PSYCHOLOGY

1. PSYCHOLOGY

2. PSYCHOLOGY PSYCHOLOGY- The science and study of a living organism. (humans and/ or animals) The study of behaviors and activities. • Science-systematic, research • Behaviors- “measureable” activities

3. PSYCHOLOGY Psychologists study such phenomena as • perception, • cognition, • attention, • emotion, • motivation, • personality, • behavior and • interpersonal relationships.

4. PSYCHOLOGY Define the relationship between Psychology And other sciences….? • Physics- Psychology uses instruments to measure several aspects of human behaviors. Example(s): changes in environment and how it affects movement, moods, personality, external Stimuli and its effect on internal factors, and results or each.

5. PSYCHOLOGY b)Chemistry- chemical measure of moods, personality development, treatment, medical intervention(therapy, prescriptions..)

6. PSYCHOLOGY c) Biology- Central nervous system, sensory stimulus, organs, and hereditary factors.

7. PSYCHOLOGY d) Anthropology- Culture and it’s effect on personality and social groupings. How does it affect people, how do we adapt or handle situations, learning.

8. PSYCHOLOGY e) Sociology- group research, family, friends and others…etc.

9. PSYCHOLOGY PROJECT-1ST GRADE WORTH=100 PTS/100% Directions: • Trace the development of Psychology form the Stone Age beginnings through the developments in the 1700’s. • You may use only pictures, imagery but NO words or numbers. • You must use a poster to demonstrate your understanding. • You must present and describe to the class your work, and understanding.

10. Rubric: • 20 pts- accuracy of information • 20 pts- creative- thoughtful • 20 pts- use of symbolism appropriate • 20 pts- presentation organized & timely • 20 pts- appropriate use of 2 Multiple Intelligences --------------------------------------------------- • = 100 pts

11. Take the Multiple Intelligence Test

12. Multiple Intelligences Activities for Multiple Intelligences Linguistic Intelligence • Use storytelling to explain Conduct a debate on Write a poem, myth, legend, short play, or news article about Create a talk show radio program about Conduct an interview on

13. Multiple Intelligences Logical-Mathematical Intelligence • Translate into a mathematical formula Design and conduct an experiment on Make up syllogisms to demonstrate Make up analogies to explain Describe the patterns or symmetry in Others of your choice Bodily-Kinesthetic Intelligence • Create a movement or sequence of movements to explain Make task or puzzle cards for Build or construct a Plan and attend a field trip that will Bring hands-on materials to demonstrate

14. Multiple Intelligences Visual Intelligence • Chart, map, cluster, or graph Create a slide show, videotape, or photo album of Create a piece of art that demonstrates Invent a board or card game to demonstrate Illustrate, draw, paint, sketch, or sculpt Musical Intelligence • Give a presentation with appropriate musical accompaniment on Sing a rap or song that explains Indicate the rhythmical patterns in Explain how the music of a song is similar to Make an instrument and use it to demonstrate

15. Multiple Intelligences Interpersonal Intelligence • Conduct a meeting to address Intentionally use social skills to learn about Participate in a service project to Teach someone about Practice giving and receiving feedback on Use technology to Intrapersonal Intelligence • Describe qualities you possess that will help you successfully complete Set and pursue a goal to Describe one of your personal values about Write a journal entry on Assess your own work in Naturalist Intelligence • Create observation notebooks of Describe changes in the local or global environment Care for pets, wildlife, gardens, or parks Use binoculars, telescopes, microscopes, or magnifiers to Draw or photograph natural objects

16. BRAIN DOMINANCE WHAT IS IT????

17. BRAIN DOMINANCE

18. Linear vs. Holistic Processing • The left side of the brain processes information in a linear manner. It process from part to whole. • It takes pieces, lines them up, and arranges them in a logical order; then it draws conclusions.

19. Linear vs. Holistic Processing • The right brain, however, processes from whole to part, holistically. • It starts with the answer. It sees the big picture first, not the details.

20. Sequential vs. Random Processing • The left-brained person is a list maker. If you are left-brained, you would enjoy making a master schedule and doing daily planning.

