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Psych Homework
AP Notes – History and Approaches Early Theories – Where did we come from as a science??? In the beginning – people studied philosophy and physiology – both starting to study the human mind by the 1870s. 1879 - Wilhelm Wundt wanted to study human as a separate group not tied to the other two. In Germany he will establish the first lab to study human beings. This is the official start of psychology. Thus Wundt is the “Father of psychology” Wundt will study consciousness – the awareness of experiences Psychology grows – first 2 schools of thought Structuralism – will be started by Edward Titchner - he had studied under Wundt and then came to the US. Structuralism is based on the notion that we need to analyze consciousness in its basic elements to figure out why things are the way they are. (sensations, the components of vision, hearing, touch) o Introspection – careful, systematic self-observation of one’s own conscious experience. (with structuralism we would train people to analyze their thoughts and then exposed them to perceptual experiments (auditory tones, optical illusions, visual stimuli – then report) Functionalism – we should study the purpose of consciousness, why do we think the way we do, not some meaningless structure. We need to study how people adapt their behavior to their environment. William James will start this school of thought. William James also wrote the first textbook Gestalt – exact opposite of structuralism. We should study the whole not the parts to understand human behavior. (We will come back to this with perception) Max Wertheimer will start this school of thought. Other early view – These are still around Psychoanalysis – Freud – unconscious, repression, defense mechanisms Behaviorism – John B. -
Switching Gestalts on Gestalt Psychology: on the Relation Between Science and Philosophy
Switching Gestalts on Gestalt Psychology: On the Relation between Science and Philosophy Jordi Cat Indiana University The distinction between science and philosophy plays a central role in meth- odological, programmatic and institutional debates. Discussions of disciplin- ary identities typically focus on boundaries or else on genealogies, yielding models of demarcation and models of dynamics. Considerations of a disci- pline’s self-image, often based on history, often plays an important role in the values, projects and practices of its members. Recent focus on the dynamics of scientiªc change supplements Kuhnian neat model with a role for philoso- phy and yields a model of the evolution of philosophy of science. This view il- luminates important aspects of science and itself contributes to philosophy of science. This interactive model is general yet based on exclusive attention to physics. In this paper and two sequels, I focus on the human sciences and ar- gue that their role in the history of philosophy of science is just as important and it also involves a close involvement of the history of philosophy. The focus is on Gestalt psychology and it points to some lessons for philosophy of science. But, unlike the discussion of natural sciences, the discussion here brings out more complication than explication, and skews certain kinds of generaliza- tions. 1. How Do Science and Philosophy Relate to Each Other? a) As Nietzsche put it in the Genealogy of Morals: “Only that which has no history can be deªned.” This notion should make us wary of Heideggerian etymology, conceptual analysis and even Michael Friedman’s relativized, dialectical, post-Kuhnian Hegelianism alike. -
Introspecting in the Twentieth Century Maja Spener (University of Birmingham)
