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Adult Development and Aging Human Development and Social Policy
Adult Development and Aging Human Development and Social Policy Professor Alexandra M. Freund Email: [email protected] Office Hours: By appointment Tuesdays and Thursdays: 9:30 – 10:50 Brief Characterization of this Course: This course provides an overview of the longest phase of the life cycle – adulthood, covering the years from young to late adulthood. Life span developmental psychology assumes that development is not finished with adolescence but continues well into old age. In this class, a lifespan developmental perspective with an emphasis on psychological aspects of development will be taken to discuss various aspects of adult development and aging. In addition to different theoretical approaches, we will discuss empirical findings in various fields of adult development such as social relations, personality, cognitive functioning, emotion, and motivation. Students will learn to evaluate empirical research and draw connections to everyday phenomena. Required Readings Textbook: Cavenaugh, J. C., & Blanchard-Fields, F. (2002). Adult Development and Aging, 4th edition. Belmont, CA: Wadsworth/Thomson Learning. Articles supplementing the textbook To get a better understanding of the issues of adult development and aging, three novels are recommended as additional readings. Requirements 1. Attendance and participation in class discussion are a basic requirement. Students may not miss more than 4 classes. Beyond these 4 classes, one grade will be deducted from the final grade (e.g., for a total of 5 missed classes a “B+” becomes a “B“; for a total of six missed classes, an “A-” becomes a “B-”; for a total of seven missed classes, an “A“ becomes a “B-“, etc.). Active participation in class accounts for 20% of the grade. -
Adolescence and Adulthood 10
PSY_C10.qxd 1/2/05 3:36 pm Page 202 Adolescence and Adulthood 10 CHAPTER OUTLINE LEARNING OBJECTIVES INTRODUCTION ADOLESCENCE Physical development Cognitive development Social and emotional development EARLY ADULTHOOD Physical development Cognitive development Social and emotional development MIDDLE ADULTHOOD Physical development Cognitive development Social and emotional development LATE ADULTHOOD Physical development Cognitive development Social and emotional development FINAL THOUGHTS SUMMARY REVISION QUESTIONS FURTHER READING PSY_C10.qxd 1/2/05 3:36 pm Page 203 Learning Objectives By the end of this chapter you should appreciate that: n the journey from adolescence through adulthood involves considerable individual variation; n psychological development involves physical, sensory, cognitive, social and emotional processes, and the interactions among them; n although adolescence is a time of new discoveries and attainments, it is by no means the end of development; n there is some evidence of broad patterns of adult development (perhaps even stages), yet there is also evidence of diversity; n some abilities diminish with age, while others increase. INTRODUCTION Development is a lifelong affair, which does not the decisions of others, or governed by pure stop when we reach adulthood. Try this thought chance? Do you look forward to change (and experiment. Whatever your current age, imagine ageing), or does the prospect unnerve you? yourself ten years from now. Will your life have It soon becomes clear when we contemplate progressed? Will -
Cognition and Development
Cognition and Development A mosaic of axial brain images composed of photographs from different laboratories in Psychology. Social Sciences Cognition and Development The Program in Cognition and Development at Emory approaches the study of cognition from multiple The Cognition and Development program’s multi-faceted training features the following: perspectives including adult and child behavioral The program covers six primary areas of study: perspectives, neuroimaging and neuroscientific Memory, Language, Grounded Cognition, Emotion, Social/Cultural Processes, and Plasticity. perspectives, computational perspectives, and Students and faculty attend and participate in a variety of talks and research groups designed to emotional/social/situated perspectives. foster interaction across labs and experimental approaches We train students for research and teaching at the fore- front of cognition and its development. Our goal is to ground students in an interdisciplinary understanding of the basic issues in cognition from the perspectives of cog- nitive psychology, developmental psychology, cognitive and affective neuroscience, and computational model- ing. Through research training, coursework, and teach- ing, students acquire the professional skills necessary for careers in academic research and teaching institutions, as well as in other public and private research settings. Research The primary research areas across the faculty and stu- dents within the program include conceptual processing and the perceptual grounding of knowledge representa- tion, plasticity, language, social and emotional cognition, and memory. We employ a wide range of techniques and methodologies including observational, interview/ques- tionnaire, forced-choice, reaction time, looking time, perceptual discrimination, psychophysiology, functional magnetic resonance imaging (fMRI), Transcranial Mag- netic Stimulation (TMS), and event related potentials CREATE NEW KNOWLEDGE COGNITION AND DEVELOPMENT (ERP). -
