Transcript Founders PowerPoint - Beavercreek City Schools

Schools of Psychology and
Founders
Psychology
 The scientific study of behavior and
mental processes
Wilhelm Wundt
 Father of Psychology
 Made first psychology lab
Structuralism
 Wilhelm Wundt
 Edward Titchener
 Break down mental processes into
basic parts
 Introspection- basic elements of
consciousness
 Considered too subjective- lack of
reliability
 Internal- cannot be accurately
measured
Functionalism
 William James
 What is the purpose of the behavior? How does the mental and
behavioral process function? How do they adapt to allow
survival?
 Looked at Charles Darwin
 Natural selection- inherit traits that contribute to reproduction
and survival- passed to future generations
 Nature/Nurture- contributions that genes and experiences have
on development of a person’s psychological traits and
behaviors
Psychoanalytic Psychology
 Sigmund Freud
 Unconscious- information of
which we are unaware
 Free association- exploring
unconscious in which a
person relaxes and says
whatever comes to mind
 Our personality comes from
our efforts to resolve basic
conflicts between impulses
and restraint
Id
 Unconscious
 Wants to satisfy basic drives and needs to survive,
reproduce
 Operates on pleasure principle
 Needs immediate and instant gratification
 Newborn crying, person with an addiction
Ego
 Young child responds to real world
 Reality Principle
 Want to gratify id’s impulses in realistic ways that will
bring long term pleasure
Superego
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Moral compass
Conscience
Forces ego to consider the real and ideal
Focuses on how we should behave
Wants perfection- can show pride, guilt
 Freud felt children go through psychosexual stages
 Early childhood relations (especially with parents)
influence our developing identity and personality
 Oral: 0-18 months, mouth
 Anal: 18-36 months, bowel/bladder control
 Phallic: 3-6 years, focus on genitals
 Latency: 6-Puberty, dormant sexual feelings
 Genital: Puberty on, sexual interests
 Oedipus Complex- Freud felt boys have sexual desires
for mother- feels jealousy towards father
 Electra- Girls version
 Gender Identity- sense of being male, female
 Conflicts unresolved during an earlier stage could
surface as some type of behavior- there could be a
conflict and then you fixate
 Overindulged/deprived- you might fixate on oral
stage, etc (excessive eating, smoking)
 Defense mechanism- tactic to reduce anxiety
 Repression- banish feelings that cause anxiety
 Unconscious slips through at times “Freudian Slip”
 Alfred Adler
 Childhood social not sexual tensions are crucial for
personality formation
 Our behavior is driven by efforts to conquer
childhood inferiority feelings that trigger our striving
for superiority and power
 Karen Horneye
 Childhood anxiety- desire for love and security
 Tried to counter Freud’s view that women have
“penis envy”
 Carl Jung
 Collective unconscious- shared, inherited memory,
can be spiritual
Behaviorism
 How organisms learn to
modify their behavior
based on their
responses to events in
the environment
Ivan Pavlov
 Used Classical Conditioning
 How organisms respond to stimuli in
their environment
 Put food in dog’s mouth- caused
animal to salivate
 Dog started to salivate at sight of
food, food dish, person with the food,
footsteps
 Anticipation of food had dog salivating
 Connected tone/buzzer prior to
presentation of food- tone started to
cause dog to salivate
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Natural reflex to salivate when food is put in the mouth
Unconditioned Response- Drooling (UR)
Unconditioned Stimulus- Food (US)
Conditioned Response- Salivate to tone (CR)
Neutral Stimulus- Tone (originally) (NS)
Conditioned Stimulus- Tone eventually (CS)
Conditioned- learned
Unconditioned- unlearned
Generalization- response similar to stimuli similar to CS
John Watson
 Human emotions and behaviors are a bunch of
conditioned responses
 Fears can be conditioned
 “Little Albert” feared loud noises, but not white rats
 Presented white rate and when Albert reached out
they struck a hammer against a steel bar behind
Albert’s head- made a painful loud noise
 After 7 repeats, Albert would cry when he saw the rat
 Generalized fear to sight of a rabbit, dog
Operant Conditioning
 Behavior is strengthened if followed by a reinforcer
or diminished if followed by a punisher
 Person connects own actions with consequences
B.F. Skinner
 Law of Effect- rewarded behavior is likely to recur
(Edward Thorndike developed this concept)
 Punished behavior is less likely to recur
 Skinner box- operant chamber- animal can manipulate