Introspecting in the Twentieth Century Maja Spener (University of Birmingham) Forthcoming in Philosophy of Mind in the Twentieth and Twenty-First Centuries, A. Kind (ed.), Routledge. This version of the paper is only a draft. For quotation please consult the published version. Introspection in the 20th century is a vast topic. Discussions involving introspection figured in the relatively new discipline of experimental psychology, as well as in various debates in philosophy of mind and epistemology. Introspection has been a focus of interest as a method of investigation and as a psychological and epistemic capacity itself. Over the course of the century, these theoretical interests did not always connect well, although they have intersected and influenced each other at different points. But there is no helpful sense in which one might talk of ‘the history’ of introspection in the 20th century if by that one means a straight line of development across ten or so decades of psychological and philosophical theorizing with, and about, introspection. Instead, there is a criss-crossing pattern of various storylines and what I shall do here is track a couple of different strands in the overall pattern to the exclusion of many others.1 In particular, I shall concentrate on philosophers’ and psychologists’ use of introspection, and the discussions surrounding such use. A story we are often told is that during the late 19th century and the beginning of the 20th century, experimental psychology was synonymous with introspectionism, exemplified by the work of Wilhelm Wundt and E. B. Titchener. According to the story, these early psychologists took the subject-matter of psychology to be conscious states only and their main method of investigation was introspection. -
Chapter 11: Behaviorism
Chapter 11: Behaviorism Megan Davis, Nicole Pelley and Stephanie Quinlan Behaviorism (1892-1956) ● Psychology has been the study of the mind since the Greeks ○ The definition of the mind has been debated extensively ○ 20th century: Shift from what the mind was to what it did ■ Mind causes behavior ● New field of research ○ Psychology was redefined with help from animal psychology ○ People started believing humans evolved from animal forms ○ Had to rethink Descartes’ definition of the mind New Directions in Animal Psychology New Directions in Animal Psychology Animal psychology as Romanes begun it, used 2 methods: 1. Anecdotal Method → Collect data 2. Method of Inference → Interpret data Close examination in late 19th, early 20th century. Anecdote → Experiment From Anecdote to Experiment ● Experiment replaced anecdotes and informal, naturalistic experiments ● Aim of animal psychology - produce natural science and anecdote not the path to science ● Two important research programs: ○ Thorndike ○ Pavlov From Anecdote to Experiment Edward Lee Thorndike (1874-1949): ● Initially wanted to study children ● Not many readily available, took up animals ● Studied with William James ● Developed “connectionism” ○ Methodological and theoretical approach to animal learning ○ Formulation of an S-R psychology he called “connectionism” ○ Anecdotal method overestimated animal intelligence From Anecdote to Experiment Thorndike’s Puzzle Boxes ● Trap cat inside box ● Each box opened by cat in different way ● Rewarded with salmon for escaping ○ Ex. of instrumental -
Cognitive Semiotics
COGNITIVE SEMIOTICS Multidisciplinary Journal on Meaning and Mind Issue 5 . Fall 2009 PETER LANG Bern · Berlin ' Bruxelles ' Frankfurt am Main · New York · Oxford · Wien COGNITIVE SEMIOTICS EDITORS-IN-CHIEF Per Aage Brandt and Todd Oakley CO-EOrTORS Ana Margarida Abrantes, Tim Adamson, Une Brandt, Riccardo Fusaroli, and Jes Vang EDITORIAL ASSISTANT (official address and address for unsolicited submissions) Larimee Cortnik Department of Cognitive Science Center for Cognition and Culture Case Western Reserve University College of Arts & Sciences Crawford Hall, 612D Cleveland, Ohio, 44106-7179 USA Phone: (+1) 216 368-6538 · Fax: (+1) 216 368-3821 [email protected] COORDINATING EDITOR (general address for solicited submissions and editorial contact) Jes Vang · [email protected] EDITORIAL ADVISORY BOARD Liliana Albertazzi, Bernard Baars, Enrique Bernárdez, Peer Bundgaard, Roberto Casati, Christopher Collins, Seana Coulson, Ian Cross, Terrence Deacon, Merlin Donald, Shaun Gallagher, Barend van Heusden, Robert Innis, Jana