological and Cultural Factors Influence Hunger? |
14:58 | |
| |
| How Do Anorexia Nervosa, Bulimia Nervosa, and Binge Eating Disorder Demonstrate the Influence of Psychological Forces on Physiologically Motivated Behaviors? |
15:04 | |
|
Motivation, Part III |
25:52 |
| |
Intro |
0:00 | |
| |
The Physiology of Sex |
0:12 | |
| |
| The Sexual Response Cycle -- as Described by Masters and Johnson |
0:16 | |
| |
| Pioneering Sex Researcher -- Alfred Kinsey of Indiana University -- Behavior in Men and Women |
1:08 | |
| |
| The Kinsey Report -- Heavily Criticized for Methods |
1:24 | |
| |
| Kinsey Scale (of Continuum From Hetero to Homosexuality) |
1:51 | |
| |
Effects of Hormones |
2:38 | |
| |
| Development of Sexual Characteristics |
2:44 | |
| |
| Activate Sexual Behavior -- Levels Change |
2:46 | |
| |
| Social Constraints and Influences |
3:19 | |
| |
| External Stimuli |
4:46 | |
| |
| Imagined Stimuli |
4:57 | |
| |
Adolescent Sexuality |
6:03 | |
| |
| Teenage Pregnancy -- While Rates are Decreasing, Why Does it Still Occur? |
6:40 | |
| |
Adolescent Sexuality |
10:20 | |
| |
| Sexually Transmitted Diseases/Infections |
10:23 | |
| |
| Sadly, Many Who Focus on Abstinence Engage in Other Risky Behaviors, Negating the Impact |
11:13 | |
| |
Sexual Orientation |
12:32 | |
| |
| An Enduring Sexual Attraction Toward Members of Either One's Own Sex (Homosexual Orientation) or the Other Sex (Heterosexual Orientation) |
12:41 | |
| |
| Sexual Orientation Statistics (LGBT) |
13:38 | |
| |
Origins of Sexual Orientation |
14:36 | |
| |
| Origins of Sexual Orientation Studies |
14:56 | |
| |
| Same-Sex Attraction in Animals -- 1500 Species of Animals Engage in This Behavior, Most Often in Herding Animals |
15:20 | |
| |
| The Brain and Sexual Orientation |
15:32 | |
| |
| Genes and Sexual Orientation (Predisposition?) |
15:49 | |
| |
| Prenatal Hormones and Sexual Orientation |
16:17 | |
| |
| Bottom Line is That One's Sexual Orientation is Not Some Choice One Makes -- It Is Biologically Created |
16:42 | |
| |
The Need to Belong |
16:59 | |
| |
| Aiding Survival |
17:11 | |
| |
| Wanting to Belong |
17:22 | |
| |
| Sustaining Relationships |
17:39 | |
| |
| The Pain of Ostracism |
18:11 | |
| |
When Motives Conflict |
18:37 | |
| |
| Approach-Approach Conflict -- Choice of Two Desirable Options |
18:43 | |
| |
| Avoidance-Avoidance Conflict -- Choice of Two Undesirable Options |
19:06 | |
| |
| Approach-Avoidance Conflict -- One Event or Goal Has Both Attractive and Unattractive Features |
19:20 | |
| |
| Multiple Approach-Avoidance Conflict -- Choice Between Two or More Things, Each With Desirable and Undesirable Aspects |
20:10 | |
| |
| Sometimes This Set of Ideas Can Be Found in a Chapter on Stress |
20:47 | |
| |
Summary |
21:01 | |
| |
| Theories of Motivation |
21:04 | |
| |
| Motivation of Hunger |
21:40 | |
| |
| Motivation of Sex |
21:42 | |
| |
| Social Motives -- Acquired by Growing Up in a Particular Society or Culture |
21:44 | |
| |
| Achievement Motivation (nAch) |
22:22 | |
| |
| Intrinsic/Extrinsic Motivation |
23:31 | |
| |
| Management Theory (Theory X and Theory Y) -- Related to Int./Ext -- Theory X -- Employees Only Motivated by Rewards and Threats of Punishment |
24:01 | |
| |
Review |
24:51 | |
| |
| What Stages Mark The Human Sexual Response Cycle? |
24:55 | |
| |
| How Do Internal and External Stimuli Influence Sexual Motivation? |
25:02 | |
| |
| What Factors Influence Teen Sexuality, Teen Pregnancy, and Risk of Sexually Transmitted Infections? |
25:19 | |
| |
| What Has Research Taught Us About Sexual Orientation? |
25:26 | |
|
Emotions, Stress & Health |
28:08 |
| |
Intro |
0:00 | |
| |
Objectives |
0:11 | |
| |
| Compare and Contrast Major Theories of Emotion (e.g. James-Lange, Cannon-Bard, Schachter Two-Factor Theory) |
0:15 | |
| |
| Describe How Cultural Influences Shape Emotional Expression, Including Variations in Body Language |
0:27 | |
| |
| Discuss Theories of Stress and the Effects of Stress on Psychological and Physical Well-Being, |
0:35 | |
| |
| Identify Key Contributors in the Psychology of Motivation and Emotion (e.g. William James, Alfred Kinsey, Abraham Maslow, Stanley Schachter, Hans Selye.) |
0:42 | |
| |
Emotions |
0:56 | |
| |
| How Do We Experience Emotion? |
0:59 | |
| |
| Do We Feel the Emotion and Then Have a Bodily Response? |
1:06 | |
| |
| Do We Have a Bodily Response and Then Feel the Emotion? |
1:03 | |
| |
| Do They Happen Simultaneously? |
1:11 | |
| |
| Is There Something Else? |
1:13 | |
| |
| How Do We Express Emotion? |
1:15 | |
| |
| What is Our Conscious Experience of Emotion? |
1:37 | |
| |
Emotions |
1:48 | |
| |
| State Characterized by Physiological Arousal and Changes in Facial Expressions, Gestures, Posture, and Subjective Feelings |
1:51 | |
| |
| Adaptive Behaviors: Aid Our Attempts to Survive and Adjust to Changing Conditions |
2:37 | |
| |
| Physiological Changes (in Emotions): Include Heart Rate, Blood Pressure, Perspiration, and Other Involuntary Responses |
2:45 | |
| |
| Emotional Expression: Outward Signs of What a Person is Feeling |
3:17 | |
| |
| Emotional Feelings: Private Emotional Experience |
3:25 | |
| |
Primary Emotions and Mood |
3:46 | |
| |
| Plutchik Research (2003) |
3:50 | |
| |
| Eight Primary Emotions |
3:53 | |
| |
| Mood -- Low Intensity, Long-Lasting Emotional State |
4:15 | |
| |
Emotions Wheel: Plutchik |
4:39 | |
| |
| Eight Emotions Can Be Intensified or Combined With Adjacent Moods to Create New Ones |
4:44 | |
| |
Theories Of Emotions: So I Encounter A Bear |
7:54 | |
| |
| Picture of Bears and Description of how Instructor Felt When Meeting One |
8:09 | |
| |
Common Sense Approach |
8:22 | |
| |
| Common Sense |
8:23 | |
| |
| I Tremble Because I Am Afraid |
8:25 | |
| |
| Stimulus --> Fear (Experience) --> Arousal |
8:27 | |
| |
| Stimulus --> Emotion --> Body Change |
8:35 | |
| |
Cannon-Bard |
8:55 | |
| |
| The Bear Makes Me Tremble And Feel Afraid |
8:59 | |
| |
| Stimulus --> Subcortical Brain Activity --> Fear (Experience) + Physiological Arousal |
9:04 | |
| |
| Stimulus --> Brain --> Emotion + Body |
9:14 | |
| |
James-Lange |
9:23 | |
| |
| I Feel Afraid Because I Tremble |
9:29 | |
| |
| Stimulus --> Arousal --> Fear (Experience) |
9:32 | |
| |
| Stimulus --> Body Change --> Emotion Of Fear |
9:37 | |
| |
Singer-Schachter Two-Factor |
9:44 | |
| |
| I Label My Trembling As Fear Because I Appraise The Situation As Dangerous |
9:49 | |
| |
| Stimulus --> Arousal --> That Is One Scary Bear! I Am Afraid Of It! (Appraisal) --> Fear (Experience) |
9:58 | |
| |
