Social Psychophysiology and Embodiment
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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. -
Psychological and Neuroscientific Perspectives on Gratitude As an Emotion
Psychological and Neuroscientific Perspectives on Gratitude as an Emotion Bachelor Degree Project in Cognitive Neuroscience Basic level 15 ECTS Spring term 2016 Mirna Solaka Supervisor: Kristoffer Ekman Examiner: Judith Annett GRATITUDE; AS AN EMOTION 2 Abstract Gratitude is an emotional response when people feel grateful for the good things that happen to them or acknowledgment of a benefit received from another person. Gratitude is an important component of positive psychology and the world’s largest religions emphasize the importance of gratitude in their teaching. Research has begun to explore factors that enhance human life and one such factor is the effect of positive emotions on mental health outcomes. Gratitude is considered to be a positive emotion and grateful individuals tend to be happier, less depressed, less stressed and more satisfied with their lives. Gratitude may have a strong link with mental health and wellbeing and research has recently started to understand its positive effects. Despite the research findings showing the effectiveness of gratitude interventions, the neural mechanisms involved in gratitude are relatively unknown. It is important to investigate the neural processes involved in gratitude because it may provide clues as to how gratitude as a positive emotion can influence mental health and wellbeing. Gratitude has many definitions and this essay will present the different definitions of the experience of gratitude, what happens in the brain when experiencing gratitude and as a positive emotion and how -
Running Head: a REVIEW and EVALUATION of an OPEN 1
Running Head: A REVIEW AND EVALUATION OF AN OPEN 1 A Review and Evaluation of an Open-Source Mood Assessment, the Brief Mood Introspection Scale Rachael M. Cavallaro University of New Hampshire Victoria Bryan University of New Hampshire John D. Mayer University of New Hampshire A REVIEW AND EVALUATION OF AN OPEN 2 Abstract The Brief Mood Introspection Scale (BMIS) is an open-source, 16-item assessment of current mood regularly used in psychological research. The scale has two sets of scales: one pair of scales assesses mood using Pleasant-Unpleasant and Arousal-Calm dimensions; the other (less used alternative) assesses mood using Positive and Negative Affect. However, since its publication in 1988, there have been no systematic reports of its usage pattern, norms or of evidence for its validity. The present meta-analysis aims to (1) identify the nature of the studies that employed the BMIS (i.e. research areas and design), (2) establish the norms for the BMIS the scale means, standard deviations, and reliabilities, and (3) evaluate for the BMIS’s validity. One hundred and fifty studies that utilized the BMIS over a five-year timespan (2016-2011) were identified, including 27 studies that reported information pertinent to the scale’s norms. Our findings indicated that BMIS was primarily used in experimental research, and that its norms were similar to those from the original report. We make recommendations for use of Likert response scales and scoring conventions. A more qualitative review suggested that the Pleasant- Unpleasant mood scale had considerable evidence for its validity from its relation to criteria. -
Applied Psychophysiology and Cognitive and Behavioral Therapy in the Treatment of Sex Offenders1
Biofeedback Volume 38, Issue 4, pp. 148–154 EAssociation for Applied Psychophysiology & Biofeedback DOI: 10.5298/1081-5937-38.2.04 www.aapb.org FEATURE ARTICLE Applied Psychophysiology and Cognitive and Behavioral Therapy in the Treatment of Sex Offenders1 John A. Corson, PhD Dartmouth College and Dartmouth Medical School, Hanover, NH, and Veterans Administration Medical Center, White River Junction, VT Keywords: applied psychophysiology, biofeedback, cognitive and behavioral therapy, sex offenders This article presents an application of applied psychophys- have called ‘‘cruising’’ or ‘‘trolling’’. However, as far as I iological and cognitive and behavioral strategies to the can determine, there has been very little tailoring of treatment of sex offenders. The participants were 21 sex treatment to such individual differences. offenders treated as outpatients at the Veterans Adminis- The most promising outcome study I have seen is by tration Medical Center in White River Junction, Vermont. A McGrath, Cumming, Livingston, and Hoke (2003). They repeated-case-study