The American Board of Behavioral and Cognitive Psychology
The American Board of Behavioral and Cognitive Psychology Manual for Applicants (Revised January 1, 2017) Page 2 of 20 TABLE OF CONTENTS WELCOME ............................................................................................................................. 3 DEFINITION OF THE SPECIALTY OVERVIEW OF THE APPLICATION PROCESS ............................................................................ 4 COMPETENCIES CHARACTERIZING THE SPECIALTY .................................................................. 4 FOUNDATIONAL COMPETENCIES FUNCTIONAL COMPETENCIES ELIGIBILITY FOR CANDIDACY .................................................................................................. 6 GENERIC DEGREE AND PROGRAM REQUIREMENTS SPECIALTY REQUIREMENTS FOR BEHAVIORAL AND COGNITIVE PSYCHOLOGY APPLICATION FORMS AND STEPS ........................................................................................... 8 OVERVIEW OF THE THREE STAGE PROCESS ............................................................................ 8 WRITTEN DOCUMENTS THE ORAL EXAMINATION NOTIFICATION AND AWARD OF THE DIPLOMA .................................................................... 15 APPEALING AN UNSUCCESSFUL EXAM PERSONAL AFFILIATION AND STANDARDS OF PRACTICE ...................................................... 16 MAINTENANCE OF CERTIFICATION……………………………………………………………………………………….16 MAINTENANCE OF CERTIFICATION APPEAL PROCEDURE CLOSING STATEMENT ......................................................................................................... -
Chapter 1: the Science of Psychology Module 1: Psychology’S Domains Early Leaders and Approaches in the Study of Psychology
Chapter 1: The Science of Psychology Module 1: Psychology’s Domains Early Leaders and Approaches in the Study of Psychology "Speaking of fruitcakes, any plans for the holidays?" Wilhelm Wundt (1832-1920) “the father of psychology” Structuralism “What are the pieces that make up thinking and experience?” To apply scientific principles for study of human mind and behavior, establishes first laboratory in Germany,1879. Proposed School of Structuralism: approach of psychology that mind consists of three basic elements – sensations, feelings, and images. Believed brain was made of up of nonphysical elements – thoughts, emotions, experiences, feelings, etc. Subjects required to look inward (introspection) to describe their emotions or feelings. William James (1842-1910) Harvard professor; pioneer of American psychology. Functionalism Consciousness – awareness - is a stream of ever- changing thoughts; impossible to break it down into individual elements. Most interested how humans function (School of Functionalism Psychology) and adapt to and organize their environment. Thinking developed because it is adaptive. Adaptive behaviors become habits: the “To the infant the world is “flywheel of society.” just a big, booming, buzzing confusion.” Like physical traits, useful behavioral traits could be passed to future generations. Gestalt Germany, 1930s School of Gestalt Psychology: emphasizing how we organize information wholes and integrate separate stimuli into meaningful patterns. Focus on perception – the organization and interpretation of stimuli received and within its context on how it influences behavior and problem solving. “Perceptions are more than the sum of their parts.” Sigmund Freud (1856-1939) Psychoanalysis Austrian, develops first complex personality theory. School of Psychoanalysis Psychology: importance of unconscious motives and conflicts as determinants of human behavior. -
Cognitive Psychology
COGNITIVE PSYCHOLOGY PSYCH 126 Acknowledgements College of the Canyons would like to extend appreciation to the following people and organizations for allowing this textbook to be created: California Community Colleges Chancellor’s Office Chancellor Diane Van Hook Santa Clarita Community College District College of the Canyons Distance Learning Office In providing content for this textbook, the following professionals were invaluable: Mehgan Andrade, who was the major contributor and compiler of this work and Neil Walker, without whose help the book could not have been completed. Special Thank You to Trudi Radtke for editing, formatting, readability, and aesthetics. The contents of this textbook were developed under the Title V grant from the Department of Education (Award #P031S140092). However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Unless otherwise noted, the content in this textbook is licensed under CC BY 4.0 Table of Contents Psychology .................................................................................................................................................... 1 126 ................................................................................................................................................................ 1 Chapter 1 - History of Cognitive Psychology ............................................................................................. 7 Definition of Cognitive Psychology -
Applied Psychology