| Stimulus --> Body --> Cognitive Response/Label --> Emotion |
10:18 | |
| |
Facial Feedback Hypothesis |
10:33 | |
| |
| Sensations From Facial Expressions And Becoming Aware Of Them Is What Leads To Emotional Experience |
10:38 | |
| |
| Most Connected To The James-Lange Theory |
10:44 | |
| |
| How Some Tests Are Done -- Pencil Or Coffee Stirrer |
10:51 | |
| |
| When We Do This Test Or Make Different Faces -- Our Expressions Feed Into Our Feelings |
12:32 | |
| |
| Fake It Til You Make It |
13:11 | |
| |
| How You Walk -- Speed, Stride And More Can Send Signals About Our Emotions |
14:23 | |
| |
Modern View Of Emotion |
15:09 | |
| |
| Emotional Appraisal: Evaluating Personal Meaning Of A Stimulus |
15:12 | |
| |
| Emotional Intelligence: Emotional Competence, Including Empathy, Self-Control, Self-Awareness, And Other Skills |
15:40 | |
| |
Emotions In The Body |
17:14 | |
| |
| Autonomic Nervous System |
17:18 | |
| |
Emotions And The Body |
19:07 | |
| |
| Physiological Similarities Among Emotions |
19:11 | |
| |
| Differences In Brain Activity |
19:53 | |
| |
Lie Detectors |
21:24 | |
| |
| Polygraph: Device That Records Changes In Heart Rate, Blood Pressure, Respiration, And Galvanic Skin Response (G S R); Lie Detector |
21:31 | |
| |
| Polygraphs -- Why Are They Not Necessarily Accurate? |
21:47 | |
| |
| Questions Asked |
23:07 | |
| |
| Irrelevant Questions |
23:09 | |
| |
| Relevant Questions |
23:16 | |
| |
| Control Questions |
23:23 | |
| |
Detecting Emotions |
24:14 | |
| |
| Nonverbal Cues |
24:18 | |
| |
| In Animals, The Baring Of Teeth Is A Threat Or Warning Display |
26:52 | |
| |
Review |
27:12 | |
| |
| What Are The Components Of An Emotion? |
27:15 | |
| |
| What Is The Link Between Emotional Arousal And The Autonomic Nervous System? |
27:20 | |
| |
| Do Different Emotions Activate Different Physiological And Brain Pattern Responses? |
27:25 | |
| |
| To Experience Emotions, Must We Consciously Interpret And Label Them? |
27:35 | |
| |
| Can You Spot A Fake Smile? What Should You Look At To Find A Fake? |
27:46 | |
|
Emotions: Non-Verbal Communication |
28:28 |
| |
Intro |
0:00 | |
| |
Three Types of Facial Expressions |
0:12 | |
| |
| Pleasantness-Unpleasantness |
0:21 | |
| |
| Attention-Rejection |
0:27 | |
| |
| Activation: Degree of Arousal a Person is Experiencing |
0:37 | |
| |
| Paul Ekman (Most Recently Famous For Being Connected to the Show Lie To Me, About a Psychologist Who Could Read People's NVC and Tell if They Were Lying |
0:43 | |
| |
| Microexpressions |
1:11 | |
| |
Universal Emotions |
2:47 | |
| |
| Pictures Of Seven Emotions Whose Expressions Are Recognized Throughout The World |
2:54 | |
| |
Nonverbal Communication (NVC) |
5:35 | |
| |
| Functions of NVC |
5:41 | |
| |
Nonverbal Communication |
9:52 | |
| |
| Kinesics -- Study of Gestures and Movements During Communication |
9:57 | |
| |
Nonverbal Communication |
11:48 | |
| |
| Proxemics -- Study of Space People Place Between Themselves and Others -- How the Space is Used -- Territory Markers |
11:50 | |
| |
Nonverbal Communication, Continued |
14:34 | |
| |
| Paralanguage |
14:41 | |
| |
Nonverbal Communication, Continued |
19:26 | |
| |
| Haptics -- The Study of Touching as NVC |
19:30 | |
| |
| Metacommunication |
20:51 | |
| |
Nonverbal Communication, Continued |
23:20 | |
| |
| NVC is Not Universal -- Each Culture Has Its Own Display Rules |
23:22 | |
| |
Review |
24:23 | |
| |
| How Do We Communicate Nonverbally? |
24:26 | |
| |
| Are Nonverbal Expressions of Emotion Universally Understood? |
24:38 | |
| |
| How Can Space Be Used to Communicate an Idea? |
24:44 | |
| |
| How Do Our Voices Send Messages That We May Not Be Aware Of? |
25:50 | |
| |
| Do Men and Women Communicate Differently? |
27:37 | |
|
Stress & Coping |
47:10 |
| |
Intro |
0:00 | |
| |
Objectives |
0:08 | |
| |
| Discuss Theories of Stress and the Effects of Stress on Psychological and Physical Well-Being |
0:11 | |
| |
Health Psychology |
0:33 | |
| |
| Uses Behavioral Principles to Prevent Illness and Promote Health |
0:41 | |
| |
| Behavioral Medicine: Applies Psychology to Manage Medical Problems e.g. Asthma and Diabetes |
0:46 | |
| |
| Lifestyles Diseases: Diseases Related to Health-Damaging Personal Habits |
1:12 | |
| |
Behavior Risk Factors |
1:31 | |
| |
| Behaviors That Increase the Chance of Disease, Injury, or Premature Death. |
1:33 | |
| |
| Disease-Prone Personality: Personality Type Associated With Poor Health; Person Tends to be Chronically Depressed, Anxious, Hostile, and Frequently Ill. |
2:28 | |
| |
Stress, Hormones, and the Brain |
2:51 | |
| |
| Stress Activates the Sympathetic Nervous System |
2:55 | |
| |
| Adrenaline and Noradrenaline (Epinephrine and Norepinephrine) |
3:06 | |
| |
| Cortisol -- Not as Quick to Act, But Arouses the Body |
3:32 | |
| |
| Amygdala Recognizes a Threat, Message to Hypothalamus
Adrenal Glands Release Cortisol -- Great For Survival Situations |
3:58 | |
| |
| BUT -- In the Long Term, Elevated Levels Can Suppress the Immune System, Increase Blood Pressure and Blood Sugar, Decrease Libido, Produce Acne, Contribute to Obesity (Especially Belly Fat) and More |
4:48 | |
| |
| Anxiety Issues |
5:08 | |
| |
Ways to Promote Health and Prevention |
5:24 | |
| |
| Refusal Skills Training: Program That Teaches Young People How to Resist Pressures to Begin Smoking |
5:29 | |
| |
| Life Skills Training: Teaches Stress Reduction, Self-Protection, Decision Making, Self-Control, and Social Skills |
5:53 | |
| |
| Community Health Campaign: Community-wide Education Program That Provides Information About How to Decrease Risk Factors and Promote Health |
6:06 | |
| |
| Role Model: Person Who Serves as a Positive Example of Good and Desirable Behavior |
6:50 | |
| |
| Wellness: Positive State of Good Health and Well-Being; More Than the Absence of Disease |
6:59 | |
| |
Major Health Promoting Behaviors |
7:17 | |
| |
| Nutrition: Eat a Balanced, Low-Fat Diet; Appropriate Caloric Intake, Maintain Healthy Body Weight |
7:29 | |
| |
| Exercise: At Least 30 Mins. Of Aerobics 3-5 Days/Week |
7:39 | |
| |
| Blood Pressure: Lower BP With Diet and Exercise -- See Physician if Need Meds |
7:51 | |
| |
| Alcohol and Drugs: No More Than Two Drinks Per Day; Abstain From Doing Drugs |
8:11 | |
| |
| Tobacco: Do Not Smoke or Use Smokeless Tobacco |
8:33 | |
| |
| Sleep and Relaxation: Avoid Sleep Deprivation; Give Time for Relaxation/Meditation Daily |
8:36 | |
| |
| Sex: Practice Safer Sex; Avoid Unplanned Pregnancy |
9:18 | |
| |
| Injury: Curb Dangerous Driving Habits, Use Seat Belts, Minimize Sun Exposure, Avoid Dangerous Activities |
