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PSYCH 101Module 1: The History and Scope of Psychology

by: David Valenzuela

PSYCH 101Module 1: The History and Scope of Psychology 2771

Marketplace > Modesto Junior College > Psychology (PSYC) > 2771 > PSYCH 101Module 1 The History and Scope of Psychology
David Valenzuela

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About this Document

These notes cover: -Psychology as a science -Perspectives in Psychology -How do we "DO" Psychology? -Other Issues
General Psychology
Dr. Shelly Fichtenkort
Class Notes
Psychology, Perspectives, historyofPsychology




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This 4 page Class Notes was uploaded by David Valenzuela on Wednesday October 5, 2016. The Class Notes belongs to 2771 at Modesto Junior College taught by Dr. Shelly Fichtenkort in Fall 2016. Since its upload, it has received 3 views. For similar materials see General Psychology in Psychology (PSYC) at Modesto Junior College.


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Date Created: 10/05/16
Psychology 101 Week #1  Lecture Notes (Modules 1&2) Psychology as a science  History of psychology ­ 1879 to 1920: Study of mental life ­ 1920 to 1960: Study of observable behavior ­ 1960: Reinterest in how our minds work and behavior                                                                                                          Present Day  Psychology: Is the science of behavior and mental processes ­ Is more of a method of evaluating ideas than a set of facts  (This reflects its scientific nature)                                       Perspectives in Psychology  Neuroscience: The genetics that have been passed down to a certain individual as a result  of their parents this will influence the way they act throughout their entire life.    Social­Cultural: Cultural factors such as language, art, social norms, and social structures  can play a significant role in our cognitive abilities.   Behaviorism: Primarily concerned with observable behavior, as opposed to internal  events such as thinking.   Cognitive: Internal processes that include perception, attention, language, and thinking.   Behavioral Genetics: Genetic and environmental influences on behaviors                                                                                                 Perspectives in Psychology (Continued)  Evolutionary: Most behaviors we see/display are believed to have developed during  our environment of evolutionary adaptation to help us survive.  Psychodynamic:  ­ Our behaviors and feelings are powerfully affected by unconscious motives.  ­ Our behavior and feelings as adults are rooted in our childhood experiences. ­ Personality is shaped as the drives are modified by different conflicts at different  times in childhood.                             How do we “DO” Psychology?  Three main strategies: Describe, Predict, and Explain                                                              ~Describe~  1.) Make an observation (Ideally in a natural environment)  2.) Case study: A single person is studied in great detail but a person may or may not be  truthful.  3.) Survey:  ­ Multiple people are studied  ­ Less in depth than a case study ­ Reports on behaviors or opinions ­ Random sample is important to represent the population as a whole                                                               ~Predict~ 1.) Correlations: Reveal how much things are related. I.E.       Are depression and self­esteem related?                       (Answers vary but…)         They DO NOT explain if one thing causes the other.                                                         ~Explain~ 1.) Experimentation: Reveals the cause and effect relationships  Independent variable (IV): What is manipulated by the experimenter or  treatment  Dependent variable (DV): What is measured, or the outcome  Experimental Condition (Group): Receives treatment   Control Condition (Group): Receives no treatment to act as a natural  comparison                                                      Other Issues  Placebo Effect: This happens when a person expects they are receiving a treatment and  improve the person’s condition when in reality no real treatment was given.   Double Blind Study: Neither the participants nor the experimenters know who is  receiving the treatment to prevent bias.   Random Assignment: Study participants assigned to different groups to ensure equal  opportunity 


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