The Psychology Book, Big Ideas Simply Explained
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'Introspectionism' and the Mythical Origins of Scientific Psychology
Consciousness and Cognition Consciousness and Cognition 15 (2006) 634–654 www.elsevier.com/locate/concog ‘Introspectionism’ and the mythical origins of scientific psychology Alan Costall Department of Psychology, University of Portsmouth, Portsmouth, Hampshire PO1 2DY, UK Received 1 May 2006 Abstract According to the majority of the textbooks, the history of modern, scientific psychology can be tidily encapsulated in the following three stages. Scientific psychology began with a commitment to the study of mind, but based on the method of introspection. Watson rejected introspectionism as both unreliable and effete, and redefined psychology, instead, as the science of behaviour. The cognitive revolution, in turn, replaced the mind as the subject of study, and rejected both behaviourism and a reliance on introspection. This paper argues that all three stages of this history are largely mythical. Introspectionism was never a dominant movement within modern psychology, and the method of introspection never went away. Furthermore, this version of psychology’s history obscures some deep conceptual problems, not least surrounding the modern conception of ‘‘behaviour,’’ that continues to make the scientific study of consciousness seem so weird. Ó 2006 Elsevier Inc. All rights reserved. Keywords: Introspection; Introspectionism; Behaviourism; Dualism; Watson; Wundt 1. Introduction Probably the most immediate result of the acceptance of the behaviorist’s view will be the elimination of self-observation and of the introspective reports resulting from such a method. (Watson, 1913b, p. 428). The problem of consciousness occupies an analogous position for cognitive psychology as the prob- lem of language behavior does for behaviorism, namely, an unsolved anomaly within the domain of an approach. -
All in the Mind Psychology for the Curious
All in the Mind Psychology for the Curious Third Edition Adrian Furnham and Dimitrios Tsivrikos www.ebook3000.com This third edition first published 2017 © 2017 John Wiley & Sons, Ltd Edition history: Whurr Publishers Ltd (1e, 1996); Whurr Publishers Ltd (2e, 2001) Registered Office John Wiley & Sons, Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK Editorial Offices 350 Main Street, Malden, MA 02148‐5020, USA 9600 Garsington Road, Oxford, OX4 2DQ, UK The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK For details of our global editorial offices, for customer services, and for information about how to apply for permission to reuse the copyright material in this book please see our website at www.wiley.com/wiley‐blackwell. The right of Adrian Furnham and Dimitrios Tsivrikos to be identified as the authors of this work has been asserted in accordance with the UK Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without the prior permission of the publisher. Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. Designations used by companies to distinguish their products are often claimed as trademarks. All brand names and product names used in this book are trade names, service marks, trademarks or registered trademarks of their respective owners. -
EXPERT REPORT of PHILIP G. ZIMBARDO, Ph.D
UNITED STATES DISTRICT COURT FOR THE EASTERN DISTRICT OF VIRGINIA ALEXANDRIA DIVISION SUHAIL NAJIM ) ABDULLAH AL SHIMARI et al., ) ) Plaintiffs, ) ) v. ) C.A. No. 08-cv-0827 GBL-JFA ) CACI INTERNATIONAL, INC., et. al., ) ) Defendants ) ) EXPERT REPORT OF PHILIP G. ZIMBARDO, Ph.D. jO qspgfttjpobm cbdlhspvoe boe rvbmjgjdbujpot j M M j M M O j q t v M j RZWYM q b v O j q OeO q M RZVZM z v M nOtOM RZVVM z v bOcO I J i q M t b M RZVUM c d O j x v M w M s v o k m v M t O j x q g q b q b j q q b O j d i e t M o q t d d b s f t n t O j z v IRZVXNRZWQJM o z v IRZWQN RZWXJM d v IRZWXNRZWYJ t v IRZWYNSQQTJO j v m M c M j m M t v x M q O j UQQ VQ O j N M q m RZ M N q [ d d M X O u [ C u O d s O It oO RVM p SVM RZXRJO i t oO TM d k M i s M o Nt d M g t d M q jjM qM q s q ô s [ d O x M ed[ vOtO h q p O { M qO hO IRZXRJO C t -
North American Journal of Psychology, 1999. PUB DATE 1999-00-00 NOTE 346P.; Published Semi-Annually