9:32 | |
| |
| Stress: Learn Stress Management; Lower Hostility |
9:48 | |
| |
Stress |
10:02 | |
| |
| Mental and Physical Condition That Occurs When a Person Must Adjust or Adapt to the Environment |
10:26 | |
| |
| Stress Reaction: Physical Reaction to Stress |
10:55 | |
| |
| Stressor |
11:07 | |
| |
Appraisal |
11:52 | |
| |
| Primary Appraisal -- Is It Relevant? Is It Positive? Threatening? |
12:00 | |
| |
| Secondary Appraisal -- Are There Coping Resources Available? Do I Have a Course of Action I Can Take? |
12:15 | |
| |
| Stressor -- Is It Intense? Repeating? Unpredictable? Uncontrollable? Pressure? |
12:27 | |
| |
| A Perceived Lack of Control is Just as Threatening as an Actual Lack of Control |
13:43 | |
| |
Stressful Life Events and Illnesses |
14:14 | |
| |
| Catastrophes |
14:19 | |
| |
| Significant Life Changes |
14:21 | |
| |
| Daily Hassles |
14:30 | |
| |
| My Students Usually Make Lists About Stressors and Various Symptoms of Stress |
16:09 | |
| |
| By the End of the Period, They are Usually Incredibly Stressed Just Thinking About Stress |
18:10 | |
| |
Signs of Ongoing Stress |
18:30 | |
| |
| Emotional Signs: Anxiety, Apathy, Irritability, Mental Fatigue |
18:33 | |
| |
| Behavioral Signs: Avoidance of Responsibilities and Relationships, Extreme or Self-Destructive Behavior, Self-Neglect, Poor Judgment |
18:43 | |
| |
| Physical Signs: Excessive Worry About Illness, Frequent Illness, Overuse of Medicines |
19:14 | |
| |
Stress Response System |
19:52 | |
| |
| Hans Seyle Connected Physiology and Endocrine System to Stress |
19:54 | |
| |
| General Adaptation Syndrome (GAS) |
20:04 | |
| |
| Exhaustion Phase Can Be Where Burnout Occurs and a Person Gets Sick |
20:31 | |
| |
Burnout |
20:40 | |
| |
| Job-Related Condition (Usually in Helping Professions) of Physical, Mental, and Emotional Exhaustion, Has Three Aspects |
20:47 | |
| |
| Emotional Exhaustion |
21:11 | |
| |
| Cynicism |
21:23 | |
| |
| Feeling of Lack of Accomplishment |
21:32 | |
| |
Stressful Life Events and Illness |
22:04 | |
| |
| Coronary Heart Disease |
22:08 | |
| |
| Type A and Type B Personalities |
22:15 | |
| |
| Type A -- Friedman and Rosenman's Term For Competitive, Hard-Driving, Impatient, Verbally Aggressive, and Anger-Prone People |
22:18 | |
| |
| Type B -- Friedman and Rosenman's Term for Easygoing, Relaxed People |
22:35 | |
| |
| Psychophysiological Illnesses: Literally Mind-Body Illness; Any Stress-Related Physical Illness, Such as Hypertension and Some Headaches |
23:07 | |
| |
| Psychoneuroimmunology: The Study of How Psychological, Neural and Endocrine Processes Together Affect the Immune System and Resulting Health |
25:24 | |
| |
Coping With Threats |
25:51 | |
| |
| Emotion-Focused Coping: Trying to Control One's Emotional Reactions to the Situation |
25:54 | |
| |
| Problem-Focused Coping: Managing or Remedying the Distressing Situation |
26:25 | |
| |
| Traumatic Stresses: Extreme Events That Cause Psychological Injury or Intense Emotional Pain |
27:03 | |
| |
Frustration |
27:36 | |
| |
| Negative Emotional State That Occurs When One is Prevented From Reaching Desired Goals |
28:02 | |
| |
| External Frustration: Based on External Conditions That Impede Progress Toward a Goal |
28:23 | |
| |
| Personal Frustration: Caused by Personal Characteristics That Impede Progress Toward a Goal |
28:32 | |
| |
Reactions to Frustration |
28:48 | |
| |
| Aggression: Any Response Made With the Intention of Harming a Person, Animal, or Object |
28:52 | |
| |
| Displaced Aggression: Redirecting Aggression to a Target Other Than the Source of One's Frustration |
29:21 | |
| |
| Scapegoating: Blaming a Person or Group for Conditions They Did Not Create; The Scapegoat is a Habitual Target of Displaced Aggression |
29:32 | |
| |
| Escape: May Mean Actually Leaving a Source of Frustration (Dropping Out of School) or Psychologically Escaping (Apathy) |
29:44 | |
| |
| Conflict: Stressful Condition That Occurs When a Person Must Choose Between Contradictory Needs, Desires, Motives, or Demands |
30:43 | |
| |
Cognition and Stress |
31:17 | |
| |
| Later, in the Personality Unit, We Will Examine Defense Mechanisms, a Freudian Set of Ideas |
31:20 | |
| |
Self-Defeating Fears and Attitudes |
32:43 | |
| |
| It Would Be Terrible to be Rejected, Abandoned or Alone. I Must Have Love and Approval Before I Can Feel Good About Myself. |
32:52 | |
| |
| If Someone Criticizes Me, It Means There's Something Wrong With Me. |
33:05 | |
| |
| I Must Always Please People and Live Up to Everyone's Expectations. |
33:15 | |
| |
| I Am Basically Defective and Inferior to Other People. |
33:30 | |
| |
Self-Defeating Fears and Attitudes |
33:53 | |
| |
| Other People Are to Blame For My Problems. |
33:54 | |
| |
| The World Should Always Be the Way I Want it To Be. |
34:03 | |
| |
| Other People Should Always Meet My Expectations. |
34:17 | |
| |
| If I Worry or Feel Bad About a Situation, It Will Somehow Make Things Better. It's Not Really Safe to Feel Happy and Optimistic. |
34:23 | |
| |
| I'm Hopeless and Bound to Feel Depressed Forever Because the Problems in My Life Are Impossible to Solve. |
34:44 | |
| |
| I Must Always Try to Be Perfect. There Are Several Kinds of Perfectionism That Can Make You Unhappy. |
35:07 | |
| |
Learned Helplessness (Seligman) |
35:16 | |
| |
| Acquired (Learned) Inability to Overcome Obstacles and Avoid Aversive Stimuli; Learned Passivity |
35:28 | |
| |
| Can Lead to or Contribute to Depression |
36:00 | |
| |
Measuring Stress |
36:55 | |
| |
| Social Readjustment Rating Scale (SRRS): Rates The Impact of Various Life Events on the Likelihood of Contracting Illness |
36:59 | |
| |
| Microstressors (Hassles): Minor But Frequent Stressors |
37:30 | |
| |
| Accultative Stress: Caused By Many Changes and Adaptations Required When a Person Moves to a Foreign Culture |
37:56 | |
| |
Managing Stress |
38:32 | |
| |
| Use of Behavioral Strategies to Reduce Stress and Improve Coping Skills |
38:38 | |
| |
| Progressive Relaxation: Produces Deep Relaxation Throughout the Body By Tightening all Muscles in an Ares and then Relaxing Them |
38:40 | |
| |
| Guided Imagery: Visualizing Images That Are Calming, Relaxing, or Beneficial in Other Ways |
39:44 | |
| |
| Stress Inoculation: Using Positive Coping Statements Internally to Control Fear and Anxiety; Designed to Combat Negative Self-Statements. |
39:58 | |
| |
| Coping Statements: Reassuring, Self-Enhancing Statements Used to Stop Self-Critical Thinking |
40:00 | |
| |
| Find Positive Message Accounts on Social Media |
