- •The Classical Schools of Psychology: Five Great Thinkers and Their Ideas
- •It has been said that psychology has a long past and a short history. This statement
- •Intense light is brighter than a page illuminated with a light of lower intensity. Third,
- •In 1910 Wertheimer published an article setting forth the basic assumptions of
- •In order to identify a fifth classical school of psychology, it is necessary to
- •Fields of Psychology: Of Laboratories and Clinics
- •Match the terms with their definitions
- •Unit 2. Sensation: Studying the Gateways of Experience
- •Taste: “This Is Too Salty”
- •Hearing: The Sound of Music
- •Touch: Of Pain and Pressure
- •Smell: The Nose Knows
- •Kinesthesis: Can You Touch the Tip of Your Nose with Your Eyes Closed?
- •The Sense of Balance:Walking in an Upright Position
- •Unit 3. Perception:Why Do Things Look the Way They Do?
- •The Gestalt Laws: Is Our Perception of the World Due to Inborn Organizing Tendencies?
- •If four ink dots on a piece of paper are arranged in the form of a square,
- •Learned Aspects of Perception: Is the Infant’s World a Buzzing, Blooming Confusion?
- •It may seem to have little or no pattern. However, hearing it two or three times
- •The vase-faces illusion.
- •It’s “far” from it (when it’s overhead). As the Moon orbits our planet, its actual
- •Depth Perception: Living in a Three-dimensional World
- •Is a three-dimensional “ball,” the surface of the retina is not.) Think of the information
- •Vision, then he or she can still perceive depth with the assistance of monocular
- •If a person is standing in front of a tree, and the tree is partly blocked, it is easy to
- •Extrasensory Perception: Is It Real?
- •In the future. Living almost five hundred years ago, the French physician and
- •Classical Conditioning: Responding to Signals
- •Infants are capable of classical conditioning. If a baby’s mouth begins to make
- •In effect, unlearned the conditioned reflex. Extinction should not be confused with
- •Trial-and-Error Learning: Taking a Rocky Road
- •Operant Conditioning: How Behavior Is Shaped by Its Own Consequences
- •Infant does not value cash, but does value milk. A medal, a diploma, and a trophy
- •Consciousness and Learning: What It Means to Have an Insight
- •If Carol begins to act like Dominique, then Carol’s behavior is antisocial.
- •If it is typical, will quickly learn to run the maze with very few errors. Its learning
- •Insight learning is a third kind of learning in which consciousness appears to
- •Vacations, gamble, take unnecessary risks, play, and so forth. Why do we do what
- •It is important to note that from the point of view of psychology as a science, a
- •Biological Drives: The Need for Food and Water
- •If we did not follow the dictates of our biological drives on a fairly regular basis.
- •It can be roughly translated as “an unchanging sameness.”
- •Include how to load a particular kind of gun or the skills involved in tracking a
- •General Drives: Looking for New Experiences
- •Change of stimulation.
- •It is likely that the individual will cross and uncross his or her legs, get up and
- •Acquired Motives: Exploring the Need to Achieve
- •Is likely to keep good records, have important papers neatly filed, dislike clutter in
- •Is likely to be somewhat retiring and conforming when relating to others.
- •Unconscious Motives: Hidden Reasons for Our Behavior
- •Is cooking, she burns food “by accident.” She is an unenthusiastic sex partner.
- •Self-Actualization: Becoming the Person You Were Meant to Be
- •Imagine a pyramid in six layers. The needs ascend from the lower needs at the
- •The Search for Meaning: Looking for the Why of Life
- •In psychology.
- •Theories of Emotion: Explaining the Process
- •Stress and Health:Wear and Tear Takes Its Toll
- •Conflict: Making Difficult Choices
- •Individual from birth to the beginning of adolescence (usually around the age of
- •Freud’s Theory of Psychosexual Development: From the Oral to the Genital Stage
- •Introduce a concept he employed called libido. Libido is thought of as psychosexual
- •It is repressed to an unconscious level.
- •Integrity versus despair is associated with old age. An older person with the
- •Piaget’s Theory of Cognitive Development: From Magical Thinking to Logical Thinking
- •Investigations into the workings of the child’s mind because of an interest in
- •In the older infant there is even a certain amount of intentional behavior. But
- •It is clear that not all adults outgrow even the first level, the premoral level.
- •Parental Style: Becoming an Effective Parent
- •Is unacceptable. The child is loved for being himself or herself, and affection
- •In either words or actions. The child acquires the impression that the parent
- •Think about how infants learn new skills as their bodies grow. Next to each skill, write the age when children normally learn that skill.