M. Iverson, Mark Johnson, Torben Fledelius Knap, Kalevi Kull, Ronald Langacker, Michael Leyton, Ricardo Maldonado, Juana Isabel Mann-Arrese, Erik Myin, Frederic Nef, Pierre Ouellet, Jean-Luc Petit, Jean Petitot, Martina Plümacher, Roberto Poli, Ernst Pöppel, Andreas Roepstorff, Bent Rosenbaum, Maxine Sheets-Johnstone, Chris Sinha, Linda B. Smith, Göran Sonesson, Frederik Stjernfelt, Eve Sweetser, Leonard Talmv, Evan Thompson, Colwyn Trevarthen, Reuven Tsur, Mark Turner, Patrizia Violi, Wolfgang Wildgen, Dan Zahavi, Lawrence Zbikowski, Jordan Zlatev, and Svend Ostergaard. MANUSCRIPT SUBMISSIONS For style guide and other directions for authors go to the journal's website: www.cogniavesemiotics.com PUBUSHING DETAILS © by Verlag Peter Lang AG, Hochfeldstrasse 32, CH-3012 Bern Tel. +41 31 306 17 17; Fax +41 31 306 17 27; E-Mail: [email protected]; Internet: www.peterlang.com All rights reserved. -
WHAT IS GESTALT THERAPY Violet Oaklander, Ph.D
WHAT IS GESTALT THERAPY Violet Oaklander, Ph.D. Basically, Gestalt therapy is a process-oriented mode of therapy that focuses attention on the healthy, integrated functioning of the total organism comprised of the senses, the body, the emotions and the intellect. It was originally developed by Frederick (Fritz) and Laura Perls in the 1940’s and has at its base principles from psychoanalytic theory, Gestalt psychology, various humanistic theories, as well as aspects of phenomenology, existentialism and Reichian body therapy. From these sources, and others, a large body of theoretical concepts and principles have evolved underlying the practice of Gestalt therapy. A major focus is to help clients become aware of what they are doing, how they are doing it, and how they can change themselves, and at the same time, to learn to accept and value themselves. It focuses more on process than content ( though content may be used as examples of one’s process.) What is directly perceived, felt and experienced is considered more relevant than explanations and interpretations. A famous misconception is that Gestalt therapy is the empty chair technique. It is not uncommon to hear someone say, “I use Gestalt therapy all the time,” referring to this technique. It would seem ludicrous to think that I, for example, trained to be a Gestalt therapist for more than three years at the Los Angeles Gestalt Therapy Institute to learn this technique and nothing else. Moreover, there exist at this time scores of books and articles discussing the principles and concepts of Gestalt therapy. Because of the extensive, comprehensive nature of this therapy, a short summary as this could not describe the basic concepts involved. -
Gestalt Therapy Allen Richard Barlow University of Wollongong
University of Wollongong Research Online University of Wollongong Thesis Collection University of Wollongong Thesis Collections 1983 The derivation of a psychological theory: Gestalt therapy Allen Richard Barlow University of Wollongong Recommended Citation Barlow, Allen Richard, The derivation of a psychological theory: Gestalt therapy, Doctor of Philosophy thesis, Department of Psychology, University of Wollongong, 1983. http://ro.uow.edu.au/theses/1685 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] THE DERIVATION OF A PSYCHOLOGICAL THEORY : GESTALT THERAPY A thesis submitted in fulfilment of the requirements for the award of the degree of » DOCTOR OF PHILOSOPHY from THE UNIVERSITY OF WOLLONGONG by ALLEN RICHARD BARLOW, B.A. (Hons.l) DEPARTMENT OF PSYCHOLOGY (1983) -i- TABLE OF CONTENTS Page List of Tables xiv Acknowledgements xv xvi Abstract xvii CHAPTER 1: Introduction 1.1 The aim of this dissertation 1 1.2 Principles of Gestalt therapy 7 CHAPTER 2: Sigmund Freud and psychoanalysis 2.1 Biography 12 2.2 Difficulties in comparing Freud's and Perls' works 13 2. 3 Freud ' s influence on Perls 16 2.4 Structure of the personality 20 2.4.1 Relationship between the three subsystems 22 2.5 Conscious/unconscious 24 2.6 Instincts 28 2. 7 Defence mechanism; 30 2.7.1 Regression 31 2.7.2 Repression 32 2.7.3 Reaction-formation 33 2.7.4 Introj ection 34 2.7.5 Proj ection , 35 2.7.6 Turning against the self (retroflection) 36 2.7.7 Rationalization 37 2.7.8 Denial 37 2.7.9 Identification 38 2. -