21. Sequential vs. Random Processing • The right-brained student is random. If you are right-brained, you may flit from one task to another. You will get just as much done but perhaps without having addressed priorities. • An assignment may be late or incomplete, not because you weren't working, but because you were working on something else. • You were ready to rebel when asked to make study schedules for the week. 

22. Symbolic vs. Concrete Processing • The left brain has no trouble processing symbols. Many academic pursuits deal with symbols such as letters, words, and mathematical notations. • The left-brained person tends to be comfortable with linguistic and mathematical endeavors. • Left-brained students will probably just memorize vocabulary words or math formulas.

23. Symbolic vs. Concrete Processing • The right brain, on the other hand, wants things to be concrete. • The right-brained person wants to see, feel, or touch the real object. • Right-brained students may have had trouble learning to read using phonics.

24. Logical vs. Intuitive Processing • The left brain processes in a linear, sequential, logical manner. • When you process on the left side, you use information piece by piece to solve a math problem or work out a science experiment. • When you read and listen, you look for the pieces so that you can draw logical conclusions. Your decisions are made on logic--proof.

25. Logical vs. Intuitive Processing • You may know the right answer to a math problem but not be sure how you got it. • You may have to start with the answer and work backwards. On a quiz, you have a gut feeling as to which answers are correct, and you are usually right.

26. Verbal vs. Non-verbal Processing • Left-brained students have little trouble expressing themselves in words. • The left-brained person will say something like "From here, go west three blocks and turn north on Vine Street. Go three or four miles and then turn east onto Broad Street."

27. Verbal vs. Non-verbal Processing • Right-brained students may know what they mean but often have trouble finding the right words. The best illustration of this is to listen to people give directions. • The right-brained person will sound something like this: "Turn right (pointing right) by the church over there (pointing again). Then you will pass a McDonalds and a Walmart. At the next light, turn right toward the BP station."

28. Reality-Based vs. Fantasy-Oriented Processing • The left side of the brain deals with things the way they are--with reality. • When left-brained students are affected by the environment, they usually adjust to it. • Left-brained people want to know the rules and follow them. • Left-brained students know the consequences of not turning in papers on time or of failing a test

29. Reality-Based vs. Fantasy-Oriented Processing • Not so with right-brainedstudents; they try to change the environment! • In fact, if there are no rules for situations, they will probably make up rules to follow! • Right-brained students do know the consequences of not turning in papers on time or of failing a test. “…there’s always extra credit”. • Right-brained students are sometimes not aware that there is anything wrong. So, if you are right-brained, make sure you constantly ask for feedback and reality checks.

30. Characteristics of Left Brain Students • You probably work with a To-Do list • You like to be the critic in class • You're good at math or science • You are rational and logical • Your research is precise and well-documented • You set goals for yourself • You can interpret information well • Your room is orderly • You can answer questions spontaneously • You follow directions and you do read directions (unlike some people) • You aren't touchy-feely • You can listen to a long lecture without losing patience • You don’t let feelings get in your way • You like action movies • You read sitting up • Your words are precise

31. Characteristics of Right-Brain Students • You take notes but lose them. You may have a hard time keeping track of your research • You might have a hard time making up your mind • You are good with people • You don't fall for practical jokes as easily as some • You seem dreamy, but you're really deep in thought • People may have told you you're psychic • You like to write fiction, draw, or play music • You might be athletic • You like mystery stories • You take time to ponder and you think there are two sides to every story • You may lose track of time • You are spontaneous

32. You’re fun and witty • You may find it hard to follow verbal directions • You are unpredictable • You get lost • You are emotional • You don't like reading directions • You may listen to music while studying • You read lying down • You may be interested in “the unexplained” • You are philosophical

33. STONE AGE Life during the Stone Age must have been very mystifying. During this time Period, many things were explained by superstition or the belief in the Supernatural-spirits-Gods. Spirits were believed to be responsible for abnormal behavior. If a person was NOT contributing to society or the village life then the treatment of these individuals was simple, hit them over the head. WHY? …to allow the evil spirits to escape to the unknown. Most people died!!!