format was used. Because hyperventi- examined the recidivism rates of 195 inmates who had lation destabilizes the autonomic nervous system (disrupt- been referred to a prison-based cognitive-behavioral ing and/or preventing erection and other aspects of male treatment program for sex offenders. They wrote, ‘‘Over sexual arousal) and dramatically changes brain function a mean follow-up period of almost 6 years, the sexual (degrading train of thought and shifting neuroendocrine re-offense rate for the completed-treatment group (N 5 function), clients were taught to hyperventilate in response 56) was 5.4 percent vs. 30.6 percent for the some- to thoughts and images of the targets of their illegal treatment and 30.0 percent for the no treatment groups’’ behavior. -
Wilhelm Wundt & Herman Ebbinghaus Wilhelm Wundt & Herman
1 2 Wilhelm Wundt & Herman Ebbinghaus Wilhelm Wundt & Herman Ebbinghaus 1. Wundt 2. Ebbinghaus A. Biographical details A. Biographical details B. Career history B. Career history C. Psychological theories C. Psychological theories D. Impact on Psychology D. Impact on Psychology Setting the Scene… 3 4 (After Darwin, Descartes (d. 1650) – psychologists William James (1890) – we consist of a preferred the study we are not automata; material body & of learning to that of consciousness selects immaterial soul consciousness) (Newton) Copernicus (1543): J.-O. la Mettrie (1748) Charles Darwin (1859) Wilhelm Wundt Sigmund Freud heliocentric theory of the L’Homme Machine – (On the Origin of Species) (1879) established (1899) – unconscious universe – Earth, and humans are just more – evolution by common first lab for study of more important than human race, are not the complex animals descent of all creatures human psychology consciousness centre of the universe Opposing views… 5 6 Humans are special. We’re not just smarter monkeys. Reflective self- consciousness (subjective experience) is unique to humans. It is too Wilhelm Wundt remarkable to have evolved for no reason. It permits selection. It creates (1832-1920) our experience of the world. It makes us care whether we live or die. William James Wilhelm Wundt Humans are not special – we are not the center of the universe. We’re just more complex animals on a little planet in an uncaring universe. Consciousness is not special (in any useful way) – it doesn’t produce our behavior; our behavior issues from unconscious processes shared with animals and generated by brains. Consciousness is an epiphenomenon. -
Psychology 450: Cognitive Psychophysiology
UIUC Department of Psychology Psych 450, Spring 2016 Psychology 450: Cognitive Psychophysiology Tuesdays and Thursdays, 9:30 am - 10:50 am Room 17, Psychology Building Prerequisite: PSYCH 224, Cognitive Psychology (or equivalent); PSYCH 210, Brain and Mind (or a similar course) is recommended Credit Hours: 3 (1 graduate unit) Instructor: Dr. Kara Federmeier Email: [email protected] Office: 831 Psychology Building / 2115 Beckman Institute Course Description and Goals This course surveys the theory and practice of using recordings of electrical (and magnetic) activity of the brain to study cognition and behavior. It explores what brain-waves reveal about normal and abnormal perception, attention, decision-making, memory, response preparation, and language comprehension. The course aims to give students: (1) knowledge (at both a technical and inferential level) of how electrophysiological techniques can be used to address issues in cognitive psychology, (2) practice with critically reading and evaluating research reports and reviews in the area, and (3) experience in developing research questions, designing experiments to test those questions, and writing research proposals. Course Web Site The course website can be found at compass2g.illinois.edu. You will be asked to login with your NetID and password. The website contains: • a copy of the syllabus and any other handouts • lecture notes, slides, and review questions • the gradebook, where I will post your exam scores, paper/homework grades, and final grades (accessible only to you); please make sure to check the gradebook after due dates and exams, and report any problems (e.g., missing scores) within one week. Readings For the technical section, some readings will be derived from the textbook “An Introduction to the Event-related Potential Technique (second edition)” by Steven J. -
Orienting Response Reinstatement and Dishabituation: the Effects of Substituting
