psy 101 section 1 lecture

7/23/2019 PSY 101 Section 1 Lecture

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Lecture Notes, Gabriel Psych101 Section 1 Page 1

LECTURE NOTES FOR SECTION 1 OF CLASS

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Introduction

What Isnt Psychology?

late night chats

What do dreams mean?

Why are people the way they are?

If a tree falls in the forest and no one hears it, does it really make a sound? Why doesnt he/she call?

A esearch !inding A"out #o$e

%he &indsight 'iasPredict Winner of (lection

Powell )*+-

%he &indsight 'ias Predict ape .ano0'ulman et al1 )*+2-

What Is Psychology? %he 3cienti4c 3tudy of 'eha$ior and the mind1

What Is Psychology? 3cienti4c5 3ystematic, o"6ecti$e methods of o"ser$ation )"ook calls empirical-


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What Is Psychology? 'eha$ior

Any acti$ity that can "e o"ser$ed, recorded, and measured1

What Is Psychology? 7ind5

All conscious and unconscious mental states 7ust "e inferred

8oals of Psychology

9ot 6ust to descri"e and e:plain "eha$ior "ut also to predict and control "eha$ior1

The History of Psychoo!y

Wundt %he father of psychology !irst la"oratory 3tructuralism ; identify the common elements of e:perience Introspection

!unctionalism &ow and why does the mind help us function in the world?

In


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Lecture Notes, Gabriel Psych101 Section 1 Page 3 eaction to Psychodynamic %heory einforcement 3tudy "eha$ior for "eha$iors sake

&umanistic Psychology ogers eaction to 'eha$iorism and Psychodynamic People ha$e positi$e $alues, free will, and creati$ity 8oal5 Personal 8rowth

=ogniti$e Approach &ow information is stored and operated on eaction to 'eha$iorism

9europsychology @nderstanding how the "rain works helps us to understand psychology

($olutionary Psychology 9atural 3election5 changes in the freBuency of genes in a population that occur "ecause

those genes gi$e an organism more chance of sur$i$al

What do psychologists do?

Rese"rch #ethods3teps to esearch5

*1 C"ser$e phenomenaD1 =ome up with hypothesisE1 Cperationalie $aria"lesF1 =hoose research method21 Analye dataG1 %heory

%he 3tory of Hitty 8eno$ese Why >ont People &elp?


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=ome up with &ypothesis &ypothesis5 a tentati$e and testa"le e:planation of the relationship "etween causes and

conseBuences (:p5 the larger the num"er of people who are witness to an emergency, the less likely

anyone is to inter$ene1

Cperationalie your $aria"les aria"les5 measura"le conditions that $ary (:p5 num"er of people, helping

Independent aria"le5 the $aria"les thought to predict the other $aria"le aria"le thought to predict other $aria"le (:p5 num"er of people

>ependent aria"le5 Any $aria"le whose $alues are the result of changes in theindependent $aria"le1 %he predicted

(:p5 helping

Cperationaliation5 the concrete representation of the $aria"le of interest (:p5 what is helping?

=hoose a esearch 7ethod*1 =ase 3tudy

D1 3ur$eyE1 =orrelational esearchF1 (:periment

=hoose a esearch 7ethod =ase 3tudy5 real life description

Pro5 rich data source =on5 $ulnera"le to "iases, limited generalia"ility

8eneralia"ility5 what inferences can you make a"out the phenomenas "readth1

3ur$ey Inter$iews or Buestionnaires of many participants concerning a particular phenomena of

interest Pros5 more generalia"ility, wide array of topics, real life description =ons5 $ulnera"le to "iases, tests are correlational in nature

'ias5 self0presentation "ias, wording

Wording 'iases


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=orrelational 3tudies 7easure the independent and dependent $aria"les in a num"er of cases in order to

generalie to an entire population

=orrelation5 A statistical measure of how closely two $aria"les are associated

=orrelations can range from 0*1 to J*1 =orrelations $ary in sign )J or 0- and in magnitude ) ; *-

(:plaining =orrelations

3tart with E $aria"les, )K, L, M N- where K and L are correlated5 K might cause L L might cause K K might "e correlated with L, which causes N

=orrelations show patterns, not causes

=orrelational 3tudies Pros5 tell us a"out relationships "etween $aria"les =ons5 say nothing a"out causation (:amples5 trees and crime, self0esteem


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(:periment 7anipulate $aria"les in a controlled en$ironment in order to assess the eects of such a

manipulation on other $aria"les Pros5 can draw casual ino groups dier? 3tatistical signi4cance5 less than 2O chance that dierence could occur due to chance1