41:31 | |
| |
Managing Stress |
42:15 | |
| |
| Reduce Your Vulnerabilities |
42:17 | |
| |
| Use Your Support System |
42:28 | |
| |
| Prepare Rather Than Worry |
42:37 | |
| |
| Breathe |
42:43 | |
| |
| Choose Instead of Reacting |
42:47 | |
| |
| Prioritize |
42:57 | |
| |
| Learn to Say No |
43:02 | |
| |
| Journal |
43:14 | |
| |
| Unplug |
45:10 | |
| |
| Laugh |
45:26 | |
| |
| Know Yourself |
45:34 | |
| |
Review |
45:54 | |
| |
| What is Stress? |
45:57 | |
| |
| What Events Provoke Stress Responses? |
46:03 | |
| |
| Why Are Some of Us More Prone Than Others to Coronary Heart Disease? |
46:06 | |
| |
| How Does Our Thinking Promote Stress Reactions? |
46:12 | |
| |
| What Behaviors Help Us Reduce Stress Reactions? |
46:16 | |
Section 9: Developmental Psychology |
|
Development, Part 1 |
34:36 |
| |
Intro |
0:00 | |
| |
Developmental Psychology (7-9%) |
0:08 | |
| |
| Life-Span Approach |
0:21 | |
| |
| Research Methods (e.g. Longitudinal, Cross-Sectional) |
0:26 | |
| |
| Heredity-Environment Issues |
0:29 | |
| |
| Developmental Theories |
0:32 | |
| |
| Dimensions of Development |
0:37 | |
| |
| Sex Roles and Gender Roles |
0:42 | |
| |
| Developmental Psychology Deals With the Behavior of Organisms From Conception to Death and Examines the Processes That Contribute to Behavioral Change Throughout the Life Span. The Major Areas of Emphasis in the Course are Prenatal Development, Motor Development, Socialization, Cognitive Development, Adolescence, and Adulthood |
0:52 | |
| |
Developmental Psychology |
1:20 | |
| |
| Branch of Psychology That Studies Physical, Cognitive, and Social Change Throughout the Life Span (The Study of Progressive Changes in Behavior and Abilities) |
1:22 | |
| |
| Issues Within Developmental Psych |
1:33 | |
| |
| Nature vs. Nurture |
1:39 | |
| |
| Continuity and Stages |
1:58 | |
| |
| Stability and Change |
2:12 | |
| |
Heredity |
2:42 | |
| |
| Heredity (Nature): Transmission of Physical and Psychological Characteristics From Parents to Their Children Through Genes |
2:50 | |
| |
| DNA (Deoxyribonucleic Acid): Molecular Structure, Shaped Like a Double Helix That Contains Coded Genetic Information |
3:00 | |
| |
| Genes: Specific Areas on a Strand of DNA That Carry Hereditary Information |
3:10 | |
| |
Prenatal Development and the Newborn |
3:31 | |
| |
| Conception |
3:34 | |
| |
| Prenatal Development |
4:25 | |
| |
Prenatal Issues |
5:21 | |
| |
| Placenta: An Organ That Connects the Developing Fetus to the Uterine Wall to Allow Nutrient Uptake. Waste Elimination, and Gas Exchange Via the Mother's Blood Supply |
5:26 | |
| |
| Teratogens: Agents, Such as Chemicals and Viruses, That Can Reach the Embryo or Fetus During Prenatal Development and Cause Harm |
6:34 | |
| |
| Fetal Alcohol Syndrome: Physical and Cognitive Abnormalities -- Low Birth Weight, Small Head, Body Defects, Facial Malformations |
9:16 | |
| |
Minimizing Prenatal Risks |
10:04 | |
| |
| Maintain Good Nutrition During Pregnancy |
10:07 | |
| |
| Learn Relaxation and Stress Reduction Techniques to Ease Transition to Motherhood |
10:16 | |
| |
| Avoid Teratogens and Other Harmful Substances |
10:32 | |
| |
| Get Adequate Exercise During Pregnancy |
10:38 | |
| |
| Obtain General Education About Pregnancy and Childbirth |
11:01 | |
| |
| Teenage Females and Hip Bones -- Difficulty During Childbirth |
11:14 | |
| |
Childbirth |
11:52 | |
| |
| Medicated Birth: Traditional in West; Mother is Assisted by Physician and Given Drugs For Pain (Recent Research Indicates Epidurals Can Be Quite Dangerous) |
11:55 | |
| |
| Prepared Childbirth: Parents Learn Specific Behavioral Techniques to Manage Pain and Facilitate Labor. Lamaze Methods is Most Famous |
12:21 | |
| |
| Traditional Childbirth in Remote Cultures (Attendants, Family, Solo, Midwife) |
12:38 | |
| |
| The Placenta -- What Should Be Done With It? |
13:22 | |
| |
Potential Problems |
14:10 | |
| |
| Congenital Problem: A Problem or Defect That Occurs During Prenatal Development -- Exists at Birth and Sometimes Before Birth; Birth Defect |
14:14 | |
| |
| Genetic Disorder: Problem Caused by Inherited Characteristics From Parents; May Not be Visible at Birth (e.g. Cystic Fibrosis, Metabolic Disorders (Hypothyroidism), and Many Others |
15:40 | |
| |
The Newborn (Neonate): Reflexes |
16:23 | |
| |
| Grasping: If an Object is Placed in the Infant's Palm, She'll Grasp It Automatically (All Reflexes Are Automatic Responses; i.e., They Come From Nature, Not Nurture) |
16:39 | |
| |
| Rooting: Lightly Touch the Infant's Cheek and He'll Turn Toward The Object and Attempt to Nurse; Helps Infant Find Nipple or Food |
17:02 | |
| |
| Sucking: Touch an Object or Nipple to the Infant's Mouth And She'll Make Rhythmic Sucking Movements |
17:22 | |
| |
| Moro: If a Baby's Position is Abruptly Changed or if He is Startled by a Loud Noise, He Will Make a Hugging Motion |
18:30 | |
| |
| Babinski: Firmly Touch Foot, Toes Fan Out |
18:42 | |
| |
| There Are Others, But These You Need to Know |
18:55 | |
| |
The Newborn |
19:13 | |
| |
| Temperament: The Physical Core of Personality; Includes Sensitivity, Irritability, Distractibility, and Typical Mood |
19:16 | |
| |
Emotional and Social Development |
20:29 | |
| |
| Basic Emotions: Anger, Fear, Joy; Appear to be Unlearned |
20:33 | |
| |
| Social Smile: Smiling Elicited by Social Stimuli; Not Exclusive to Seeing Parents |
20:45 | |
| |
| Self-Awareness: Awareness of Oneself as a Person; Can Be Tested by Having Infants Look in a Mirror and See if They Recognize Themselves |
21:10 | |
| |
| Social Referencing: Observing Other People To Get Information or Guidance |
21:56 | |
| |
Maturation |
23:25 | |
| |
| Physical Growth and Development of the Body, Brain, and Nervous System -- Coded in Genes |
23:29 | |
| |
| Sets the Basic Course of Development; Experience Adjusts It |
23:40 | |
| |
| Increased Muscular Control Occurs in Patterns; Order of Maturation is Almost Universal |
24:08 | |
| |
| Readiness: When Maturation Has Advanced Enough to Allow Rapid Acquisition of a Particular Skill |
25:01 | |
| |
Newborns and the Brain |
25:56 | |
| |
| In Womb, Brain Cells Were Formed at Almost 1/4 Million Per Minute |
26:00 | |
| |
| Newborns Have All the Brain Cells They Will Ever Possess |
26:09 | |
| |
| The Brain Begins to Network -- Lots of Neurons, But Few Connections -- Explosive Growth as an Infant -- Walking, Talking, Remembering |
26:45 | |
| |
Deprivation and Enrichment |
28:00 | |
| |
| Deprivation: Lack of Normal Stimulation, Nutrition, Comfort, or Love |
28:04 | |
| |
