Greek naturalist and philosopher who theorized about learning, memory, motivation, emotion, perception, and personality

Greek naturalist and philosopher who theorized about learning, memory, motivation, emotion, perception, and personality.

• Greek naturalist and philosopher who theorized about learning, memory, motivation, emotion, perception, and personality.

Originated the concept of Dualism, viewed mind and body as interactive machines.

• Originated the concept of Dualism, viewed mind and body as interactive machines.

• Stated that the mind could follow body and vice versa.

• Proposed the idea of both voluntary and involuntary behavior.

• Ruled out areas other than the brain for mental functioning.

Knowledge should be

• Knowledge should be

• acquired by careful observation.

• No innate ideas: all knowledge comes from experience or reflection.

• Mind is a blank slate written on by experience (tabula rasa).

Studied the evolution of finches and expands his study to include humans.

• Studied the evolution of finches and expands his study to include humans.

• Opposed religious teachings of the time by suggesting that man was a common ancestor to lower species.

1879: Leipzig, Germany.

• 1879: Leipzig, Germany.

• Intended to make psychology a reputable science.

• Many American psychologists eventually went on to study in Leipzeig.

Most of his experiments on sensation and perception.

• Most of his experiments on sensation and perception.

• Did not think that high order mental processes could be studied experimentally.

• Trained in medicine and philosophy.

• Wrote many books about psychology, philosophy, ethics, and logic.

This is bcuseae the huammn mnid deos not raed ervey lteter by istlef, but the word as a wlohe. Amzanig, huh?

• This is bcuseae the huammn mnid deos not raed ervey lteter by istlef, but the word as a wlohe. Amzanig, huh?

Looking inward at one’s own mental processes.

• Looking inward at one’s own mental processes.

• Because it is not objective, it fails miserably.

Wundt’s student.

• Wundt’s student.

• Taught at Cornell University. Studied nature of mental experiences.

• Structuralism: Analyze sensations, images and feelings into their most basic elements.

Claimed that searching for building blocks was a waste of time because brain and mind are constantly changing: focused on function.

• Claimed that searching for building blocks was a waste of time because brain and mind are constantly changing: focused on function.

• Functionalism. Underlying causes and practical consequences of certain behaviors and mental strategies: “Stream of Consciousness.”

• Expanded psychology to animal behavior.

Published classic studies on memory, nonsense syllables, learning curve.

• Published classic studies on memory, nonsense syllables, learning curve.

Founded in 1892: the governing body of all research not conducted by universities.

• Founded in 1892: the governing body of all research not conducted by universities.

First president of the APA, established the first psychological lab in the U.S. in 1883, at Johns Hopkins University.

• First president of the APA, established the first psychological lab in the U.S. in 1883, at Johns Hopkins University.

• Started the American Psychological Journal (1887) now the American Journal of Psychology.

Utilizing of diverse theories and schools of thought.

• Utilizing of diverse theories and schools of thought.

• Mosaic, no single approach can create the whole picture.

• Unlikely for psychology to ever have a unifying paradigm.

• Grand theories replaced by more specific ones.

Behavioristic theory: Expanded psychology into many groups that could not be studied by introspection. All behavior is observable and measurable. Abandoned mentalism for behaviorism.

• Behavioristic theory: Expanded psychology into many groups that could not be studied by introspection. All behavior is observable and measurable. Abandoned mentalism for behaviorism.

Ivan Pavlov, 1849-1936.

• Ivan Pavlov, 1849-1936.

• Russian experimenter who showed automatic/involuntary behavior in learned responses to specific stimuli in the environment.

• Created “Classical Conditioning.”

John Watson, 1913.

• John Watson, 1913.

• Psychology can never be as objective as chemistry or biology. Consciousness is not that easy.

• “I can take a child and make him into anything, a beggar, a doctor, a thief.”

B.F. Skinner, 1950’s.

• B.F. Skinner, 1950’s.

• Dismissed importance of inherited traits and instincts about human behavior. Private events can be studied as long as they are treated as a form of behavior, many experiments with learning and memory.

• Believed that all behavior is a result of rewards and punishments in the past.

Social Learning Theory: How people acquire new behaviors by observing and imitating others (modeling).

• Social Learning Theory: How people acquire new behaviors by observing and imitating others (modeling).

• Criticisms: Excluded all behavior that cannot be seen. All behavior cannot be explained by rewards and punishments. Treats people like robots as if they have no free-will.

All behavior is meaningful, and much of it is controlled by digging below the surface to uncover the roots of personality.

• All behavior is meaningful, and much of it is controlled by digging below the surface to uncover the roots of personality.

• Sigmund Freud!!! (Da MAN!)

Sigmund Freud, 1856-1939.

• Sigmund Freud, 1856-1939.

• Studied neurology, but wanted to be a medical researcher, forced into being a private physician.

• Became convinced that patients difficulties were due to mental rather than physical problems.

• Proposed that distress due to problems that dated back to childhood.

Psychoanalysis: Freud’s method for treating people with emotional problems, free association.

• Psychoanalysis: Freud’s method for treating people with emotional problems, free association.