%heory An organied set of principles that descri"e, predict, and e:plain some phenomena

(thical Issues Informed =onsent5 su"6ects sign a form that e:plains what the e:periment is a"out, their

rights, and the right to stop at any time without penalty Internal e$iew 'oard

What makes Psychological esearch 3cienti4c? Precision )operational de4nitions- 3kepticism )dou"t what is accepted- eliance on empirical e$idence Willingness to make risky predictions )must "e falsi4a"le- Cpenness )share data-


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Psycho$hysioo!y7ethods of Psychophysiological esearch

%win studies 'rain damage case studies

Phineus gage @sed to "e only way

#esion studies in animals Imaging(lectroencephalogram )((8-

Positron (mission %omography Acti$e areas ha$e increased "lood


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Lecture Notes, Gabriel Psych101 Section 1 Page 8 7otor5 transmit signals to muscles Interneurons5 communicate with each other

3tructure of a 9euron

%he 9euron in Action Information %ransfer )D phases-*1 Presynaptic )happens within neuron-

At rest 0 negati$ely charged When signals are sent channels are opened and inside "ecomes more positi$e When threshold is reached the neuron 4res5 action potential All or none5 the 4ring of a neuron is like a gun 3low5 *D meters per second 7yelin sheath ; speeds it up1

7ultiple 3cerosis

D1 Postsynaptic is graded $oltage change at receptor cite is caused chemically )neurotransmitters- (ach neuron connected to up to *, others

&ow 9eurons =ommunicate A:on terminals release neurotransmitter 9eurotransmitter enters synaptic gap 9eurotransmitter "inds to receptors that it 4ts euptake5 surplus rea"sor"ed


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Lecture Notes, Gabriel Psych101 Section 1 Page

9eurotransmitters After crossing the synapse, the neurotransmitter is reuptaken or degraded %here are more than F known types >ierent neurotransmitters ha$e dierent eects >rugs, neural diseases often aect neurotransmitters

9eurotransmitters Acetylcholine5 important for learning, memory, muscle mo$ement 3erotonin5 inopamine5 important to mo$ement and to pleasure and reward 9orepinephrine5 maintains alertness M wakefulness

>rugs 7any drugs inrugs can "e agonistic or antagonistic

Agonistic >rugs Increase release of neurotransmitter, or Acti$ate receptors, imitate neurotransmitter, or

Inhi"it reuptake of neurotransmitter

Antagonistic >rugs Interfere with release of neurotransmitter, or Cccupy and "lock neurotransmitter sites

Peripheral 9er$ous 3ystem 3omatic5 $oluntary muscle acti$ity Autonomic

3ympathetic5 generally acti$ates Parasympathetic5 generally inhi"its

The Br"in

'rainstem %he primiti$e inner core


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Lecture Notes, Gabriel Psych101 Section 1 Page 10 7edulla

ital in$oluntary functions such as sneees, "reathing )hanging- Pons

3leep and arousal eticular formation

3creens incoming information and arouses higher "rain centers when needed =ere"ellum

#earning acBuired re


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&ypothalamus egulates glands, autonomic 93, release of hormones 'asic 9eeds5 !our !s

#o"es of the 'rain %emporal #o"es5 Auditory Perception1 =ategoriation1 (ssential for social interaction Cccipital #o"es5 =ontain the $isual corte:, associations related to $isual stimuli Parietal #o"es5 3ensory integration and then pro6ect to frontal lo"es1 7ental

manipulation1 =ross0modal matching !rontal #o"es5 star of "rain1 =ontain controls for speech production, thinking, planning,

reasoning, impulse control, moti$ation1 Phineas 8age

%he =ase of Phineas 8age 8age was a railroad construction foreman An *F e:plosion forced a steel tamping rod through his head Cthers said he was no longer 8age #ost his 6o", worked as a sideshow e:hi"it

%wo &emispheres #anguage mostly in left hemisphere

>etecting emotion, spatial a"ilities, music are in right ight controls and recei$ed input from left side of "ody and $ice0$ersa %he =orpus =allosum Pro$ides a pathway for communication "etween the hemispheres

3perrys 3plit0'rain (:periment 3plit0"rain su"6ects could not name o"6ects shown only to the right hemisphere If asked to select these o"6ects with their left hand, they succeeded %he right side of the "rain doesnt control speech

Plasticity in 'rain M 'eha$ior 3ome rats are housed alone in empty cages %heir littermate twins are group0housed in cages with toys, which are changed freBuently icher en$ironments led to hea$ier, thicker "rains, more synapses, and "etter learning

Sens"tion "nd Perce$tion 9ot the same thing


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Lecture Notes, Gabriel Psych101 Section 1 Page 12 3ensation5 the con$ersion of a stimulus )e1g1 light- to neural impulses at a receptor site

)e1g1 eyes- Perception5 interpreting those stimuli, applying meaning to them

3ensation M Perception Processes An age old Buestion5 If a tree falls in the forest and no one is there to hear it, does it make

a sound?