| Enrichment: When an Environment is Deliberately Made More Complex and Intellectually Stimulating and Emotionally Supportive |
32:09 | |
| |
Review |
33:09 | |
| |
| How Does Life Develop Before Birth? |
33:12 | |
| |
| What Are Some Birth Defects That Babies Can Be Born With? |
33:15 | |
| |
| What Are Some Newborn Abilities, and How Do Researchers Explore Infants' Mental Abilities? |
33:18 | |
| |
| What is Maturation And How Does it Differ From Development? |
33:57 | |
| |
| During Infancy and Childhood, How Do the Brain and Motor Skills Develop? |
34:01 | |
| |
| What Are Some Different Ways in Which We Develop? |
34:06 | |
|
Development, Part II |
29:30 |
| |
Intro |
0:00 | |
| |
Attachment |
0:08 | |
| |
| Rapid, Relatively Permanent Type of Learning That Occurs During a Limited Time Period Early in Life |
0:13 | |
| |
| Conrad Lorenz (an Ethologist) Studied Natural Behavior Patterns of Animals |
0:25 | |
| |
| Hatched Baby Geese in an Incubator; When Geese Were Born, First Moving Object They Saw Was Lorenz |
0:33 | |
| |
| They Followed Him Around and Acted as Though He Were Their Mother |
0:46 | |
| |
Attachment and Ainsworth |
1:42 | |
| |
| Attachment is the Strong Emotional Bond Young Children Form With Their Parents or Primary Caregivers |
1:44 | |
| |
| Ainsworth's Strange Situation |
1:55 | |
| |
| Secure and Insecure Attachment Styles |
2:03 | |
| |
| Emotional Attachment: Close Emotional Bond That Infants Form With Parents, Caregivers, or Others |
2:10 | |
| |
| Separation Anxiety: Crying and Signs of Fear When a Child is Left Alone or is With a Stranger; Generally Appears Around 8-12 Months |
2:33 | |
| |
| Separation Anxiety Disorder: Severe and Prolonged Distress Displayed by Children When Separated From Parents/Caregivers |
3:13 | |
| |
The Strange Situation Experiment |
3:36 | |
| |
| The Strange Situation Experiment |
3:38 | |
| |
| Different Combinations Where Baby is in the Company of a Parent, Stranger, Both, or None |
3:45 | |
| |
| YouTube Has a Video of Experiment |
4:29 | |
| |
Quality of Attachment |
4:50 | |
| |
| Secure: Stable and Positive Emotional Bond |
5:00 | |
| |
| Insecure -Avoidant: Anxious Emotional Bond; Tendency to Avoid Reunion With Parent or Caregiver |
5:07 | |
| |
| Insecure-Ambivalent: Anxious Emotional Bond; Desire to be With Parent or Caregiver and Some Resistance to Being Reunited With Mom |
5:27 | |
| |
| Disorganized/Disoriented: Show a Lack of Clear Attachment Behavior; May Seem Confused or Apprehensive in Presence of Caregiver |
5:48 | |
| |
Harlow and Contact Comfort |
6:06 | |
| |
| Pleasant and Reassuring Feeling Babies Get From Touching Something Warm and Soft, Especially the Mother |
6:23 | |
| |
| Research With Rhesus Monkeys (Macaques) -- Maternal Separation/Deprivation |
6:39 | |
| |
| Social Isolation Experiments (Severe Disturbances) |
6:52 | |
| |
| Cloth and Wire Mother (With Food) |
8:02 | |
| |
| Importance of Care-Giving and Companionship in Social and Cognitive Development |
9:06 | |
| |
| Ethically, Could Not be Done Today -- May Have Influenced the Rise of the Animal Rights Movement |
9:15 | |
| |
Physical Development |
9:58 | |
| |
| Motor Development: e.g. Walking |
10:00 | |
| |
| Maturation and Infant Memory |
11:48 | |
| |
Optimal Caregiving |
12:58 | |
| |
| Proactive Maternal Influences: A Mother's Warm, Educational Interactions With Her Child |
13:02 | |
| |
| Goodness of Fit: (Chess & Thomas): Degree to Which Parents and Child Have Compatible Temeraments |
13:30 | |
| |
| Paternal Influences: Sum of All Effects a Father Has on His Child -- As American Society Changes, The More of a Role Males Are Seen as Having on the Development of Their Children |
13:50 | |
| |
Parenting Styles (Baumrind) |
14:52 | |
| |
| Authoritarian: Enforce Rigid Rules and Demand Strict Obedience to Authority. Children Tend to Be Emotionally Stiff and Lacking in Curiosity |
15:05 | |
| |
| Overly Permissive: Give Little Guidance. Allow too Much Freedom, Or Don't Hold Children Accountable For Their Actions. Children Tend to be Dependent and Immature and Frequently Misbehave. |
15:47 | |
| |
| Authoritative: Provide Firm and Consistent Guidance Combined With Love and Affection. Children Tend to be Competent, Self-Controlled, Independent, and Assertive |
16:30 | |
| |
| Others Added Indulgent and Neglectful Styles |
18:04 | |
| |
| Studied Corporal Punishment --> Mild Spanking, Not With Authoritarian, Likely Not Harmful |
19:00 | |
| |
Types of Child Discipline |
20:14 | |
| |
| Power Assertion: Using Physical Punishment or a Show of Force, e.g. Removing Toys or Privileges |
20:16 | |
| |
| Withdrawal of Love: Withholding Affection |
20:37 | |
| |
| Management Techniques: Combine Praise, Recognition, Approval, Rules, and Reasoning to Encourage Desirable Behavior |
21:04 | |
| |
| Have Effective Communication |
22:49 | |
| |
Consequences |
24:39 | |
| |
| Natural Consequences: Effects That Naturally Follow a Particular Behavior; Intrinsic Effects |
24:42 | |
| |
| Logical Consequences: Rational and Reasonable Effects Defined by Parents |
25:06 | |
| |
Review |
25:42 | |
| |
| How Does Life Develop Before Birth? |
25:46 | |
| |
| What Are Some Newborn Abilities, and How Do Researchers Explore Infants' Mental Abilities? |
25:51 | |
| |
| During Infancy and Childhood, How Do the Brain and Motor Skills Develop? |
25:58 | |
| |
| How Do Parent-Infant Attachment Bonds Form? |
26:07 | |
| |
| How Have Psychologists Studied Attachment Differences and What Have They Learned About the Effects of Temerament and Parenting? |
26:13 | |
| |
| Do Parental Neglect, Family Disruption, or Day Care Affect Children's Attachment? |
26:33 | |
| |
| How Do Children's Self-Concepts Develop, and How Are Children's Traits Related to Parenting Styles? |
26:51 | |
| |
| To What Extent is Our Development Shaped By Early Stimulation, By Parents, and By Peers? |
28:46 | |
|
Development, Part III |
28:31 |
| |
Intro |
0:00 | |
| |
Cognition |
0:10 | |
| |
| Cognition: Is the Mental Activity of Knowing and the Process By Which Knowledge is Acquired And Problems Are Solved |
0:13 | |
| |
Cognitive Development |
0:41 | |
| |
| Jean Piaget (1896-1980) |
0:43 | |
| |
| A Schema is an Organized Cluster of Knowledge You Use to Understand and Interpret Information |
1:10 | |
| |
| Assimilation is the Process of Absorbing New Information Into Existing Schemas |
2:04 | |
| |
| Accommodation is the Process of Changing Schemas in Order to Absorb New Information |
3:50 | |
| |
Piaget's Stages of Cognitive Development |
4:22 | |
| |
| Chart Describing Different Stages of Development According to Piaget |
4:28 | |