a bar or key to get water or food
 Reinforcement- any event that strengthens a
response- praise, attention, paycheck
 Shaping- gradually guiding the actions toward desired
behavior
 Positive Reinforcement- strengthens response by
presenting a typically pleasurable stimulus after a
response
 Negative Reinforcement- strengthens response by
reducing or removing something negative- this is NOT
punishment- it removes a punishing event it provides
relief
Observational
 Albert Bandura
 Tied between Behaviorism
and Cognitive Theories
 Agreed with Classical and
Operant Conditioning
 Added that our behavior is
also learned from our
environment- through
observation
Modeling
 Parents, characters on TV, friends, teachers
 Behavior to imitate- masculine, feminine
 More likely to imitate behavior modeled by person of the
same sex
 If child imitates behavior and if it is rewarded, most likely
child will repeat behavior
 If child observes another person doing the behavior and
they are rewarded, they will also imitate the behavior
(vicarious reinforcement)
Bobo Doll Experiment
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Preschool child drawing
Adult in the room builds with Tinker toys
Child watches
Adult gets up and for ten minutes- pounds, kicks,
throws an inflated “Bobo” doll- yelling at same time
 Child is taken to another room- many nice toys, but
the child is told those toys are for other kids
 Child is taken to yet another room, with an inflated
Bobo doll and a few other toys
 Child acts aggressively towards the Bobo doll
Developmental Psychology
 Studies physical, cognitive, and social
change through life span
Cognitive
 Jean Piaget:
 Child’s mind is not a miniature model of an adult
 Children reason differently than adults
 Child’s mind develops through a series of stages (4)
 Schema- concept that organizes information (“cats”)
 Assimilation- interpret new experiences in terms of
existing schemas
 Accommodate- adapt our current understanding to add
new info
 Stage 1: Sensorimotor
 Birth to 2
 Senses and actions- looking, hearing, touching,
mouthing
 Young babies- live in the present- out of sight, out of
mind
 Before 6 months old- lack object permanence (unaware
that an object continues to exist even when not seen)
 8 months- memory for things no longer seen
 Stage 2: Preoperational
 Up until about 6 or 7
 Words and images- but cannot mentally reverse an
action
 Egocentric- cannot perceive things from another’s point
of view
 Curse of knowledge- assume that what is in your head is
also in someone else’s head
 Stage 3: Concrete Operational
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About age 7-11
Change in form does not mean change in quantity
Pour water into tall glass, or short wide glass
Thinks logically
 Stage 4: Formal Operational
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12-adulthood
Abstract thinking
If this, then that
Hypotheticals, reasoning
Humanism
 Why people strive for self determination and self
realization
 Abraham Maslow and Carl Rogers
Abraham Maslow
 Self actualization
 Hierarchy of Needs
 We keep trying to eventually get to fulfilling our
potential, purpose
 Felt people who are healthy and creative are self
aware, self accepting, open spontaneous, loving,
caring, secure in who they are, have a few deep
relationships, and not many superficial ones- and have
usually had a spiritual or personal peak experience
Carl Rogers
 Person Centered
 People are basically good
 Self Concept- all of the thoughts and feelings we have
in response to “Who Am I” if positive, we act and see
world positively, if negative, we feel dissatisfied
 Growth requires 3 conditions
 Genuineness- they are open with their own feelings,
drop facades
 Acceptance- unconditional positive regard, attitude of
grace, drop pretenses, confess our worst feelings
 Empathy- share and mirror other’s feelings and reflect
their meanings
Sociocultural Psychology
 Lev Vygotsky
 Child’s mind grows through interaction with social
environment
 Language provides the building blocks for thinking
 Interaction between people and culture help develop
child’s mind
 Development in a Western culture might be different
than in an Eastern culture
 Beliefs, values, norms- culture teaches us behavior
Biological Psychology
 Psychobiologists: Study how physical and chemical
changes in our bodies influence our behavior
Gestalt Psychology
 Max Wertheimer, Kurt Koffka,
Wolfgang Kohler
 How we see “whole
patterns”
 Gestalt- German word for
“form” or “whole”
 Individual elements of what
we look at all go together
 Our minds fill in missing
information- whole is greater
than sum of parts