Module 1: Introduction, History, Perspectives, and Careers

Psychology The scientific study of behavior and mental processes. Uses scientific research methods. Behavior includes all observable behavior. Mental processes include thoughts, feelings and dreams.

Modern Psychology’s Roots Module 1: Introduction, History, Perspectives, and Careers

Wilhelm Wundt (1832-1920) The “father of psychology” Founder of modern psychology Opened the first psychology lab in 1879

E.B. Titchener (1867-1927) Analyzed the intensity, clarity and quality of the parts of consciousness – the structure Founder of structuralism

Structuralism Studied the basic elements (structure) of thoughts and sensations. Broken down into three parts: ex. sensations, feelings, thoughts

Gestalt Psychology by Christian von Ehrenfels The whole is different from the sum of its parts. Integrate pieces of information into meaningful wholes. Ex. Notes from a song, put together and you have a song

William James (1842-1910) First American psychologist Author of the first psychology textbook Founder of Functionalism William James proposed that all humans shared common instincts such as cleanliness, curiosity, parental love, sociability, sympathy, and jealousy. James believed that our instincts are inherited tendencies or traits. He composed a list of 37 instincts that he believed explained human behavior. James, a professor at Harvard, created the first course in psychology ever offered at an American university. This, along with his landmark psychological theories, have led many to call James the “father of American psychology.”

Functionalism Emphasized how consciousness helped people adapt to their environment James composed a list of 37 instincts that cause human behavior Ex. cleanliness, curiosity, sympathy, jealousy

Ivan Pavlov (1849-1936) Russian Physiologist Studied learning in animals Emphasized the study of observable behaviors Classical conditioning Ex. dogs

John B. Watson (1878-1958) Founder of behaviorism Studied only observable and objectively described acts – unconscious was of little value Environment molds our behavior Bullet # 1 In the early 1900s, John Watson developed what became known as behaviorism. He believed that psychology should only study overt, measurable behavior. Bullet # 2 Watson felt that psychology needed to study behavior scientifically and needed to break away from concepts like the mind, consciousness, feeling, and thinking. Bullet # 3 Waston firmly believed in the strength and power a person’s environment could exercise over them. Consequently, he believed that by controlling a healthy child’s environment, it was possible to influence that child to develop in a number of different directions.

B.F. Skinner (1904-1990) Behaviorist Focused on learning through rewards and punishment and observation Operant conditioning Rats Food = reward Shock = punishment

Humanistic Psychology Stressed the study of conscious experience and an individual’s free will Healthy individuals strive to reach their potential An optimistic view of human potential The world is a friendly, happy, and secure place

Humanistic Approach -Abraham Maslow -Carl Rogers -Albert Ellis

Sigmund Freud (1856-1939) Behavior explained by unconscious Childhood

Freud’s Background Neurology Psychoanalysis Id, ego, superego Freud was born into a middle-class Jewish family in 1856. As a young doctor, he specialized in neurology. He came to find that he could not always find physical reasons for his patient's problems. This led to a long intellectual journey, during which he came up with landmark theories about the nature and treatment of mental illness. He also developed a theory of personality based on the hypothesis that human personality consisted of three parts: the id, the ego, and the superego.

Freud’s Influence Influence on “pop culture” Freudian slips Anal-retentive Influence on psychology Psychodynamic theory Unconscious thoughts Significance of childhood experiences

The Id Inborn and unconscious It is where the instincts reside Life instincts are called Eros Bullets # 1–3 Freud postulated that a person’s id develops first. The id represents the innate, instinctive parts of our mind. Id is biological rather than learned. It relates to drives that reduce hunger, thirst, and sex. Life instincts (which Freud called “Eros”) are drives that promote self-reservation. One such early instinct is the drive to nurse or suck. The photo in this slide shows a mother and her one-month-old newborn.

The Id is the First to Form The id operates on the “pleasure principle” The id demands immediate satisfaction The id does not care what society thinks Bullet # 1 The id is very impatient and it operates on what Freud called the “pleasure principle,” trying to gain immediate pleasure and to avoid any type of pain. Bullet # 2 The id is very demanding and not very patient. For children, learning to wait and behave takes some time. For example, when a child is hungry, they refuse to wait to be fed. Bullet # 3 The id is not bound by society’s rules or restrictions. It does not care about social prohibitions or taboos.

The Id (cont.) The id is aggressive The id is playful The id represents the child in all of us Bullets 1–3 The id is powerful throughout our lives, but as we get older, we learn to control its aggressive urges. The id also has a playful side—one that perhaps shouldn’t be as tightly controlled as its aggressive side. According to Freud, our feelings of sex and aggression begin at a relatively young age. Most psychologists today will remind their patients that it is important to hold onto the playful aspects of the child in all of us, but that we must also temper its aggressive side.