34. ANCIENT EGYPTIANS The Ancient Egyptians had a different approach to understanding human behavior. They believed that inside every person was and even smaller person, named, KA. Eventually the questions arose; who controls the smaller KA. The answer, KA #2. This reasoning continued till KA number 7. Seven was a SACRED number. There are no other extensions of KA. How did the Ancient Egyptians prove their theory?? Answer: Look into the eye of someone and you will see!?!

35. ANCIENT GREEKS Plato believed that the mind and body are 2 distinct elements. Aristotle believed that the body and Mind act as one unit and can not exist Apart. Hippocrates believed that behavior was NOT caused by evil spirits but by a chemical imbalance called the 4 Humors.

36. Ancient Greeks continued… The physiological Theory of the 4 Humors is based on chemical components in the body. Blood, Yellow bile, Black bile & Phlegm. Hippocrates

37. The physiological theory of the 4 Humors…Flegmaticus The temperament of the calm and tough Flegmaticuswas influenced by excess phlegm and was closely associated with water, cold and moisture. Characteristics of the Flegmaticus: • Dull • Pale • Cowardly • Self-content • Kind. • Accepting • and affectionate.

38. The physiological theory of the 4 Humors… Sanguinicus The temperament of Sanguinicusis influenced by excess blood and was closely associated withair, heat and moisture. Characteristics of the Sanguine: • Amorous • Happy • Generous • Risk-taker • Creative

39. The physiological theory of the 4 Humors…Melancholicus The temperament of is Melancholicus influenced by excess Black bile and was closely associated with earth, cold and dryness. Characteristics of the Melancholicus: • Gluttonnous • Lazy • Sentimental • Perfectionist. • Self-reliant • and independent.

40. The physiological theory of the 4 Humors…Cholericus The temperament of Cholericus is influenced by excess Yellow bile and was closely associated with fire, heat and moisture. Characteristics of the Cholericus: • Aggressive • Vengeful • Violent • Ambition • Energy and • Passion

41. Middle Ages • Full of superstition and witches. • Result: Witch burnings, and torture

42. 1600-1700’s • Descartes- • March 31, 1596 –February 11, 1650 Phrenology- Personality was defined by locating and feeling bumps on the head.

43. 1800’s to present day… Functionalism ~ William James • Psychology is the study of mental activity (e.g. perception, memory, imagination, feeling, judgment). • Mental activity is to be evaluated in terms of how it serves the organism in adapting to its environment.

44. Functionalism ~William James The First Paradigm in Psychology • studying sensory perception by manipulating stimuli and having subjects report back their experience. Wundt adopted this general approach for his new science.

45. Psychoanalysis~ Sigmund Freud Freud’s theory consist of 3 components of energy that are constantly in conflict. ----------------------------------------------------- 1. Id- pleasure principle 2. Ego- reality principle 3. Super Ego- conscience

46. Psychoanalysis~ Sigmund Freud • ID- At birth, that nervous system is little more than that of any other animal, an "it" or ID. The nervous system, as id, translates the organism's needs into motivational forces OR instinctual drives. • Also, known as the pleasure principle, which can be understood as a demand to take care of needs immediately(I.E. Water, food, shelter, security etc.).

47. Psychoanalysis~ Sigmund Freud • The ego, unlike the ID, functions according to the reality principle, which says "take care of a need as soon as an appropriate object is found." It represents reality and, to a considerable extent, reason.

48. Freud’s Psychosexual Stages

49. Defense Mechanisms • Sigmund Freud describes how the Ego uses a range of mechanisms to handle the conflict between the Id, the Ego and the Super ego, which is why these mechanisms are often called 'Ego defense mechanisms'.

50. Defense Mechanisms • Denial: claiming/believing that what is true to be actually false. • Displacement: redirecting emotions to a substitute target. • Intellectualization: taking an objective viewpoint. • Projection: attributing uncomfortable feelings to others. • Rationalization: creating false but credible justifications. • Reaction Formation: overacting in the opposite way to the fear. • Regression: going back to acting as a child. • Repression: pushing uncomfortable thoughts into the subconscious. • Sublimation: redirecting 'wrong' urges into socially acceptable actions.