Orienting Response Reinstatement and Dishabituation: The Effects of Substituting, Adding and Deleting Components of Nonsignificant Stimuli Gershon Ben-Shakar, Itamar Gati, Naomi Ben-Bassat, and Galit Sniper The Hebrew University of Jerusalem Acknowledgments: This research was supported by The Israel Science Foundation founded by The Academy for Sciences and Humanities. We thank Dana Ballas, Rotem Shelef, Limor Bar, and Erga Sinai for their help in the data collection. We also thank John Furedy and an anonymous reviewer for the helpful comments on an earlier version of this manuscript. The article was written while the first author was on a sabbatical leave at Brandeis University. We wish to thank the Psychology Department at Brandeis University for the facilities and the help provided during this period. Address requests for reprints to: Prof. Gershon Ben-Shakhar Department of Psychology, The Hebrew University, Jerusalem, 91905, ISRAEL Running Title: OR Reinstatement and Dishabituation 2 ABSTRACT This study examined the prediction that stimulus novelty is negatively related to the measure of common features, shared by the stimulus input and representations of preceding events, and positively related to the measure of their distinctive features. This prediction was tested in two experiments, which used sequences of nonsignificant verbal and pictorial compound stimuli. A test stimulus (TS) was presented after 9 repetitions of a standard stimulus (SS), followed by 2 additional repetitions of SS. TS was created by either substituting 0, 1, or 2 stimulus components of SS (Experiment 1), or by either adding or deleting 0, 1, or 2 components of SS (Experiment 2). The dependent measure was the electrodermal component of the OR to both TS (OR reinstatement) and SS that immediately followed TS (dishabituation). -
Introspection Mark Engelbert and Peter Carruthers∗
Advanced Review Introspection Mark Engelbert and Peter Carruthers∗ Two main questions about introspection are addressed: whether it exists, and whether it is a reliable source of self-knowledge. Most philosophers have assumed that the answers to both questions are positive, whereas an increasing number of cognitive scientists take the view that introspection is either nonexistent (with self-attributions of mental states being made on the same sort of interpretative basis as attributions of mental states to other people) or unreliable. A number of different models of self-knowledge are discussed, and the evidence bearing on the existence and reliability of introspection is reviewed. New experiments are required to tease apart some of the alternatives. 2010 John Wiley & Sons, Ltd. WIREs Cogn Sci 2010 1 245–253 hilosophers have traditionally assumed that the form of noninterpretative access is what is normally Phuman mind is largely transparent to itself.1–3 referred to as ‘introspection.’ (Some reserve the term The thesis of mental transparency can be divided into ‘introspection’ for those cases where one consciously a conjunction of two claims: (1) mental states are self- and deliberately pays attention to one’s mental states.4 presenting (if one is undergoing a given mental state, We will not follow this usage.) then one knows that one is) and (2) our knowledge of A distinction should be drawn between access mental states is infallible (if one believes that one is to our own mental states that is inferential and access undergoing a given mental state, then so one is). The that is interpretive. Many cognitive processes—in- scope of this thesis has generally been restricted to cluding perceptual processes like vision and language current mental events of judging, deciding, reasoning, parsing—are thought to be inferential in that they experiencing, imagining, and feeling, however. -
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. -
Wundt's "New Psychology"
Wundt's "New Psychology" Wilhelm Wundt(1832-1920) was the first professional to call himself a psychologist. He founded one of the first psychological laboratories in Leipzig, Germany, in 1879. Wundt believed the "only certain reality is immediate experience" (Blumenthal, 1975). If psychology were to be a science, then psychologists would have to collect data about experience. To do this, Wundt used procedures similar to those developed by the psychophysicists. He arranged controlled laboratory settings. He carefully administered stimulation such as sounds and sights. He gathered information about how quickly people responded to a stimulus (reaction time) and what they experienced. Wundt believed these experiments would lead to a consensus or agreement among scientists about the nature of experience. Wilhelm Wundt Wundt's approach was not unreasonable. It resembled the way most natural sciences developed in the 