| |
Sensorimotor Stage |
9:37 | |
| |
| Infants Develop the Ability to Coordinate Sensory Input With Motor Actions. |
9:42 | |
| |
| Object Permanence is the Realization That An Object Continues to Exist Even if You Can't See It Or Touch It. |
10:04 | |
| |
| Representational Thought is the Ability to Picture (or Represent) Something in Your Mind, Even When Not Physically Present. |
10:31 | |
| |
Preoperational Stage |
10:54 | |
| |
| Children Think in Terms of Language and Begin to Engage in Make-Believe Play. |
11:01 | |
| |
| Egocentrism is the Tendency to View the World From Your Own Perspective Without Recognizing That Others May Have Different Viewpoints. |
11:33 | |
| |
| Conservation is the Understanding that Certain Physical Properties of an Object Remain Unchanged Despite Changes in its Appearance. |
11:53 | |
| |
| Animism -- e.g. The Sun is Following Us |
15:25 | |
| |
| Literal Thinking |
13:52 | |
| |
| Thinking Aloud |
13:28 | |
| |
Concrete Operational Stage |
15:48 | |
| |
| Children Perform Mental Operations and Begin Logical Reasoning (Operations) |
15:52 | |
| |
| Working on Conservation Problem (Volume) |
16:00 | |
| |
| Children's Thinking and Use of Logic are Limited to Concrete Reality, Not Abstract or Hypothetical Concepts. |
16:08 | |
| |
| Classify, Organize, Categorize |
16:20 | |
| |
Formal Operations Stage |
17:52 | |
| |
| Children Reason Abstractly and Make Predictions About Hypothetical Situations |
17:58 | |
| |
| Problem Solving Involves Systemic and Reflective Strategies. |
18:03 | |
| |
| Not everyone Gets to This Stage. |
18:08 | |
| |
Refinements of Piaget's Theory |
20:12 | |
| |
| Children are More Cognitively Advanced and Adults are Less Cognitively Complex Than Piaget's Theory Suggests. |
20:18 | |
| |
| Theory of Mind: People's Ideas About Their Own and Others' Mental States (About Their Feelings, Perceptions, and Thoughts) That Allow You to Understand and Predict Their Behavior. |
20:43 | |
| |
| Social and Environmental Factors Have a Greater Influence on Cognitive Development Than Piaget Thought |
20:57 | |
| |
Lev Vygotsky |
21:32 | |
| |
| Children's Cognitive Development is Heavily Influenced by Social and Cultural Factors |
21:42 | |
| |
| Children's Thinking Develops Through Dialogues With More Capable People |
21:52 | |
| |
| Importance of Social Interaction -- Community and Culture Plays a Central Role in the Process of Making Meaning and Cognitive Development |
22:56 | |
| |
| Social Factors are Big (Piaget Minimized Them) |
23:23 | |
| |
| Emphasis on Role of Language in Cognitive Development (Piaget Minimized This) |
23:31 | |
| |
More Vygotsky |
23:43 | |
| |
| Zone of Proximal Development -- Range of Tasks a Child Cannot Master Alone Even Though They Are Close to Having the Necessary Mental Skills; They Need Guidance From a Skilled Partner in Order to Complete the Task |
23:48 | |
| |
| Scaffolding: Framework or Temporary Support. Adults Help Children Learn How to Think by Scaffolding, or Supporting, Their Attempts to Solve a Problem or to Discover Principles |
25:03 | |
| |
Review |
27:49 | |
| |
| How Does Thinking Change During Childhood Into Adulthood for Piaget? |
27:51 | |
| |
| How Did Vygotsky Add to Piaget's Work? |
28:02 | |
| |
| What Aspect of Vygotsky Do You See In School? |
28:07 | |
|
Development, Part IV |
28:20 |
| |
Intro |
0:00 | |
| |
Erikson: Psycho-Social Development |
0:10 | |
| |
| Eight Stages of Psychosocial Dilemmas |
0:18 | |
| |
| Student of Freud |
0:23 | |
| |
| Added Social Aspect to Freud's Ideas |
0:28 | |
| |
| Examined Entire Lifespan |
0:32 | |
| |
Stage 1: Trust Vs. Mistrust (Birth-1) |
0:40 | |
| |
| Children Are Completely Dependent on Others |
1:03 | |
| |
| Trust: Established When Babies are Given Adequate Warmth, Touching, Love, and Physical Care |
1:06 | |
| |
| Mistrust: Caused by Inadequate or Unpredictable Care |
1:14 | |
| |
| Important Events: Feeding |
1:41 | |
| |
Stage 2: Autonomy Vs. Shame and Doubt (1-3) |
1:58 | |
| |
| Autonomy: Doing Things for Themselves |
2:05 | |
| |
| Overprotective and Ridiculing Children May Cause Children to Doubt Abilities and Feel Shameful |
2:15 | |
| |
| Important Events: Toilet Training |
2:52 | |
| |
Stage 3: Initiative Vs. Guilt (3-5) |
3:01 | |
| |
| Initiative: Parents Reinforce Via Giving Children Freedom |
3:09 | |
| |
| Guilt: May Occur if Parents Criticize, Prevent Play or Discourage a Child's Questions |
3:34 | |
| |
| Important Events: Exploration |
4:00 | |
| |
Stage 4: Industry Vs. Inferiority (6-12) |
4:36 | |
| |
| Industry: Occurs When Child is Praised for Productive Activities |
4:42 | |
| |
| Inferiority: Occurs if Child's Efforts are Regarded as Messy or Inadequate |
4:55 | |
| |
| Important Events: School |
5:10 | |
| |
Stage 5: Identity Vs. Role Confusion (Adolescence) |
5:31 | |
| |
| Identity: For Adolescents, Who am I? |
5:43 | |
| |
| Role Confusion: Occurs When Adolescents are Unsure of Where They are Going and Who They Are |
6:34 | |
| |
| Important Events: Social Relationships |
6:42 | |
| |
Stage 6: Intimacy Vs. Isolation (Young Adulthood) |
7:53 | |
| |
| Intimacy: Ability to Care About Others and Share Experiences With Them |
8:16 | |
| |
| Isolation: Feeling Alone and Uncared for |
8:38 | |
| |
| Important Events: Relationships (Emotionally Intimate) |
8:59 | |
| |
Stage 7: Generativity Vs. Stagnation (Middle Adulthood) |
9:20 | |
| |
| Generativity: Interest in Guiding the Next Generation |
9:27 | |
| |
| Stagnation: When One is Only Concerned With One's Own Needs and Comforts |
10:17 | |
| |
| Important Events: Work and Parenthood |
10:48 | |
| |
Stage 8: Integrity Vs. Despair (Late Adulthood) |
10:53 | |
| |
| Integrity: Self-Respect; Developed When People Have Lived Richly and Responsibly |
11:04 | |
| |
| Despair: Occurs When Previous Life Events are Viewed With Regret |
11:44 | |
| |
| Important Events: Reflection on Life |
12:05 | |
| |
Kohlberg and Moral Development |
13:11 | |
| |
| Took Stage Theories and Applied to Moral Development |
13:12 | |
| |
| Gave Children Scenarios and Asked for Reasoning on What was Right and Wrong |
13:39 | |
| |
| Heinz Dilemma Example |
13:58 | |
| |
| Reasoning Created Patterns-Worked into Three Levels (Each With Two Stages) |
14:54 | |
| |
| Assumed Humans are Communicative, Possessed Reason and a Desire to Understand World |
15:28 | |
| |
Three Levels of Moral Development |
16:09 | |
| |
| Preconventional: Moral Thinking Based on Consequences of Actions or Choices |
16:10 | |
| |
| Conventional: Reasoning Based on a Desire to Please Others or to Follow Accepted Rules and Values |