DOCUMENT RESUME ED 449 388 CG 029 765 AUTHOR McCutcheon, Lynn E., Ed. TITLE North American Journal of Psychology, 1999. PUB DATE 1999-00-00 NOTE 346p.; Published semi-annually. AVAILABLE FROM NAJP, 240 Harbor Dr., Winter Garden, FL 34787 ($35 per annual subscription). Tel: 407-877-8364. PUB TYPE Collected Works Serials (022) JOURNAL CIT North American Journal of Psychology; vl n1-2 1999 EDRS PRICE MF01/PC14 Plus Postage. DESCRIPTORS *Psychology; *Research Tools; *Scholarly Journals; *Social Science Research ABSTRACT "North American Journal of Psychology" publishes scientific papers of general interest to psychologists and other social scientists. Articles included in volume 1 issue 1 (June 1999) are: "Generalist Looks at His Career in Teaching: Interview with Dr. Phil Zimbardo"; "Affective Information in Videos"; "Infant Communication"; "Defining Projective Techniques"; "Date Selection Choices in College Students"; "Study of the Personality of Violent Children"; "Behavioral and Institutional Theories of Human Resource Practices"; "Self-Estimates of Intelligence:"; "When the Going Gets Tough, the Tough Get Going"; "Behaviorism and Cognitivism in Learning Theory"; "On the Distinction between Behavioral Contagion, Conversion Conformity, and Compliance Conformity"; "Promoting Altruism in Troubled Youth"; The Influence of insecurity on Exchange and Communal Intimates"; "Height as Power in Women"; "Moderator Effects of Managerial Activity Inhibition on the Relation between Power versus Affiliation Motive Dominance and Econdmic Efficiency"; -
1 Why We Need a More Humanistic Positive Organizational Scholarship: Carl Rogers' Person- Centered Approach As a Challenge To
Why we Need a More Humanistic Positive Organizational Scholarship: Carl Rogers’ Person- Centered Approach as a Challenge to Neoliberalism Stephen Joseph University of Nottingham Correspondence should be addressed to Stephen Joseph, PhD, Professor, School of Education, University of Nottingham, Nottingham, United Kingdom NG8 1BB. E-mail: [email protected] © 2019, American Psychological Association. This paper is not the copy of record and may not exactly replicate the final, authoritative version of the article. Please do not copy or cite without authors' permission. The final article will be available, upon publication, via its DOI: 10.1037/hum0000151 1 Why we Need a More Humanistic Approach to Positive Organizational Scholarship: Carl Rogers’ Person-Centred Approach as a Challenge to Neoliberalism Recent years have seen much interest in the new field of Positive Organizational Scholarship (POS). POS focuses specifically on what is positive, flourishing, and life-giving in organizations, and how to cultivate individual and organizational performance. In this article I will discuss the humanistic approach of Carl Rogers and how it can contribute to POS. Rogers is well known for his work on human relations and like POS he was concerned with the promotion of human flourishing. However, unlike POS, Rogers’ approach was based on a distinctive view of human nature and non-directive practice. By comparison, it looks like POS talks the language of human flourishing while offering ways in which to control and direct people as part of the neoliberal hegemony that humanistic scholars might see as the problem. I would like to advocate for a humanistic POS; one which explicitly has the aim of liberation and empowerment. -
A Unified Framework of the Shared Aesthetic Experience" (2016)
Claremont Colleges Scholarship @ Claremont CMC Senior Theses CMC Student Scholarship 2016 A Unified rF amework of the Shared Aesthetic Experience Huakai Liao Claremont McKenna College Recommended Citation Liao, Huakai, "A Unified Framework of the Shared Aesthetic Experience" (2016). CMC Senior Theses. Paper 1307. http://scholarship.claremont.edu/cmc_theses/1307 This Open Access Senior Thesis is brought to you by Scholarship@Claremont. It has been accepted for inclusion in this collection by an authorized administrator. For more information, please contact [email protected]. Claremont McKenna College A Unified Framework of the Shared Aesthetic Experience submitted to Piercarlo Valdesolo and Dean Peter Uvin by Huakai Liao for Senior Thesis Fall 2015 01/25/2016 0 Acknowledgement First of all, I would like to express my sincere thanks to my thesis advisor, Dr. Valdesolo, for the continuous support throughout this project as well as my entire undergraduate career. There have been very difficult times during the span of this project. I could not thank him enough for his support and understanding during those times. I still remembered the first day of freshman year when I asked him to join his laboratory to study emotion and he said yes. The interest in emotion has grown since then and led me to my other thesis in computer science on the topic of building emotional machine as well as the current project. I would also like to thank Dr. Halpern for her support. Even after her retirement, her door has always been open whenever I ran into trouble. She supported and cared for me during some of my difficult times. -
Concepts As Correlates of Lexical Labels. a Cognitivist Perspective