1800s. Science like botany and zoology began with careful observation and an effort to arrive at consensual validation (agreement among different observers). For example, biologists began with careful descriptions of plants and animals before trying to classify them. Wundt believed the same approach would work in psychology. Careful scientific observers could simply look inside themselves to see the mind in action, and they should be able to agree on the basic phenomena of psychology. After agreeing about basic observations, they could do a deeper analysis of what they had found. The technique of "looking inside" to gather data about the mind is called introspection . The problem with Wundt's program is fairly obvious to those of us in the modern world, where differences between people are taken for granted. -
The Nature of Mid-Life Introspection with the Goal of Understanding the Fullness, Or Essence, of the Experience
Copyright 2014, Lee DeRemer Abstract I explore the nature of mid-life introspection with the goal of understanding the fullness, or essence, of the experience. I use research from interviews with nine people who have had deeply personal, highly intentional mid-life introspection experiences. In these interviews I seek to appreciate the motivation of the individuals, the dynamics of the experience, the role of others, lessons learned, and the impact on interviewees’ approach to questions of meaning and purpose. I also interview the spouses of six of the participants to obtain additional perspective on each introspection experience. I employ a transcendental phenomenological methodology to discover whether any aspects of the mid-life introspection experience are common, regardless of differences in world view, background, gender, occupation, education level, or socioeconomic status. By learning the stories of each of these mid-life introspection experiences, I discover the nature of mid-life introspection and develop the following definition of mid-life introspection: a deeply personal quest for a fresh understanding of one’s identity, purpose, values, goals, and life direction, influenced but not necessarily constrained by one’s life history and present circumstances. This research will enable the reader to conclude, “I understand the nature of mid-life introspection and what to expect from a mid-life introspection experience.” The research also reveals a framework that depicts the mid-life introspection experience graphically and a collection of questions that can guide one’s own mid-life introspection. iii Dedication This paper is dedicated to three people. I am who I am because of them, and I am forever grateful. -
Mental Health Technician Orientation Handbook
Mental Health Technician Orientation Handbook 2016 1 Mental Health Technician Orientation Handbook Table of Contents/Introduction Module 1: Role of MHT/Health and Safety Module 2: Understanding Mental Health/Mental Illness Module 3: Mental Health and Recovery Module 4: Boundaries Module 5: Diversity and Cultural Values Module 6: Confidentiality Module 7: Documentation Module 8: Communication and Empathy Module 9: Major Psychiatric Disorders Module 10: Psychiatric Disorders and Mental Health Issues in Children Module 11: Psychiatric Medications Module 12: Developmental Stages, Effects of Trauma, Age Specific Competencies Module 13: Managing Sexual Reactivity Module 14: Therapeutic Milieu Module 15: Behavioral Interventions Module 16: Community Meetings and Groups Module 17: Managing Aggression in Teens Module 18: De-escalation Techniques Module 19: Sensory Diet 2 20 : Appendix 1: Cognitive Distortions 21: Appendix 2: Defense Mechanisms 22: Appendix 3: Glossary of Mental Health and Psychiatry 23: Appendix 4: Common Terms and Acronyms 24: Conclusion 25: Notes 3 Introduction This Orientation Handbook is designed to teach those competencies that a newly hired Mental Health Technician will need before engaging in their work. Completion of this handbook is required before completion of an MHT’s probationary period. Shodair Children’s Hospital is an 86 bed facility devoted to the psychiatric care of emotionally disturbed children from 3-18 years of age from the State of Montana. Care of these children is provided on an acute, short term crisis stabilization unit and three long term Residential Units. Clinical Departments: Nursing: The Department of Nursing is staffed by a Director of Nursing, Nurse Managers for the three residential Units and the acute unit, two Nursing House Supervisors, Ward Clerks, Registered Nurses, Licensed Practical Nurses, Mental Health Technicians and a Staffing Coordinator.