• Unconscious: Nearly all of our impulses are sexual and aggressive in nature. Because we cannot accept them in our conscious, thoughts find their expression in dreams, slips of the tongue that appear as accidents, and even jokes.

Interpretation of Dreams, 1900. Sold 600 copies in 8 years; today sells millions every year.

• Interpretation of Dreams, 1900. Sold 600 copies in 8 years; today sells millions every year.

• Aggressive energy: Basic human instinct lodged in unconscious; the duty of society is to get people to channel their aggressive energy into productive activity. If not, aggression is released and violent activities occur.

Hidden Desires: Freud stated that people are “cesspools of hidden desires.”

• Hidden Desires: Freud stated that people are “cesspools of hidden desires.”

• Unresolved Conflicts: If these occur in childhood, this will cause fixations in later life. (Stages)

Freud’s Stages: Oral (Birth - 1 yr.), anal (1 yr.), phallic (4 yrs. - separates males/females), latency (Puberty), genital (adult)

• Freud’s Stages: Oral (Birth - 1 yr.), anal (1 yr.), phallic (4 yrs. - separates males/females), latency (Puberty), genital (adult)

• 3 Personalities: Id, Ego, Superego:

• Id: Wants/Desires, Basic primal instincts. “Pleasure Principle”

• Ego: “Reality Principle”

• Superego: Conscious mind. “Do the right thing.”

Does not focus on observable behavior, negative viewpoint of mankind because actions are provoked by unconscious thoughts, cannot be scientifically proven or disproven.

• Does not focus on observable behavior, negative viewpoint of mankind because actions are provoked by unconscious thoughts, cannot be scientifically proven or disproven.

• Ignores political and social explanations of people’s problems.

• Currently focuses on perceptions, memories, and thinking in our unconscious (Psychodynamic theory).

1950’s-60’s: Emphasize free-will, people not completely ruled by environment or past experience, able to control one’s own choices and destinies to achieve full human potential. (Existentialism)

• 1950’s-60’s: Emphasize free-will, people not completely ruled by environment or past experience, able to control one’s own choices and destinies to achieve full human potential. (Existentialism)

Abraham Maslow: Hierarchy of Needs: People’s struggle is to be the best they possibly can, known as self-actualization.

• Abraham Maslow: Hierarchy of Needs: People’s struggle is to be the best they possibly can, known as self-actualization.

• Carl Rogers: Former minister; believed all people strive for perfection; some interrupted by a bad environment.

Human Potential: Everyone striving to reach their highest potential.

• Human Potential: Everyone striving to reach their highest potential.

• Criticisms: Believes all people are good and that people have the ability to heal themselves. Too vague, more of a philosophy for life than a psychology.

Seeks to understand the nervous system. All actions, feelings associated with the nervous system.

• Seeks to understand the nervous system. All actions, feelings associated with the nervous system.

• Wilhelm Wundt: Expected psychology to rest almost solely on Anatomy and Biology. Interested in how bodily events interact with events in the external environment to produce perceptions, memory and behavior. Roger Sperry won Nobel-Prize for his Split-Brain research.

Nervous System: Responsible for our behavior; Specifically abnormal and immediate responses.

• Nervous System: Responsible for our behavior; Specifically abnormal and immediate responses.

• Anatomy/Biology: Solely responsible for human behavior.

• Criticisms: Ignores mental processes. Explains too little of human behavior, rejects environmental influences.

Thinking: how mental thoughts affect behavior. Humanism gives rise to the Cognitive Theory. Studies how we attend, perceive, think, remember, solve problems and arrive at beliefs. Know what’s going on in people’s heads first, then applies it to their behavior.

• Thinking: how mental thoughts affect behavior. Humanism gives rise to the Cognitive Theory. Studies how we attend, perceive, think, remember, solve problems and arrive at beliefs. Know what’s going on in people’s heads first, then applies it to their behavior.

• Jean Piaget: studies children’s cognitive development.

Thought Processes: Can infer mental processes from observable behavior.

• Thought Processes: Can infer mental processes from observable behavior.

• Gestalt Psychology: means “pattern” or “configuration.” Studies how people interpret sensory information in order to acquire knowledge.

• “The whole is larger than the sum of its parts”

Downplays emotion, too mentalistic, hard to decide between competing cognitive explanations.

• Downplays emotion, too mentalistic, hard to decide between competing cognitive explanations.

• Strong approach today.

Examines how cultural and political (religious) experience effect our everyday life.

• Examines how cultural and political (religious) experience effect our everyday life.

• Gender influences of behavior.

• Job opportunities to influence people’s goals and ambitions.

It is NOT intrapsychic: Within the mind or self.

• It is NOT intrapsychic: Within the mind or self.

• Cultural Values/Political Systems: How norms and social influences affect behavior.

Ambition/Goals/Values: Environments influence on one’s long-term ambitions.

• Ambition/Goals/Values: Environments influence on one’s long-term ambitions.

• Criticisms: Underestimated personal and overestimated social influences on our behavior. Makes broad generalizations about ethnic groups and cultures.

• http://bcs.worthpublishers.com/psychsim5/Psychology%20Timeline/PsychSim_Shell.html