This is a submitted manuscript version. The publisher should be contacted for permission to re-use or reprint the material in any form. Final published version, copyright Peter Lang: https://doi.org/10.3726/978-3-653-05287-9 Sławomir Wacewicz Concepts as Correlates of Lexical Labels. A Cognitivist Perspective. This is a submitted manuscript version. The publisher should be contacted for permission to re-use or reprint the material in any form. Final published version, copyright Peter Lang: https://doi.org/10.3726/978-3-653-05287-9 CONTENTS Introduction………………………………………………………………... 6 PART I INTERNALISTIC PERSPECTIVE ON LANGUAGE IN COGNITIVE SCIENCE Preliminary remarks………………………………………………………… 17 1. History and profile of Cognitive Science……………………………….. 18 1.1. Introduction…………………………………………………………. 18 1.2. Cognitive Science: definitions and basic assumptions ……………. 19 1.3. Basic tenets of Cognitive 22 Science…………………………………… 1.3.1. Cognition……………………………………………………... 23 1.3.2. Representationism and presentationism…………………….... 25 1.3.3. Naturalism and physical character of mind…………………... 28 1.3.4. Levels of description…………………………………………. 30 1.3.5. Internalism (Individualism) ………………………………….. 31 1.4. History……………………………………………………………... 34 1.4.1. Prehistory…………………………………………………….. 35 1.4.2. Germination…………………………………………………... 36 1.4.3. Beginnings……………………………………………………. 37 1.4.4. Early and classical Cognitive Science………………………… 40 1.4.5. Contemporary Cognitive Science……………………………... 42 1.4.6. Methodological notes on interdisciplinarity………………….. 52 1.5. Summary…………………………………………………………. 59 2. Intrasystemic and extrasystemic principles of concept individuation 60 2.1. Existential status of concepts ……………………………………… 60 2 This is a submitted manuscript version. The publisher should be contacted for permission to re-use or reprint the material in any form. Final published version, copyright Peter Lang: https://doi.org/10.3726/978-3-653-05287-9 2.1.1. -
AP Psychology Summer Assignment Mr. Trinci [email protected] Welcome to AP Psychology. Please Complete the Famous Contr
AP Psychology Summer Assignment Mr. Trinci [email protected] Welcome to AP psychology. Please complete the Famous Contributors and experiments review sheet. Due to the time constraints we will face during the school year, it is necessary that we get a head start on the material most important to the course. All of these contributors are an important part of the history of psychology and deserve your best work. This is a 300 point research project that will significantly impact your first quarter grade. Please turn this in handwritten and in your own words. No word processed copies will be accepted. Please make sure that your work is neat and legible. Do not include any biographical information, just the facts and details of the experiment or contribution. There are many quality websites available to help you complete this assignment (Wikipedia being one such website). Please be thorough in summarizing these contributors and experiments as they are deserving of your best work. This assignment is due the first day of class in August. Have a great summer, pace yourself, do your best work. The first one will be done for you as an example. Any problems or help please e-mail me on my school e-mail above. Hawthorn effect- Refers to the simple fact that workers became more productive when they are aware that they are being studied. The original experiment was conducted between 1924 and 1932 and was meant to measure the increase of production due to increase in lighting. The original experiment lasted from 1927-1932 and measured the productivity of two women working in the relay assembly section of the Western Electric Factory outside Chicago. -
ICS18 - Study Questions
ICS18 - study questions January 23, 2019 1. What is the broad and what is the narrow notion of cognition? 2. What is representation? Enumenrate examples of representations considerd within different disciplines (cog. psy- chology, neuroscience, AI) and show that they fulfill the definitional requirements 3. Enumerate and characterize briefly key cognitive disciplines 4. Key theses and principles of associationism 5. How to explain a mind: pure vs mixed associationism 6. A mind according to behaviorists 7. Why is behaviorism considered “the scientific psychology”? 8. Why behaviorism (as a theory of mind) was rejected? 9. Find the elements of behaviorism within contemporary cognitive theory of mind (either symbolic or connectionist) 10. Describe Turing Machine as a computational device 11. What is computation? (remember the roll of toilet paper...) 12. The idea of a mind as a “logic machine” (McCulloch, Pitts) 13. What features does a McCulloch-Pitts neuron have? 14. What is the main difference between a McC-P neuron and a perceptron? 15. What is a model? (cf. Kenneth Craik&Minsky) 16. What are the assumptions of phrenology? 17. Localizationist view on a brain (Gall, Spurzheim) 18. Holistic approaches to human brain 19. What does it mean that some part of our body has a “topographic representation” in the brain? 20. The consequences of Broca’s and Wernicke’s discoveries for a cognitive view on a brain 21. What is Brodmann famous for? 22. What did Golgi invent? What consequences had his discovery? 23. Describe Cajal’s discoveries and their influence on neuroscience 24. The key aassumptions of the “neuron doctrine” (Cajal) 25. -