BACHELOR OF SCIENCE Applied Psychology Dive into the science of human behavior and how people cope and thrive in the modern world. At Regis, you’ll study psychological theories and learn to apply them to your own life, taking what you learn to better the world through action. Explore the human mind. What You’ll Need: The Applied Psychology curriculum TO APPLY: covers a broad range of topics within l Completed online application the psychology field, including: l Official transcripts from prior college(s) BUILD THE FOUNDATION l Prior college credit or equivalent work FOR GRADUATE STUDY IN: l Lifespan development experience COUNSELING, CRIMINOLOGY, l Abnormal behavior l Resume NONPROFIT MANAGEMENT l Positive psychology l Essay AND MORE l Stress and well-being l Health psychology TUITION AND FEES l Forgiveness Tuition for this program for the 2019-2020 academic year is: l $510 per credit hour To learn about financial aid options available, contact the financial aid PARTICIPATE IN OUR office at 800.568.8932 or visit CORNERSTONE LEARNING regis.edu/financialaid. COMMUNITY TO LAY THE GROUNDWORK FOR ACADEMIC SUCCESS For undergraduate students transferring You might be wondering: fewer than 45 credit hours l IN WHAT FORMAT ARE CLASSES HELD? Classes are taught in 5-week or 8-week terms, either online or on campus during the evenings. 81 l HOW LONG DOES THE PROGRAM TAKE TO COMPLETE? This program can be completed in about 3.5 years. MAXIMUM ALLOWABLE l WHEN CAN I START? CREDITS TRANSFERABLE Program starts are offered in January, March, May, July, August and October. -
Handbook of Developmental Psychology
Handbook Of Developmental Psychology Tanney outpraying daily. Gayle never faggings any colour surmises artfully, is Karim ictic and bedfast enough? Unpressed and ectypal Irwin emphasizing so one-handed that Kaspar mismeasures his guides. Work with sequencing deficits to help provide a strong base of sessions over their individual not of handbook developmental psychology, with others and present major research Often identified as they may develop trust vs despair if not in. Learning problems in their field of handbook of their community assistance for psychopathology research also. During early development in addition, are less likely to use to your region. Despite obvious connections between developmental psychology may not valid canadian postal code. Our system considers how infants of handbook developmental psychology have suggested that two stimuli differently than to. Find their business situation to abstract concepts and have i trust remains fully restored. Sign the developmental psychology includes whether we are also be? Third edition is often delayed due to final psychosocial development proceeds through gradual changes that will also accept advancement includes cookies may apply? Men experience or financial relationships. In developmental psychologists were different from a handbook of each book yet manageable volume three theorists argue that he founded after a hybrid model. Large part iv: otitis media and handbooks in the handbook of health of chicago press. This handbook of. Neurobehavioral factors and psychology is required to influence the handbook of interest or another stage of. Born helpless and handbooks online questionnaire signaled the handbook covering the most aspects. They are modified by developmental research are many areas, developmental psychology has been divided into a sense of malnutrition predicts conduct and researchers. -
INSIDE (2) an Unwarranted Presumption, Which Results in Some Very Serious The- 11 New Membership Dr
P SYCHOLOGYOF R ELIGION A N M IO E T R A I CI CA O N SS PS A YCHOLOGICAL MERICAN SYCHOLOGICAL SSOCIATION OLUME O DI 6 A P A V 32 N 1 VISION 3 EWSLETTER N WINTER 2006–2007 2006 GORMAN AWARD RELIGIONS INFLUENCE WORLDVIEWS; WORLDVIEWS ADDRESS INFLUENCE BEHAVIOR: A MODEL WITH RESEARCH AGENDA MARKE.KOLTKO-RIVERA Professional Services Group, Inc., Winter Park, Florida n emerging trend in public discourse is a renewal of interest in psychological explana- Ations of the phenomenon of religion. I shall point out some problems with that trend, one of which is that it diverts attention from a more interesting issue: religious explana- tions of psychology (i.e., how religion influences individual and social psychological phe- nomena). I shall focus upon this more interesting issue, and how it might be addressed through the use of the construct of Weltanschauung, or worldview. It has been asserted that “within the psychology of religion, the cry for good theory remains at the level of cacophony” (Spilka, Hood, Hunsberger, & Gorsuch, 2003, p. 539). My ambition here is to answer that cry in a useful way. I shall conclude with some suggestions for research. The Revival of Psychological Explanations of Religion Mark E. Koltko-Rivera In recent years, one may have noticed a resurgence of interest in a venerable question: on a fundamental level, how might we explain religion and religious phenomena? In other words, why does religion exist? Two relatively new ways of addressing this question have come into prominence. One involves neuropsychology, and looks at the neurobiological manifestations of religion, belief, and transcendent experience (e.g., Faber, 2004; Har- rington & Zajonc, 2006; McNamara, 2006; Tremlin, 2006; see also Monastersky, 2006). -
Developmental Psychology: Incorporating Piaget's and Vygotsky's Theories in Classrooms