%ransduction %he process of translating physical information into neural impulses

!i$e 3enses At least )e1g1 eBuili"rium, pain- (ach sense percei$es certain types of info )e1g1 light- &as dierent structures )e1g1 rods and cones in eyes-

%hresholds A"solute %hreshold

%he smallest amount of stimulation that can "e detected

A"solute 3ensory %hresholds %ision&A single candle


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=ones 7ostly in the fo$ea #ess light sensiti$eQ detect colors &a$e "est detail $ision Adapt fully to darkness in D0E minutes

isual Pathways

=olor $ision

%he Loung0&elmholt trichromatic theory5

After0Image (ect

%he Cpponent Process %heory

=ells are connected so as to place sensations of5

After0Image (ect Cur receptor cells "ecome o$er0stimulated and then send less information into our "rain

for a short while afterwards1 Cpponent color is thus seen more


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=olor ision %he trichromatic theory e:plains perception at the receptor le$el %he opponent process theory e:plains it at higher "rain le$els

Perce$tion

'ottom up $ersus top down 'ottom up processing5 use "its of information )e1g1 color, "rightness- %op down processing5 use prior information

Perception is aected "y conte:t and e:pectations

%rue for auditory perception as well =hicago Police

=ritical ole of Attention We are surrounded "y stimuli all the time Perception depends on attention Preconscious Processing

Preconscious Processing %he processing that occurs prior to the 4ltering process (:p5 dichotic listening task

=ocktail party eect (:p5 sensiti$ity to sound while sleeping1 Hlinger

=hange 'lindness We tend not to notice une:pected changes in our en$ironments

Illusion of 7emory We think we percei$e and remem"er more of our world than we actually do


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Percei$ing $isual forms 8estalt Psychology5 whole is more than the sum of its parts1

!igure08roundWe organie the world so some parts of a stimulus appear to stand out )4gure- in front of

other parts )ground-

3imilarity We group things that are similar in color, shape, etc1 into single units and see them as

"elonging together

Pro:imity We percei$e as a unit things that are closer together relati$e to other things

8ood =ontinuation We group things together if they appear to form a continuous pattern

(:ample5 lines are continued through if they cross other lines

=losureWe tend to complete 4gures with gaps in them, "y ignoring the gaps and mentally 4lling in

what we "elie$e should "e there

>epth Perception'inocular =ues

etinal disparity5 eyes dont see the same thing =on$ergence5 eyes mo$e inward to see things

>epth Perception7onocular =ues #inear Perspecti$e5 as they get further away, o"6ects "egin to con$erge )get closer

together-

%he Pono Illusion

%op line seems farther away 'ut the retinal images of the red lines are eBualR

>epth Perception7onocular =ues

Interposition5 when something "locks another o"6ect elati$e sie5 knowing the sie of something and using it for perspecti$e %e:ture 8radient5 %hings in foreground are more distinct and pronounced


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&ow do we know these rules? (:perience5 "lind people who regain sight ha$e trou"le percei$ing depth1 %he isual =li >e$ised "y 8i"son and Walk to test depth perception 8lass surface, with checker"oard underneath at dierent heights

isual illusion of a cli 'a"y cant fall

7om stands across the gap &eart"eats of D month old "a"ies are faster when o$er cli

isual Illusions Are they nature or nurture? Answer5 some of "othR

#(er)Lyer Iusions

7uller0#yer only occurs in de$eloped countries with carpentered li$ing areas1 %op down &ermans grid5 competition among receptor cites

%aste 'uds Photograph of tongue surface )top-, magni4ed S2 times *, taste "uds line the tongue and mouth

%aste receptors are down inside the "ud =hildren ha$e more taste "uds than adults

%aste In$ol$es only F sensations5 3weet, sour, salty, "itter 7ost of what we consider taste is actually smell %e:ture is $ery important in en6oyment of food People lo$e fats for the smooth feeling they gi$e food )most are tasteless-

3ensiti$ity to %ouch


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(:trasensory Perception (:trasensory Perception )(3P-5

%he a"ility to percei$e something without ordinary sensory information %his has not "een scienti4cally demonstrated

%hree types of (3P5 %elepathy ; 7ind0to0mind communication =lair$oyance ; Perception of remote e$ents Precognition ; A"ility to see future e$ents

(3P 9o scienti4c e$idence >oes science know all?

