Wilhelm Wundt Structuralism  Considered “father” of psychology  Founder of modern psychology  Opened a laboratory (Leipzig, Germany ) devoted exclusively to psychological experiments.  show that psychology could be a valid experimental science  Introspection  training people to carefully and objectively as possible analyze the content of their own thoughts.  E.B. Titchener was a student and founder of Structuralism  First prominent system for organizing psychological beliefs

Sigmund Freud Psychoanalytic  Founder of the psychoanalytic perspective  Founder - the Id, Ego and Superego (personality)  Contemporary version is called psychodynamic perspective)  Believed that abnormal behavior originated from unconscious drives and conflicts  Differed two ways from other perspectives  Focused on abnormal behavior  Relied on personal observation and reflections

William James Functionalism  First American psychologist and author of the first psychology textbook.  Often called the father of American psychology  James-Lange theory of emotion  suggests that emotions occur as a result of physiological reactions to events.

B.F. Skinner Behaviorist  American psychologist focused on the role of responses to learning  Best known for operant conditioning  Behaviors were dependent upon what happens after the response  Schedules of reinforcement are an important component of the learning process.  When and how often we reinforce a behavior can have a dramatic impact on the strength and rate of the response.  Skinner Box - rat learns to obtain food by pressing a lever.

John B. Watson Behaviorism  Founder of Behaviorism  The Little Albert Experiment  Watson’s work made psychology more objective and scientific in its methods.

Carl Rogers Humanism  Best-known for his nondirective approach to treatment known as client- centered therapy  Emphasized conscious experience as the proper focus of psychology

Ivan Pavlov Behaviorist  Classical Conditioning  Pavlov’s Dogs  Fueled a move in psychology toward interest in observable behavior and away from the self- examination of inner ideas and experiences

Erik Erikson Erikson's stages of psychosocial development  Hopes: Trust vs. Mistrust (Oral-sensory, Birth-2 years)  Will: Autonomy vs. Shame & Doubt ( 2-4 years)  Purpose: Initiative vs. Guilt ( Preschool, 4-5 years)  Competence: Industry vs. Inferiority ( 5-12 years)  Fidelity: Identity vs. Role Confusion (Adolescence, years)  Love: Intimacy vs. Isolation (Young adulthood, , or years)  Care: Generativity vs. Stagnation (Middle adulthood, 25-64, or years)  Wisdom: Ego Integrity vs. Despair (Late adulthood, 65-death)

Lawrence Kohlberg ( ) Stages of Moral Development  1. Preconventional Moral Reasoning  2. Conventional Moral Reasoning  3. Postconventional Moral Reasoning

Jean Piaget Stages of Cognitive Develpomant  Sensorimotor stage: from birth to age two Sensorimotor stage  Preoperational stage: starts when the child begins to learn to speak at age two and lasts up until the age of seven Preoperational stage  Concrete operational stage: from ages seven to eleven. Concrete operational stage  Formal operational stage: from age eleven to sixteen and onwards Formal operational stage