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Kniha Psychologie OBSAH 130 Dobrý život je proces, , ne stav bytí ·SYCHOTERAPIE Carl Rogers KOGNITIVNI HOVÁNíJEURČOVÁNO EVĚDOMíM 138 Čím člověk může být, PSYCHOLOGIE tím musí být MOZEK JAKO DATOVÝ Nevědomí je pravou Abraham Maslow PROCESOR psychickou realitou Sigmund Freud 140 Utrpení přestává být 160 Instinkt jako dynamický utrpením ve chvíli, vzorec Wolfgang Kóhler 10 Neurotik s sebou kdy najde svůj smysl neustále nese pocit Viktor Frankl 162 Vyrušení při úkolu méněcennosti výrazně zvyšuje Alfred Adler 141 Bezbolestně se člověk pravděpodobnost, člověkem nestane že si ho zapamatujeme 12 Kolektivní nevědomí Rollo May Bluma Zeigarniková tvoří archetypy CarlJung 142 Racionální názory 163 Když dítě slyší kroky, vytvářejí zdravé aktivuje se shluk neuronů 18 Zápas mezi instinktem emoční důsledky Donald Hebb života a smrti přetrvává Albert Ellis po celý život 164 Poznání je proces, Melanie Kleinová 146 Rodina je "továrna", ne produkt kde se vyrábějí lidé Jerome Bruner O Tyranie "měl bych" Virginia Satirová Karen Horneyová 166 Člověka s přesvědčením 148 Zapni se, nalaď se, lze změnit jen těžko Superego je vidět, vypadni Leon Festinger když nepřátelsky Timothy Leary konfrontuje ego 168 Magické číslo sedm plus Anna Freudová 149 Vhled může způsobit nebo minus dva slepotu George Armitage Miller 2 Pravdu lépe snášíme, Paul Watzlawick jedině když ji sami 114 Na povrchu je toho víc, odhalíme Fritz Perls 150 Sílenství nemusí být než oči vidí jen konec života, může Aaron Beck 8 Je skandálně být začátkem nového nedostatečné poskytnout R. D. Laing 118 V každém okamžiku cizímu dítěti lásku dokážeme vnímat adomov 152 Náš osud neurčuje pouze jeden hlas Donald Winnicott minulost Boris Cyrulnik Donald Broadbent 2 Nevědomí je řečí 154 Jenom hodní lidé 186 Síp času se ohýbá toho Druhého v nás mají deprese do smyčky Jacques Lacan Dorothy Roweová Endel Thlving 4 Úkolem člověka je, 155 Otcové podléhají 192 Vnímání je zvenčí aby zrodil sám sebe pravidlu mlčení řízená halucinace Roger ErichFromm Guy Corneau N. Shepard SOCIÁLNí PSYCHOLOGIE ŽiJEME VE SVĚTĚ SPOLU S DALŠíMI LIDMI 218 Clověk nemůže 193 Neustále pátráme porozumět systému, po kauzálních spojeních dokud se ho nepokusí Daniel Kahneman změnit Kurt Lewin 194 Události a emoce se ukládají do paměti 224 Jak silné je tíhnutí společně Gordon H. Bower k sociální konformitě? Solomon Asch 196 Emoce jsou jako splašený kůň Paul Ekman 228 Život je jako divadelní 238 Cílem není posouvat představení hranice vědomostí, 198 Extáze je krokem do Erving Goffman ale být v centru alternativní reality vědění Serge Moscovici Mihály Csíkszentmihályi 230 Cím častěji člověk něco vidí, tím víc se mu to líbí 240 Od přírody jsme 200 Sťastní lidé jsou vysoce Robert Zajonc sociální tvorové společenští William Glasser Martin Seligman 236 Kdo má rád schopné ženy? Janet Taylor Spenceová 242 Věříme, že lidé dostanou, 202 To, čemu věříme s plným co si zaslouží přesvědčením, nemusí 231 Bleskové vzpomínky Melvin Lerner být nutně pravda produkují události Elizabeth Loftusová s vysokým emocionálním 244 Lidé, kteří dělají šílené nábojem věci, nemusí být 208 Sedm hříchů paměti Roger Brown nutně šílenci Daniel Schacter Elliot Aronson 210 Clověk není totéž 246 Lidé dělají to, co jeho myšlenky co se jim řekne Jon Kabat-Zinn Stanley Milgram 211 Existují obavy, že 254 Co se stane, když biologie zpochybní vše, slušné lidi postavíme co považujeme za svaté do špatné situace? Steven Pinker Philip Zimbardo 212 Rituály kompulzivního 256 Trauma je třeba chování jsou pokusem, chápat jako vztah mezi jak ovládnout nutkavé jednotlivcem a společností myšlenky Paul Salkovskis 19nacio Martín-Baró 286 Většinu lidského chování 324 Emoce je v zásadě se člověk učí nápodobou nevědomý proces ,ÝVOJOVÁ Albert Bandura Nico Frijda ·SYCHOLOGIE 292 Morálka se vyvíjí 326 Chování bez podnětů DKOJENCE PO DOSPĚLÉHO v šesti stadiích z okolního prostředí by Lawrence Kohlberg bylo absurdně chaotické i2 Cílem vzdělávání je Walter Mischel vytvářet lidi schopné 294 Řečový orgán roste dělat nové věci jako kterýkoliv jiný 328 V psychiatrických Jean Piaget tělesný orgán léčebnách nejsme schopni Noam Chomsky rozeznat duševně zdravé ro Základní kognitivní od duševně chorých procesy, hluboko 298 Autismus je extrémní David Rosehan zakořeněné struktury, formou mužského mozku jsou vskutku univerzální Simon Baron-Cohen 330 Tři tváře Evy Pierre Dasen Thigpen & Cleckley rl Za dítě není zodpovědný žádný konkrétní rodič PSYCHOLOGIE Bruno Bettelheim 332 DALŠí r2 Vše, co roste, má svůj OSOBNOSTI PSYCHOLOGOVÉ plán Erik Erikson OSOBNOST AINTELIGENCE 340 VÝKLADOVÝ SLOVNíK r4 Rané citové vazby jsou 304 Vyjmenujte co nejvíce nedílnou součástí lidské možných způsobů přirozenosti John Bowlby použití párátka, které 344 REJSTŘíK vás napadnou r8 Konejšivý tělesný kontakt J. P. Guilford je nesmírně důležitý 351 PODEKOVÁNí Harry Harlow 306 Měl Robinson Crusoe osobnostní rysy před r9 Připravujeme děti na příchodem Pátka? život, o jehož průběhu Gordon Allport nevíme zhola nic Franyoise Doltová 314 Obecná inteligence se skládá z fluidní 10 Citlivá matka vytváří a krystalické bezpečnou vazbu inteligence Mary Ainsworthová Raymond Cattell 12 Kdo učí děti nenávidět lidi 316 Mezi šílenstvím jiné rasy a obávat se jich? a genialitou existuje Kenneth Clark spojitost Hans J. Eysenck 14 Dívky dostávají lepší 322 Hnací silou výkonu známky než chlapci jsou tři hlavní motivace Eleanor E. Maccobyová David C. McClelland .
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