17:48 | |
| |
| Postconventional: Follows Self-Accepted Moral Principles |
18:24 | |
| |
Level 1 (Pre-Conventional) |
19:17 | |
| |
| 1. Obedience and Punishment Orientation -- How Can I Avoid Punishment? |
19:21 | |
| |
| 2. Self-Interest Orientation -- What's in it for Me? |
19:35 | |
| |
Level 2 (Conventional) |
20:04 | |
| |
| 3. Interpersonal Accord and Conformity (Good Boy/Good Girl Attitude) |
20:09 | |
| |
| 4. Authority and Social-Order Maintaining Orientation |
20:38 | |
| |
Level 3 (Post-Conventional) |
21:36 | |
| |
| 5. Social Contract Orientation |
21:37 | |
| |
| 6. Universal Ethics Principles (Morality of Individual Principles) |
23:41 | |
| |
Criticisms of Kohlberg |
24:50 | |
| |
| Cross-Cultural, Most Are in the First 4 Stages |
24:53 | |
| |
| Post-Conventional Seem to Be European and North American Educated Middle Class Which Values Individualism |
25:02 | |
| |
| Collectivist Cultures' Morality Ignored/Viewed Negatively |
25:28 | |
| |
| Carol Gilligan Was a Colleague Who Focused on Ethical Reasoning and Ethical Relationships |
25:45 | |
| |
| Viewed Kohlberg's Work as Androcentric |
25:56 | |
| |
| Lacked Social Justice and Cultural Neutrality |
26:36 | |
| |
Review |
26:55 | |
| |
| How did Piaget, Kohlberg, and Later Researchers Describe Adolescent Cognitive and Moral Development? |
26:56 | |
| |
| How Does Thinking Change During Childhood Into Adulthood for Piaget? |
27:09 | |
| |
| Erikson Talks About Psychosocial Development -- Describe The Crises of Each Stage and How Positive Growth Develops From Each |
27:20 | |
| |
| Kohlberg Examines Moral Development -- Describe How He Determined a Person Was at a Particular Stage |
27:37 | |
| |
| Why Does Gillian Criticize Kohlberg's Work? Give Examples |
27:53 | |
|
Development, Part V |
43:17 |
| |
Intro |
0:00 | |
| |
North American Adults-Challenges |
0:14 | |
| |
| Gould's Developmental Challenges for Adults |
0:15 | |
| |
| Escape From Dominance (Ages 16-18) |
0:18 | |
| |
| Leaving the Family (Ages 18-22) |
0:38 | |
| |
| Building a Workable Life (Ages 22-28) |
0:44 | |
| |
| Crisis of Questions (Ages 29-34) |
1:00 | |
| |
| Crisis of Urgency (Ages 35-43) |
1:16 | |
| |
| Attaining Stability (Ages 53-50) |
1:33 | |
| |
| Mellowing (Ages 50 and Up) |
1:49 | |
| |
Emerging Adulthood |
2:37 | |
| |
| For Some People In Modern Cultures, A Period From Late Teens to Mid-Twenties |
2:38 | |
| |
| Bridging the Gap Between Adolescent Dependence and Full Independence and Responsible Adulthood |
2:45 | |
| |
Levinson's Challenges |
5:24 | |
| |
| Early Adulthood Transition (17-22) |
5:25 | |
| |
| Age 30 Transition (28-33) |
5:36 | |
| |
| Midlife Transition (40-45) |
6:01 | |
| |
| Age 50 Transition (50-55) |
6:07 | |
| |
| Late Adult Transition (60-65) |
7:04 | |
| |
Female Middle Age Issues |
7:15 | |
| |
| Menopause |
7:18 | |
| |
| Empty Nest Syndrome |
8:35 | |
| |
Male Middle-Age Issues |
10:08 | |
| |
| Climacteric |
10:09 | |
| |
| Andropause |
10:37 | |
| |
Gerontology and Study of Aging |
12:06 | |
| |
| Gerontologists Study Aging and its Effects |
12:07 | |
| |
| Intellectual Abilities |
12:20 | |
| |
| Fluid Abilities: Abilities Requiring Speed or Rapid Learning |
12:26 | |
| |
| Crystallized Abilities: Learned (Accumulated) Knowledge and Skills |
12:48 | |
| |
Physical Development |
15:13 | |
| |
| Our Bodies Undergo Changes in Time |
15:15 | |
| |
| Metabolism |
15:25 | |
| |
| Possible Weight Changes |
15:51 | |
| |
| Lower Maximum Heart Rate (220 - Age) |
15:55 | |
| |
| Lower Muscle Strength |
17:01 | |
| |
| Reduced Lung Capacity |
17:12 | |
| |
| This Means Adaptation, Not Elimination of Physical Activity |
17:16 | |
| |
Gerontology and Study of Aging |
17:44 | |
| |
| Disengagement Theory: Assumes That it is Normal and Desirable for People to Withdraw from Society as They Age |
17:45 | |
| |
| Activity Theory: People who Remain Active will Adjust Better to Aging (Productive Aging) |
18:00 | |
| |
| Ageism: Discrimination or Prejudice Based on a Person's Age |
18:34 | |
| |
Physical and Cognitive Changes |
19:16 | |
| |
| Two Theories of Aging |
19:17 | |
| |
| Genetic Preprogramming Theory |
19:21 | |
| |
| Wear-and-Tear Theory |
19:53 | |
| |
| Aging and the Brain |
20:06 | |
| |
| Dementia |
20:07 | |
| |
| Wisdom: Expert Knowledge and Judgment About Important Issues in Life |
20:51 | |
| |
Research Methods in Developmental Psych |
21:15 | |
| |
| Cross-Sectional Study - People of Different Ages are Compared With One Another |
21:16 | |
| |
| Longitudinal Study |
23:29 | |
| |
Sex Development |
25:49 | |
| |
| Sex and Gender are Often Confused |
25:50 | |
| |
| Sex: Physical Characteristics of Male and Female (Biological) |
25:58 | |
| |
| Primary Sex Characteristics -- Body Structures that Makes Sexual Reproduction Possible |
26:09 | |
| |
| Secondary Sex Characteristics -- Non-Reproductive Sexual Characteristics |
26:26 | |
| |
Gender |
26:41 | |
| |
| Gender: Biologically and Socially Influenced Characteristics by Which People Define Male and Female |
26:42 | |
| |
| Gender is a Socially Defined Set of Expectations (Roles) |
26:55 | |
| |
| Gender Identity: Sense of Being Male or Female |
30:01 | |
| |
| Gender Typing: Acquisition of Traditional Masculine or Feminine Role |
30:51 | |
| |
Roles |
31:19 | |
| |
| Roles: Set of Expectations (Norms) About a Social Position Defining Behaviors |
31:20 | |
| |
| Gender Roles are Related to How Men and Women Should Behave |
31:32 | |
| |
| Gender Roles Examples |
31:36 | |
| |
Gender Roles |
32:49 | |
| |
| Larry/Laurie Study |
32:50 | |
| |
| Traditional Roles Versus More Flexible and Adaptive Roles |
34:15 | |
| |
| Social Learning Theory |
34:43 | |
| |
| Bem Gender Role Inventory |
35:17 | |
| |
Bem Gender Schema Theory |
37:17 | |
| |
| Gender Schemas Develop Through an Individual's Observation of Societal Classifications |
37:23 | |
| |
| Males and Females Cognitively Process and Categorize New Information in Environment, Based on Maleness or Femaleness |
37:41 | |
| |
| Self-Authorship Displayed by Individual's Categorization of, and Conformity to, Elements That Belong to Definition of Masculinity or Femininity |
38:24 | |
| |
Dying, Death and Bereavement |
39:11 | |
| |
| Elizabeth Kubler-Ross |
39:12 | |
| |
| Criticisms of Her Theory, Including Methodology and Accuracy of Stages |
39:21 | |
| |
| Context Purposes Only |
39:27 | |
| |
| Stages Not Universal and Not Always Followed in Order |
39:40 | |
| |
Stages of Reactions to Dying |
39:49 | |
| |
| Denial and Isolation |
39:50 | |
| |
| Anger |
40:10 | |
| |
| Bargaining |
40:20 | |
| |