Diagram of the Id The child in us is important, but “me first” can’t last forever. We learn from our parents about beginning to consider the needs of others. This diagram suggests that in our earliest years, the id is disproportionately large compared to the ego and the superego.

The Ego The ego is logical and unemotional The ego is the decision maker The ego is responsible for organizing ways to get what a person wants in the real world. It is logical and unemotional. If people have too much ego, they seem like Mr. Spock on TV’s Star Trek. They are all cognition and no emotion. They are not very playful. The ego is the only component of personality that is conscious. As we grow, the ego mediates between what we want (the id) and what society will allow us to have (the superego).

The Superego The superego is the next component to form - Pressures from society Parents play a major role Bullet # 1 The superego represents society’s rules, prohibitions, and restrictions. It is often equated with morality. Bullet # 2 The superego acts as a person’s conscience; in a sense, it’s the “Jiminy Cricket” of your personality. It tells you the difference between right and wrong. Bullet # 3 Parents are clearly the most important factors in the socialization of their children. Their actions teach children how to control their feelings and emotions. Instead of “sparing the rod and spoiling the child” to socialize their children, today’s parents are more inclined to use “time outs” that give children the opportunity to reflect on their behavior. Bullet # 4 Schools and churches also can be important contributors to the development of the superego, since they teach children the difference between right and wrong.

Missing a Superego Can your grow up without a superego? Case study: Ted Bundy It is possible to grow up without a superego and to have no guilt or conscience. Serial killer Ted Bundy was implicated in the deaths of 37 women throughout the United States. He never showed any remorse or guilt even as he sat on death row in Florida awaiting execution.

Freud Psychosexual Stages of Development Oral: 0-2 Anal: ages 2–3 Phallic: ages 3–6 Latent: ages 7–12 Genital: puberty through adulthood

The Oral Stage Ages: birth through two years The pleasure principle The infant focuses on the mouth

The Anal Stage Ages: 18 months–3 years Toilet training Anal-retentive

The Phallic Stage Ages 3–6 Boys’ sexual interest develops and focuses on the mother Oedipus Complex Momma’s Boy Clingy to women Electra Complex for girls

The Latent Stage Age six through puberty Sexual thoughts repressed Social and intellectual development

The Genital Stage Ages: puberty throughout adulthood Sexual desires rekindled, forming relationships Rebelling against rules/ authority

Six Contemporary Psychological Perspectives Module 1: Introduction, History, Perspectives, and Careers

Psychological Perspectives Method of classifying a collection of ideas Also called “schools of thought” Also called “psychological approaches” To view behavior from a particular perspective

Cognitive Perspective Focus: On how people think and process information Behavior is explained by how a person interprets the situation

Cognitive Cont’d How we take in, process, store, and retrieve information Ex. Remembering something you have learned is a cognitive activity

Biological Perspective Focus: How our biological structures and substances underlie a given behavior, thought, or emotion Behavior is explained by brain chemistry, genetics, glands, etc. “feel-good” chemicals in the brain can affect behavior - depression

Social-Cultural Perspective Focus: How thinking and behavior change depending on the setting or situation Behavior is explained by the influence of other people present Ex: Pressure from friends

Behavioral Perspective Focus: How we learn through rewards, punishments, and observation Behavior is explained by previous learning Studying the unconscious, or anything you cannot see, was of little value

Humanistic Perspective Focus: How healthy people strive to reach their full potential Behavior is explained as being motivated by satisfying needs (safety, hunger, thirst, etc.), with the goal of reaching one’s full potential once basic needs are met.

Psychodynamic Perspective Focus: How behavior is affected by unconscious drives and conflicts Behavior is explained through unconscious motivation and unresolved inner conflicts from one’s childhood. Modern version of psychoanalytic perspective.

Module 1: Introduction, History, Perspectives, and Careers Psychology’s Horizon Module 1: Introduction, History, Perspectives, and Careers

Behavior Genetics Focus: How behavior is affected by genes and the environment Combines biology and behaviorism Emphasis on the importance of both genetic and environmental factors on behavior

Evolutionary Psychology Combines aspects of biological, psychological, and social perspectives Behavior is explained by how the behavior may have helped our ancestors survive long enough to reproduce successfully.

Positive Psychology Focus: To study and promote optimal human functioning Martin E.P. Seligman is a major advocate Should promote building positive qualities of people

Module 1: Introduction, History, Perspectives, and Careers Careers in Psychology Module 1: Introduction, History, Perspectives, and Careers

Basic Research Pure science or research Research for the sake of finding new information and expanding the knowledge base of psychology

Applied Research Research designed to solve specific practical problems

Clinical Psychologist Diagnose and treat patients with psychological problems Largest number of professional psychologists

The End

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