*****Lecture +*****Thou!ht "nd L"n!u"!e

Cutline of #ecture 7ental epresentation 7ethods of Pro"lem 3ol$ing &euristics and 'iases #anguage

=oncept A mental category that groups o"6ects or e$ents

=hairs

!lying >ogs

&ow are concepts stored? Analog ; sensory correspondence to features of the stimuli

(1g1 Pumpkin Pie

3ym"olic ; not sensory "ut meaningful

3ym"olic epresentations


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3chema Integrated collection of concepts concerning a topic or aspect of the world =an ha$e schemas for anything

C"6ects 3ituations People

>unckerTs =andle Pro"lem @sing only the o"6ects shown in the picture, mount the candle to the wall

Why study representations? Cne reason5 can aect pro"lem sol$ing !unctional !i:edness5 failure to use familiar o"6ects in no$el ways

Pro"lem 3ol$ing Algorithms5

Pro"lem0sol$ing strategies that guarantee a solution1 7ay "e time0consuming1

&euristics5Promising pro"lem0sol$ing strategies that donTt guarantee a solution1 Cften faster1

Why do we use heuristics?

Information processing constraints5 we can only process so much info at one time)working memory- 7oti$ational =onstraints5 we dont always want to do the $ery "est )6ust good enough-

A$aila"ility &euristic @se ease with which instances come to mind to estimate pro"a"ility

(:p5 which is more common reason for death? >ia"etes or homicide? %ornado or lightning? 3hark attack or falling airplane parts?

A$aila"ility &euristic (:ample5 how many words are there in (nglish that could 4t in5

UU UU UU UU UU I 9 8 UU UU UU UU UU UU 9 UU

=onsensus heuristic Assume others think like us


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Lecture Notes, Gabriel Psych101 Section 1 Page 1 When asked how others think, we use oursel$es as a guide

(:ample of !alse =onsensus

!alse =onsensus (ect

Anchoring (ect %he tendency to use the initial num"er as an anchor when making a 6udgment (:p5

(:p5 &ow long is 7ississippi ri$er? 2 7iles? 2 7iles?

Anchoring (ect =an also ha$e eect with non0numerical 6udgments1Which car do you prefer?=ar A =ar '3tylish (:pensi$e8ood 8as 7il !air 3er$ice!air 3er$ice 8ood 8as 7il(:pensi$e 3tylish

#aws of 3ympathetic 7agic #aw of contagion #aw of similarity

#aw of contagion once in contact, always in contact (:5 apple 6uice1

'ug in "ottom of 4rst cup >rink second cup?


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#aw of 3imilarity Image V o"6ect

=on4rmation 'ias %he tendency to search for information that con4rms original hypotheses (:p5 %old story of &annah

poor "ackground well0to0do

>ierent academic promise

The essenti"s& ,h"t '"-es "n!u"!e "n!u"!e. Phonemes5 the smallest units of sound in spoken language (:p5 "oy $ersus toy is one phoneme dierence &umans can produce * (nglish uses F2 'a"ies "a""le all phonemes at si: months 'y one year start to limit Cther animals ha$e dierent phonemes

3ynta: Internal structure of a sentence All languages ha$e rules for how sentences are arranged ; a "asic part of language In (nglish we need a noun and a $er" I am1 'rocas area 'rocas aphasia

3emantics %he meaning of a word or sentence 7orphemes ; smallest unit of meaning walk $1 walking

3emantics 1 3ynta:5 cloud eat haughty "lue $1 I today school go1

Pragmatics %he way that language con$eys meaning indirectly (1g1 can I ask you a Buestion? (1g1 >o you know where the restroom is?


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Lecture Notes, Gabriel Psych101 Section 1 Page 21Innate or learned? (mpiricism5 we learn synta: )"eha$iorists- 9ati$ism5 crucial parts of language are innate All humans learn language5 ways our "rains are constructed

Le"rnin! "n!u"!e is inn"te*1 =hildren from dierent cultures go through similar stages of language de$elopmentD1 =hildren o$er generalieE1 =hildren dont need correction to learn rulesF1 =hildren in groups will form own language21 Infants deri$e linguistic rules automatically

Cther Animals and #anguage Apes can learn hundreds of signs and can communicate with them eecti$ely

>o not use language innately =an they "e generati$e?

>olphins and language (lephants and language

LECTURE NOTES FOR SECTION 1 OF CLASS

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psy 101 section 1 lecture

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