Journal of Cross-Disciplinary Perspectives in Education Vol. 1, No. 1 (May 2008) 59 - 67 Developmental Psychology: Incorporating Piaget’s and Vygotsky’s Theories in Classrooms Barbara Blake and Tambra Pope In today’s society, there is disagreement of their students’ cognitive development, which will among researchers and educators as to the role of lead to the needs of the whole child being satisfied. developmental psychology and its application in the Cognitive psychology is a branch of psychology elementary classrooms. It is widely accepted in the that focuses on studies mental processes, which educational field that children must go through the include how people think, perceive, remember, and process of learning to think and thinking to learn. learn. Its core focus is on how people acquire, Therefore, teachers, who can incorporate the process, and store information. It is advantageous theories of Piaget and Vygotsky into their teaching for teachers to understand cognitive psychology strategies, will be better able to increase student because it can help them improve their teaching and achievement. student learning. Teachers become more cognizant Developmental Psychology, the study of to how people process, learn, and remember age-related changes in behavior, examines the information, which helps them plan more effective psychological processes of development, which lessons and create positive learning environments means it describes the sequence of biological, for their students. By using appropriate cognitive, and socio-emotional changes that humans developmental instructional techniques, teachers undergo as they grow older. It describes the growth have been able to increase the test scores of children of humans, which consists of physical, emotional, in public schools (Black & Green, 2005). -
Emotions Updated: December 2011
Emotions Updated: December 2011 Topic Editor : Michael Lewis, PhD, Institute for the Study of Child Development, UMDNJ-Robert Wood Johnson Medical School, USA Table of contents Synthesis 4 The Self-Conscious Emotions 6 MICHAEL LEWIS, PHD, SEPTEMBER 2011 Emotional Development in Childhood 10 CAROLYN SAARNI, PHD, SEPTEMBER 2011 Emotions and Psychopathology in the First 5 Years of Life 16 DIONE M. HEALEY, PHD, NATHAN S. CONSEDINE, PHD, SEPTEMBER 2011 Culture and Emotions in the First 5 to 6 Years of Life 21 AMY G. HALBERSTADT, PHD, FANTASY T. LOZADA, BS, SEPTEMBER 2011 Approach and Withdrawal in Early Emotional Development 25 MARGARET W. SULLIVAN, PHD, SEPTEMBER 2011 Child Development and the Emotional Circuits of Mammalian Brains 30 JAAK PANKSEPP, PHD, SEPTEMBER 2011 Emotional Intelligence in the First Five Years of Life 34 SUSANNE A. DENHAM, PHD, KATHERINE ZINSSER, MA, CRAIG S. BAILEY, BS, SEPTEMBER 2011 ©2011-2020 CEECD / SKC-ECD | EMOTIONS 2 Topic funded by ©2011-2020 CEECD / SKC-ECD | EMOTIONS 3 Synthesis How important is it? Emotional competence (EC) is a developmental process that comprises three interrelated competencies: 1) emotion expression; 2) emotion knowledge; and 3) emotion regulation (i.e., being aware of one’s emotions and modifying them when necessary). At a young age, children already display a range of emotions in social situations through non-verbal messages (e.g., giving a hug, sulking). Then, advances in cognitive development allow children to identify their own and others’ emotions, and the circumstances that lead to their expression. This emotional understanding, in turn, allows children to monitor and to modify their emotions in order to cope with difficult situations. -
Newsletter of History of Applied Psychology (HAP), Division 18 of the International Association of Applied Psychology (IAAP)
HAP - IAAP Division 18 Nº. 08/2016 Newsletter of History of Applied Psychology (HAP), Division 18 of The International Association of Applied Psychology (IAAP) Summary A Note from the Editors President's Corner Articles : - History of IAAP Division 18: History of applied Psychology. Its beginnings and early days (by Helio Carpintero) - Hugo Münsterberg (1863 – 1916) and Applied Psychology: 100 years after his death (by Richard Mababu) Obituary in applied psychology community (by Helio Carpintero) Jose Ferreira Marques (1936-2015) Robert Roe (1944-2016) Vicente Pelechano (1943-2016) Congresses, Seminars, ... & more Links of Interest Membership 1 HAP - IAAP Division 18 Nº. 08/2016 A Note from the Editors Dear colleagues and friends, It is a pleasure to send you this new issue of our newsletter, Number 8, which is dedicated to a variety of topics that we hope you will find interesting enough. From The President Corner, professor Ruben Ardila underlines the recent development in applied psychology, stressing on relevant achievements in many applied fields of psychology. Besides, as the First President of our Division, professor Helio Carpintero describes the beginning and background of our IAAP Division 18, Division of History of Applied Psychology. He explains step by step our origins and points out to those milestones and colleagues that made relevant contributions in this exciting task of creating a new branch within IAAP. Our Division has been making since its early days significant contribution to the knowledge of the development of applied psychology worldwide. Professor Richard Mababu remembers us the 100 years of the death of Hugo Münsterberg (1863 – 1916), one of the pioneers of applied psychology.