GESTALT THEORY an International Multidisciplinary Journal Journal of the Society for Gestalt Theory and Its Applications (GTA)
GESTALT THEORY An International Multidisciplinary Journal Journal of the Society for Gestalt Theory and its Applications (GTA) Volume 43 • Number 1 • March 2021 Editorial Gerhard Stemberger Psychotherapy: The Challenge and Power of Consistency This issue of Gestalt Theory presents coherently compiled some essential basic concepts of Gestalt Theoretical Psychotherapy for the first time in English and thus beyond the German-speaking circle1. A side effect of such a systematic pre- sentation might be that it also helps to avoid the frequent confusion with Gestalt therapy, which has a similar sounding name, but most of its forms differ substan- tially in its basic concepts. A brief history of Gestalt theoretical psychotherapy is given at the end of this introductory article. In view of the elementary role of cognitive processes for human experience and behavior, the first paper in this issue highlights the epistemological orientation of Gestalt Theoretical Psychotherapy, which underlies all sub-concepts of the meth- od from personality theory to praxeology: “Critical Realism: The Epistemic Posi- tion of Gestalt Theoretical Psychotherapy,” by Katharina Sternek. The second contribution of Bernadette Lindorfer’ deals with a core component of personality theory in Gestalt Theoretical Psychotherapy: “Personality Theory in Gestalt Theoretical Psychotherapy: Kurt Lewin’s Field Theory and his Theory of Systems in Tension Revisited”. This contribution is complemented by a critical synopsis of the views on ego and self in Gestalt theory and their heuristic poten- tial for psychotherapy: “Ego and Self in Gestalt theory” (G. Stemberger). 1 Up to now, there have only been scattered publications on individual aspects from the field of Gestalt The- oretical Psychotherapy in English: H.-.J. -
Psychology Unit 1
PSYCHOLOGY Dr.K.Shanthi Assistant Professor & Head PG Department of Social Work Guru Nanak College (Autonomous) Unit 1 Syllabus: Definition of Psychology and its importance and role in social work practice. Scientific basis of psychology. Definition of behaviour. Psychology as a study of individual difference and observable behaviour. Brief history and Fields’ of Psychology. Psychology The word Psychology - derived from Greek literature 'Psyche‘ - 'soul' & 'Logos' - 'the study of': the study of the mind or soul the study of behavior. the systematic study of behavior and experience. is concerned with the experience and behaviour of the individual. Definition of Psychology Psychology is defined as the scientific study of human behaviour and mental processes. - Human behavior - observed directly. - Mental processes - thoughts, feelings, and motives that are not directly observable. Psychology its Importance and role in social work practice Psychology deals with human behaviour, emotions, projections, Cognition, learning and memory are core subject matters for psychology. interaction pattern between heredity and environment aware of individual differences in physical and mental traits and abilities. The theories - help to understand individuals’ behaviour. Psychology its Importance and role in social work practice to understand and analyse human behaviour. to bring about a change in personality through functioning or behaviour modification. In resolving problems related to adjustment. Social Case Work , dealing with individuals. -
Visual Semiotics: a Study of Images in Japanese Advertisements