Webinar Lecture #5
5/20/20 Foundations for Integrating Hypnosis into Your Therapies for Treating Anxiety, Depression, and Pain with Michael D. Yapko, Ph.D. Webinar Section 5 of 12 Michael D. Yapko, Ph.D. www.yapko.com 1 • Direct regression to a specific time, context • Imagery of special vehicles • Metaphorical and indirect approaches Michael D. Yapko, Ph.D. www.yapko.com 2 • Orient to hypnosis • Induction • Response set regarding memory • Regression strategy; emphasize positive memory • Interaction (remember to ask neutrally) • PHS (integrate a positive learning from the experience) • Closure and disengagement Michael D. Yapko, Ph.D. www.yapko.com 3 1 5/20/20 •Encoding •Storage •Retrieval Distortions can occur at any stage Michael D. Yapko, Ph.D. www.yapko.com 4 “Memory is reconstructive, not reproductive” Michael D. Yapko, Ph.D. www.yapko.com 5 “I have the feeling…but I don’t have the memory” Stage hypnosis: “What’s so funny about your movie?” Michael D. Yapko, Ph.D. www.yapko.com 6 2 5/20/20 That’s why hypnotically obtained testimony is generally excluded from court proceedings In Search of Memory by Eric Kandel Searching for Memory by Daniel Schacter The Seven Sins of Memory by Daniel Schacter The Memory Illusion by Julia Shaw Memory by Bennett Schwartz Michael D. Yapko, Ph.D. www.yapko.com 8 And a whole new generation of therapists is starting to make some of the same mistakes all over again… Michael D. Yapko, Ph.D. www.yapko.com 9 3 5/20/20 See “Divided Memories,” a PBS 4-hour documentary on the subject you’ll find on YouTube Also watch the demonstration of implanting a false memory on YouTube by Dr. -
CNS 2014 Program
Cognitive Neuroscience Society 21st Annual Meeting, April 5-8, 2014 Marriott Copley Place Hotel, Boston, Massachusetts 2014 Annual Meeting Program Contents 2014 Committees & Staff . 2 Schedule Overview . 3 . Keynotes . 5 2014 George A . Miller Awardee . 6. Distinguished Career Contributions Awardee . 7 . Young Investigator Awardees . 8 . General Information . 10 Exhibitors . 13 . Invited-Symposium Sessions . 14 Mini-Symposium Sessions . 18 Poster Schedule . 32. Poster Session A . 33 Poster Session B . 66 Poster Session C . 98 Poster Session D . 130 Poster Session E . 163 Poster Session F . 195 . Poster Session G . 227 Poster Topic Index . 259. Author Index . 261 . Boston Marriott Copley Place Floorplan . 272. A Supplement of the Journal of Cognitive Neuroscience Cognitive Neuroscience Society c/o Center for the Mind and Brain 267 Cousteau Place, Davis, CA 95616 ISSN 1096-8857 © CNS www.cogneurosociety.org 2014 Committees & Staff Governing Board Mini-Symposium Committee Roberto Cabeza, Ph.D., Duke University David Badre, Ph.D., Brown University (Chair) Marta Kutas, Ph.D., University of California, San Diego Adam Aron, Ph.D., University of California, San Diego Helen Neville, Ph.D., University of Oregon Lila Davachi, Ph.D., New York University Daniel Schacter, Ph.D., Harvard University Elizabeth Kensinger, Ph.D., Boston College Michael S. Gazzaniga, Ph.D., University of California, Gina Kuperberg, Ph.D., Harvard University Santa Barbara (ex officio) Thad Polk, Ph.D., University of Michigan George R. Mangun, Ph.D., University of California, -
Memory Performance and Adaptive Strategies in Younger and Older Adults During Single and Dual Task Conditions
MEMORY PERFORMANCE AND ADAPTIVE STRATEGIES IN YOUNGER AND OLDER ADULTS DURING SINGLE AND DUAL TASK CONDITIONS VICTORIA GRACE COLLIN A thesis submitted in partial fulfilment of the requirements of the University of Greenwich for the Degree of Doctor of Philosophy June 2015 DECLARATION “I certify that this work has not been accepted in substance for any degree, and is not currently being submitted for any degree other than that of Doctor of Philosophy being studied at the University of Greenwich. I also declare that this work is the result of my own investigations except where otherwise identified by references and that I have not plagiarised the work of others.” Student Victoria G Collin Date First Supervisor Dr Sandhiran Patchay Date ii ACKNOWLEDGEMENTS . Firstly I would like to thank my supervisors, Dr Sandhi Patchay, Dr Trevor Thompson and Professor Pam Maras for all of your support and guidance over the years. It’s been a long and sometimes difficult journey, and I really appreciate all of your patience and understanding. I would also like to thank Dr Mitchell Longstaff who encouraged me to embark on this journey, and for all of his help early on as my supervisor. Thanks also to all my colleagues in the department for their advice and encouragement over the years. In particular I would like to thank Dr Claire Monks who was very helpful in her role as Programme Leader- sorry for all of the annoying questions! I would like to thank all of the participants, who offered their precious time to take part in my research.