| Depression |
40:30 | |
| |
| Acceptance |
40:38 | |
| |
Bereavement and Grief |
41:22 | |
| |
| Bereavement |
41:23 | |
| |
| Grief |
41:34 | |
| |
| Shock |
41:38 | |
| |
| Pangs of Grief |
41:52 | |
| |
| Resolution |
41:59 | |
| |
Review |
42:26 | |
| |
| What is Emerging Adulthood? |
42:28 | |
| |
| What Physical Changes Occur During Middle and Late Adulthood? |
42:36 | |
| |
| How do Memory and Intelligence Change with Age? |
42:43 | |
| |
| What Themes and Influences Mark Our Social Journey from Early Adulthood to Death? |
42:47 | |
| |
| What Are Some Ways In Which Males and Females Tend to be Alike and to Differ? |
42:54 | |
| |
| How do Nature and Nurture Together Form Our Gender? |
42:59 | |
Section 10: Personality |
|
Personality, Part I |
29:06 |
| |
Intro |
0:00 | |
| |
X. Personality (5-7%) |
0:14 | |
| |
| Personality Theories and Approaches |
0:27 | |
| |
| Assessment Techniques |
0:32 | |
| |
| Growth and Adjustment |
0:35 | |
| |
| In This Section of the Course
|
0:39 | |
| |
Objectives |
1:01 | |
| |
| Compare and Contrast Major Theories and Approaches to Explaining Personality (Psychoanalytic, Humanist, Cognitive, Trait, Social Learning, and Behavioral) |
1:02 | |
| |
| Describe and Compare Research Methods (E.g., Case Studies and Surveys) |
1:11 | |
| |
| Identify Frequently Used Assessment Strategies (MMPI, TAT) |
1:15 | |
| |
| Speculate How Cultural Context Can Facilitate or Constrain Personality Development |
1:32 | |
| |
| Identify Key Contributors to Personality Theory (E.g., Aldler, Bandura, Costa, McCrae, Freud, Jung, Maslow, Rogers) |
1:49 | |
| |
Who Are You? |
2:17 | |
| |
| Know Thyself |
2:48 | |
| |
| Be True to Yourself |
3:41 | |
| |
| Each Of Use Is Really Many of Us |
3:49 | |
| |
| He Who Knows Others is Wise; He Who Knows Himself is Enlightened |
4:48 | |
| |
| I Am Whatever You Say I Am |
5:12 | |
| |
Personality Basics |
5:29 | |
| |
| Persona |
5:30 | |
| |
| Greek Theatre |
5:35 | |
| |
| Do We Find the Self or Create the Self? |
6:02 | |
| |
Defining Some Terms |
6:31 | |
| |
| Personality |
6:32 | |
| |
| Character |
7:02 | |
| |
| Temperament |
7:42 | |
| |
What Is Personality? |
8:13 | |
| |
| Everything You Are, Think, Feel and Do |
8:15 | |
| |
| An Abstract Construct |
8:21 | |
| |
| Manifest in Behavior |
9:39 | |
| |
| Based on Perceptions of Behavior |
9:32 | |
| |
| We All Have Implicit Theories of Personality -- Philosophical Assumptions |
10:22 | |
| |
| Freedom V. Determinism |
10:32 | |
| |
| Heredity V. Environment |
11:11 | |
| |
| Uniqueness V. Universality |
11:22 | |
| |
| Active V. Reactive |
11:59 | |
| |
What is the Self? |
12:40 | |
| |
| What is the Self? |
12:41 | |
| |
| Can We Accurately See/Perceive Ourselves or Others? |
12:51 | |
| |
| Self-Awareness |
12:58 | |
| |
| Schema Issues |
14:22 | |
| |
| Self-Knowledge |
14:42 | |
| |
| Self-Esteem |
15:11 | |
| |
| Self-Serving Bias |
15:37 | |
| |
| Lake Wobegon Effect on Self |
16:18 | |
| |
| Culture and Self - Individualistic Cultures and Collectivists Ones |
17:00 | |
| |
Personality: Methods of Research |
18:45 | |
| |
| Case Study |
18:46 | |
| |
| Survey |
20:19 | |
| |
| Projective Tests (e.g. TAT and Rorschach) |
21:10 | |
| |
| Personality Inventories (Myers-Briggs, MMPI, Factor Analysis Big 5) |
24:47 | |
| |
| Observation |
26:08 | |
| |
| Experimentation |
27:20 | |
| |
Review |
28:12 | |
| |
| What is Personality? |
28:13 | |
| |
| How is it Different from Character or Temperament? |
28:20 | |
| |
| How is it Shown to Others? |
28:23 | |
| |
| How do Psychologists Measure Personality? |
28:27 | |
| |
| How Valid and Reliable are the Tools That are Used? |
28:32 | |
| |
| What are Personality Inventories, and What are Their Strengths and Weaknesses as Trait-Assessment Tools? |
28:37 | |
|
Personality, Part II |
21:39 |
| |
Intro |
0:00 | |
| |
Overview on Personality Theories |
0:09 | |
| |
| Personality Theory: System of Concepts, Assumptions, Ideas, and Principles Proposed to Explain Personality |
0:10 | |
| |
| Six Perspectives |
0:24 | |
| |
| 1. Trait |
0:26 | |
| |
| 2. Psychodynamic |
0:31 | |
| |
| 3. Behavioristic |
0:35 | |
| |
| 4. Social Cognitive Theories |
0:42 | |
| |
| 5. Humanistic Theories |
0:54 | |
| |
Type Theories |
1:02 | |
| |
| Four Humors Theories |
1:03 | |
| |
| Hippocrates -- Blood, Phlegm, Black Bile, Yellow Bile |
1:15 | |
| |
| Sheldon's Somatyping -- Endomorphs, Mesomorphs, Ectomorphs |
1:51 | |
| |
Gordon Allport and Traits |
2:54 | |
| |
| A Trait Is
|
3:00 | |
| |
| Common Traits |
3:15 | |
| |
| Individual Traits |
3:21 | |
| |
| Cardinal Traits |
3:25 | |
| |
| Central Traits |
3:58 | |
| |
| Secondary Traits |
4:12 | |
| |
Raymond Cattell and Traits |
4:51 | |
| |
| Surface Traits |
4:56 | |
| |
| Source Traits |
5:03 | |
| |
| Cattell Created 16PF, Personality Test |
5:19 | |
| |
| Studied Fluid and Crystallized Intelligence |
7:04 | |
| |
| Created Culture Fair Intelligence Test |
7:17 | |
| |
Paul Costa & Robert McCrae |
7:33 | |
| |
| Five Factor or Big 5 Personality Theory |
7:35 | |
| |
| Trait Theorists |
7:43 | |
| |
| Personality is Stable Past Age 30 |
7:45 | |
| |
| Mnemonics - OCEAN or CANOE |
8:03 | |
| |
| Five Factors Contain All Other Personality Traits |
8:31 | |
| |
| NEO Personality Inventory |
8:46 | |
| |
The Big Five Personality Factors |
9:02 | |
| |
| Openness to Experience, Conscientiousness, Extroversion, Agreeableness, Neuroticism |
9:03 | |
| |
| Emotional Stability (Neuroticism) |
9:28 | |
| |
| Extraversion |
10:03 | |
| |
| Openness |
10:31 | |
| |
| Agreeableness |
11:12 | |
| |
| Conscientiousness |
11:35 | |
| |
Eysenck |
12:05 | |
| |
| Personality Based on Physiology and Genetics |
12:06 | |
| |
| Focus More on Temperament Than Personality |
12:13 | |
| |
| Eysenck Personality Questionnaire or EPQ |
12:20 | |
| |
Eysenck's Theory of Personality |
13:31 | |
| |
| Eysenck's Theory of Personality Graphic Explanation |
13:32 | |
| |
Traits, Situations, and Biology |
16:57 | |
| |
| Trait-Situation Interactions |
16:58 | |
| |
| Behavioral Genetics |
17:57 | |
| |
Assessing the Trait Theories |
19:23 | |
| |
| Nearly All Agree That People Can Be Described by Traits |
19:24 | |
| |
| Disagreement as to Number of Traits That Make Up Human Personality |
19:31 | |
| |
| Traits Often Poor Predictors of Behavior |
19:56 | |
| |
| Situational Factors Often Run Counter to Traits |
20:15 | |
| |
| Do Not Address How or Why Individual Differences in Personality Develop or Emerge |
20:21 | |
| |
Review |
20:40 | |
| |
| What are the Primary Viewpoints that are Used to Understand Personality? |
|