- •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
- •Hearing: The Sound of Music
- •Taste: “This Is Too Salty”
- •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
It may seem to have little or no pattern. However, hearing it two or three times
will help you to perceive the pattern. To the extent that you, or Tina, can hear
any pattern at all on the first presentation, it is probably due to the Gestalt laws.
The sharpening of perception on repeated presentations can be attributed to
learning.
One way to explain this sharpening of perception is to suggest that patterns of
stimulation set off chain reactions in neurons located, let us say, in the association
areas of the brain’s cortex. Each time a given stimulus is presented, the same set of
neurons fire. The research of the Canadian psychologist Donald O. Hebb suggests
that repeated firings form a cell assembly, a stable group of neurons that are used
over and over by the brain to create a representation of the external pattern. A pattern
can, of course, be quite complex. If this is so, a given cell assembly may represent
only a portion of a pattern. Hebb called a set of cell assemblies grouped together to form a larger pattern a phase sequence.
The existence of cell assemblies helps account for a memory of patterns and
perceptual objects. When you hear a melody or recognize something you have
seen before, it is quite possibly because an established cell assembly is firing.
Learning also plays a role in perception because we are conscious beings who
attach labels to perceptual objects. This brings us to the cognitive hypothesis in
perception, the hypothesis that we not only perceive, but know what we are perceiving. If you see a friend and think, “There’s Erin,” or hear a song and think,
“That’s ‘God Bless America’ by Irving Berlin,” then you have increased the acuity
of your perceptual world. Cognitive learning, learning in which consciousness
plays an important role, is an important aspect of the perceptual process.
Illusions: What Do They Teach Us about Perception?
An illusion is a false perception, a perception that does not fit an objective
description of a stimulus situation. An illusion is usually associated with a particular
sense. Consequently, there are optical illusions, auditory illusions, and so
forth. Illusions tend to be remarkably stable. They affect most normal observers in
the same way. For example, for almost all of us the Moon is perceived to be larger
when low and near the horizon than when it is high and overhead.
It is important to distinguish the concept of an illusion from a delusion and a hallucination. A delusion is a false belief. If Ray, a schizophrenic mental patient,
believes that he has an eye with X-ray vision on the back of his head, this is a delusion.
A hallucination is a perception created by the individual. It has no relationship
to reality at all. If Ray sees and hears an invisible companion that nobody else can see
or hear, this is a hallucination. Illusions are thought to be normal and experienced by
most of us. Delusions and hallucinations are thought to be abnormal and experienced
in an idiosyncratic fashion. Illusions teach us that perceptions are, to some extent, created by the brain and nervous system, that we are not passive observers of our world. Let’s return to figureground perception. We perceive the relationship between a figure and its associated ground as being a fact about the world itself. But is it? The vase-faces illusion can be perceived in two different ways. It can be seen as
a vase. Or it can be seen as two profiles facing each other. When seen as a vase, this
becomes figure and tends to stand forward a little in perception. The faces disappear
and become absorbed into a receding ground. When seen as two faces, these become
figure, and both tend to stand forward a little in perception. The vase disappears and
becomes absorbed into a receding ground. These two different perceptual alternations
will take place for most observers on a predictable basis. Also, it is impossible to
simultaneously perceive both organizations. All of this suggests that figure and ground
are organizing tendencies linked to perception, not facts about the external world.
How can the vase-faces illusion be explained? Here is one approach. The vasefaces
drawing is said to be ambiguous, meaning that it can be perceived in more
than one way. The process of attention, characterized by a tendency to focus on
some stimuli and ignore others, determines that one organization will be temporarily
favored over another. Let us say that the first organization favored is the vase. The region of the brain being stimulated by the vase organization becomes satiated (“overfilled”) with the vase organization. It spontaneously rejects it for a second organization, one that is briefly refreshing. The satiation hypothesis suggests that the brain tends to reject excessive stimulation of one kind and tends to seek novel stimulation of another kind. Ambiguity, attention, and satiation are factors that all work together to produce the fluctuations in perception that take place when one experiences the vase-faces illusion.