VISUAL SEMIOTICS: A STUDY OF IMAGES IN JAPANESE ADVERTISEMENTS RUMIKO OYAMA THESIS SUBMIITED TO THE UNIVERSITY OF LONDON iN FULFILMENT OF THE REQUIREMENTS OF THE DEGREE OF DOCTOR OF PHILOSOPHY INSTITUTE OF EDUCATION UNIVERSITY OF LONDON NOVEMBER 1998 BIL LONDON U ABSTRACT 14 ACKNOWLEDGEMENTS 15 Chapter 1 INTRODUCTION 16 1.1 THE PURPOSE OF THE RESEARCH 16 1.2 DEVELOPMENT OF RESEARCH INTERESTS 16 1.3 LANGUAGE VERSUS VISUALS AS A SEMIOTIC MODE 20 1.4 THE ASPECT OF VISUAL SEMIOTICS TO BE FOCUSED ON: Lexis versus Syntax 23 1.5 CULTURAL VALUE SYSTEMS IN VISUAL SYNTAX: A challenge to the notion of universality 24 Chapter Ii THEORETICAL FRAMEWORK 26 2.1 INTRODUCTION 26 2.2 LITERATURE SURVEY ON STUDIES OF IMAGES 27 2.2.1 What is an image? 27 2.2.2 Art history/Art theories 29 2.2.3 Sociological approaches to visual images 36 2.2.4 Cultural approaches to visual images 44 2.2.4.1 Visual images as cultural products 45 2.2.4.2 Visual images from linguistic perspectives 50 2.2.5 Semiotic approaches to visual images 54 2.2.5.1 Saussure, Barthes (traditional semiology I semiotics) 54 2.2.5.2 Film semiotics 59 2 2.2.5.3 Social Semiotics 61 2.2.6 Reflection on the literature survey 66 2.3 A THEORY FOR A SEMIOTIC ANALYSIS OF THE VISUAL 71 2.3.1 Visual semiotics and the three metafunctions 72 2.3.1.1 The Ideational melafunction 73 2.3.1.2 The Textual metafunction 75 2.3.1.3 The Interpersonal metafunction 78 2.4 VERBAL TEXT IN VISUAL COMPOSITION: Critical Discourse Analysis 80 23 INTEGRATED APPROACH FOR A MULTI-MODAL ANALYSIS OF VISUAL AND VERBAL TEXTUAL OBJECTS -
AP Psychology Crib Notes People: Wundt
A.P. Psychology Crib Notes People: Wundt- "Father of Psychology": Introspection Wertheimer- Gestalt Psychology Titchner- Structuralism James- Functionalism Watson- Behaviorism; "Little Albert Study" Freud- Psychoanalytic; dream analysis; free association; structure of personality; stages of development; defense mechanisms Milgram- Obedience; Ethics Broca- left frontal lobe: associated with expressive language Wernike- left frontal lobe: receptive language Pavlov- Classical conditioning: dogs Thorndike- Instrumental learning: cats; law of effect Skinner- Operant conditioning: rats and pigeons; Behaviorist Tolman- Latent learning; cognitive maps Bandura- Observational learning: Bobo Dolls, Social-Cognitive Theory Ebbinghaus- Forgetting: Decay Model Chornsky- (Native Theorist) Inherent Existence of sets of cognitive structures Whorf- Linguistic Relativity Hypothesis Washoe, Sara and Koko- Ape language studies Jung- Collective unconscious; archetypes; Psychoanalytic Horney- Basic childhood anxiety; Psychoanalytic Erickson- Life crisis; psycho-social development; Psychoanalytic Adler- Inferiority Complex; Psychoanalytic Piaget- Stages of Cognitive Development; Cognitive theorist Rogers- Client-centered; unconditional positive regard; transactional Analysis Albert Ellis- Rational Emotive Therapy; Cognitive Theorist Abraham Maslow- Hierarchy of Needs; Humanistic Sheldon- Somatotyping: endomorph, mesomorph, ectomorph Binet- I.Q. Eysenck- Biological model of Personality; Trait-type hierarchy Harlow- Monkey Studies; Attachment Lorenz- "Survival -
A Conceptualization of Computer Technology in the Workplace
Graduate Theses, Dissertations, and Problem Reports 2009 The development of technological management model: A conceptualization of computer technology in the workplace Paul E. Madlock West Virginia University Follow this and additional works at: https://researchrepository.wvu.edu/etd Recommended Citation Madlock, Paul E., "The development of technological management model: A conceptualization of computer technology in the workplace" (2009). Graduate Theses, Dissertations, and Problem Reports. 2927. https://researchrepository.wvu.edu/etd/2927 This Dissertation is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Dissertation has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. The Development of Technological Management Model: A Conceptualization of Computer Technology in the Workplace Paul E. Madlock Dissertation Submitted to the Eberly College of Arts and Sciences at West Virginia University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Communication Studies Theodore A. Avtgis Ph.D., Chair Melanie Booth-Butterfield, Ph.D. Rebecca M. Chory, Ph.D Mathew M. Martin, Ph.D. David Westerman, Ph.D.