- •Think about the key steps in cognitive and emotional development. Draw a line to match each principle on the left with its example on the right.
- •Think about the different theories of social development. Record the name of the theory that goes with each main idea presented.
- •Contents
Is cooking, she burns food “by accident.” She is an unenthusiastic sex partner.
According to Freud, forbidden sexual impulses and forbidden aggressive urges
play a significant role in self-defeating behaviors. Actions that seem paradoxical
and superficially unexplainable can be understood by examining the way in which
repressed motives express themselves in devious ways.
Self-Actualization: Becoming the Person You Were Meant to Be
Abraham Maslow, author of Toward a Psychology of Being and a principal advocate
of the humanistic viewpoint in psychology, presented a large-canvas description of
human motivation. This description is known as Maslow’s hierarchy of needs.
According to Maslow, human needs can be ranked in terms of “lower needs” and
“higher needs.”
Imagine a pyramid in six layers. The needs ascend from the lower needs at the
base of the pyramid to the higher needs at the apex. The first layer of the pyramid
represents physiological needs. These are the need for food, water, and so forth.
These are associated with the biological drives.
The second layer of the pyramid represents safety needs. These include the
need for shelter, protection from injury, and so forth. Safety needs are reflected in
such individual behaviors as wearing a seat belt and such social behaviors as organizing a police force.
The third layer of the pyramid represents love and belongingness needs.
These include the need for affection, the need to love, and the need to be loved.
Love and belongingness needs are reflected in such behaviors as joining a club,
forming friendships, getting married, and having children. The importance of
love and belongingness needs is evident in many popular songs. They frequently
focus on the elation one feels when a love relationship is going well or the despair
one feels when such a relationship is going badly.
The fourth layer of the pyramid represents esteem needs. These include
the need to be esteemed by others and self-esteem. The need to be esteemed by
others is reflected in behaviors such as seeking a higher rank within an organization
or working for a prestigious award or degree. Self-esteem is the sense of
value that one feels about oneself. It is a kind of inner psychological ranking.
Low self-esteem is associated with depression and a pessimistic outlook on life.
High self-esteem is associated with a positive mood and an optimistic outlook
on life.
The fifth layer of the pyramid represents cognitive needs. Cognitive needs
include the need for mental stimulation, the need to use one’s intelligence, and
the need to exercise creative abilities. Cognitive needs are reflected in such behaviors
as reading a book, writing a story, working a crossword puzzle, taking a class,
solving a problem, and so forth.
The sixth and top layer of the pyramid represents the need for selfactualization.
Of all the needs, this is the one that is primarily associated with
the thinking and research of Maslow. Maslow hypothesized that this need is
inborn. Also, it is emergent, meaning that it only becomes a pressing need when
the other lower needs are relatively satisfied. The need for self-actualization is the
need to maximize one’s talents and potentialities. It is sometimes informally
phrased as “the need to become the person you were meant to be.”
The need for self-actualization is reflected in such behaviors as working
toward success in a vocational field or seeking way of life that represents one’s own
idea of personal fulfillment. There is no field of work or style of life that can be
specified, because the individual’s choice and perception are of particular importance.
For one person, self-actualization might mean the pursuit of an acting
career. For another person, self-actualization might mean becoming a parent. The
important thing, according to Maslow, is that the individual discovers what is right
for himself or herself.
Maslow’s research suggested that many, perhaps most, people are not selfactualizing. The price paid for a failure to be self-actualizing is a sense of disappointment
in life and in oneself.
On the other hand, if one is in fact self-actualizing, there are important psychological rewards associated with the process. First, one will tend to experience
both a general sense of psychological health and a pleasant day-to-day emotional
tone. Second, the individual will from time to time have peak experiences.
These are moments or joy or ecstasy when a hurdle is overcome, a task is completed,
or a goal is reached.
Note that a person is not referred to as self-actualized, but as self-actualizing.
Maslow is talking about the process of becoming, not an end state. Self-actualization
as a process can be a rich source of psychological reward for most of one’s life.
Maslow makes a distinction between deficiency motivation and being motivation.
Deficiency motivation refers to those needs lowest on the hierarchy. We
need to overcome deficiency states such as hunger, thirst, and danger in order to
move upward toward the higher levels. Being motivation tends to be associated
with the higher levels, particularly with the need for self-actualization. The theme
of being motivation is growth.
