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Write two paper. Each paper 700 word.Psychology in Everyday Life PowerPoint Slides Worth Publishers, © 2015 Introduction Introduce yourself Your goals Some you want to do in your free time Favorite food Personal Relationship with God. Psychology’s Roots, Big Ideas, and Critical Thinking Tools Chapter 1 Psychology’s Roots What is Psychology? Psychological Science Is Born Contemporary Psychology Four Big Ideas in Psychology Critical thinking is Smart thinking Behavior is a Biopsychosocial Event We Operate with a Two-Track Mind (Dual Processing) Psychology Explores Human Strengths as well as challenges Why Do Psychology? The Limits of Intuition and Common Sense The Scientific Attitude How Do Psychologists Ask and Answer Questions? The Scientific Method Description Correlation Experimentation Learning Activity 1 B Defining Psychology How would you define Psychology? What is purpose to learn psychology? Psychology’s Roots Aristotle (384-322 B.C.) Aristotle, a naturalist and philosopher, theorized about psychology’s concepts. He suggested that the soul and body are not separate and that knowledge grows from experience. http://faculty.washington.edu Psychological Science is Born Wilhem Wundt and psychology’s first graduate students studied the “atoms of the mind” by conducting experiments at Leipzig, Germany, in 1879. This work is considered the birth of psychology as we know it today. Wundt (1832-1920) 10 Psychological Science is Born American philosopher William James wrote an important 1890 psychology textbook. Mary Calkins, James’s student, became the APA’s first female president. James (1842-1910) Mary Calkins Psychological Science is Born Sigmund Freud, an Austrian physician, and his followers emphasized the importance of the unconscious mind and its effects on human behavior. Freud (1856-1939) Psychological Science is Born Psychology originated in many disciplines and countries. It was, until the 1920s, psychology was defined as the science of mental life. Psychological Science Develops Behaviorists Watson and later Skinner emphasized the study of overt behavior as the subject matter of scientific psychology. Watson (1878-1958) Skinner (1904-1990) 14 “The soul is not separable from the body, and the same holds good of particular parts of the soul.” Aristotle, De Anima, 350 B.C. “. . . the scientific study of observable behavior.” Watson and Skinner changed the definition in the 1920’s. The two major force that rejected behaviorist definition Humanistic Psychologist who emphasized the growth potential of healthy people Cognitive Neuroscience who explore the brain activity linked with mental activity. Psychological Science Develops Humanistic Psychology Maslow and Rogers emphasized current environmental influences on our growth potential and our need for love and acceptance. Maslow (1908-1970) Rogers (1902-1987) http://facultyweb.cortland.edu http:/Understanding Stress Stress and Illness Stress Management Health Psychology CHAPTER 3 Stress and Health Psychology © 2016 John Wiley & Sons, Inc. All rights reserved. 1 Real World Psychology © 2016 John Wiley & Sons, Inc. All rights reserved. Things you’ll learn in Chapter 3 Does frequent checking of your email and social media increase your stress? Q1 Can the stress of growing up in poverty cause changes in your brain? Does watching televised coverage of natural disasters increase symptoms of posttraumatic stress disorder? Could thinking about the “silver linings” of a stressful event, or sharing it with others, reduce depression? Q2 Q3 Q4 Q5 Are people with stressful jobs at increased risk of experiencing a heart attack? 2 Learning Activity 2B Define Stress. How it is different from stressor? Is stress good or bad? List causes of stress. © 2016 John Wiley & Sons, Inc. All rights reserved. Learning Activity 2C What is General Adaption Syndrome? Discuss strategies to manage stress. © 2016 John Wiley & Sons, Inc. All rights reserved. Stress = the interpretation of specific events as threatening or challenging Stressor = trigger or stimulus that induces stress Understanding Stress What is Stress? © 2016 John Wiley & Sons, Inc. All rights reserved. What stressors cause stress for you? Stress = the interpretation of specific events as threatening or challenging Stressor = trigger or stimulus that induces stress Engage your students: What stressors cause you stress? Do the stressors students identified on the next slide fit in the 7 major sources of stress? Engage Your students: Have students complete the Homes and Rahe stress scale. Have them write privately or have a small group/class discussion about the type of stress they experience. How might the stressors change throughout their life? Did some students claim the stressor happened but didn’t affect them negatively? Why might that be? Why are there events that are generally viewed as positive on the stress scale? 5 Understanding Stress Sources of Stress © 2016 John Wiley & Sons, Inc. All rights reserved. FIGURE 3.1 Tutorial Video: Sources of Stress There are seven major sources of stress Cataclysmic events Life changes Acute/chronic stressors Acute: severe but short-term (narrowly avoiding an automobile accident) Chronic: continuous (child abuse, spousal abuse, alcoholism, money problems) Job stressors Conflict Hassles Frustration Engage your students: Which category (or categories) most affects you? What resources are available to you to help reduce the stress in that category (or categories)? Examples: See the counseling department; end a troubling/difficult relationship; seek a job transfer or change; others. (Students may not feel comfortable sharing some of these to the entire class – but encourage them to think about them) 6 Acute Generally severe but short-term Narrowly avoiding an accident Missing an important deadline ChronicPsychology in Everyday Life PowerPoint Slides Worth Publishers, Learning Chapter 6 What is learning? Define How Do We Learn? Classical conditioning – Ivan pavlov- association of events Operant conditioning- B.F Skinner - Reward, punishment Observational learning- Albert Bandura- Imitation, modelling Class Activity 6B Learning 3 How Do We Learn? Classical Conditioning Pavlov’s Experiments Pavlov’s Legacy Learning - Overview 4 Operant Conditioning Skinner’s Experiments Skinner’s Legacy Contrasting Classical & Operant Conditioning Learning- Overview 5 Biology, Cognition and Learning Biological Limits on Conditioning Cognitive influences on Conditioning Learning by Observation Bandura’s Experiments Applications of Observational Learning Learning-Overview The process of acquiring , though experience, new and relatively enduring information or behaviors which bring in a relatively permanent change in behavior. Defining Learning Associative Learning: We learn by connecting events that occur in sequence. The process of learning associations is conditioning, and it takes two main forms: - Classical conditioning - Operant conditioning Cognitive Learning: We also learn by acquiring mental information that guides our behavior merely by watching others. - Observational Learning Basic forms of learning By learning we are able to adapt to our environments. We learn to expect and prepare for significant events such as food or pain – Classical Conditioning. We learn to repeat acts that bring good results and to avoid acts that bring bad – Operant Conditioning. We also learn new behaviors by observing events and by watching others. – Observational Learning. Basic forms of learning Ideas of classical conditioning originate from old philosophical theories. However, it was the Russian physiologist Ivan Pavlov who elucidated classical conditioning. His work provided a basis for later behaviorists like John Watson. Classical Conditioning –association learning Ivan Pavlov (1849-1936) Sovfoto 10 Preview Question 2: How does classical conditioning demonstrate associative learning? Find out the meanings for the following words: Stimulus:. Response: Conditioning Unconditioned Response (UR) Unconditioned Stimulus (US) Conditioned Response (CR) Conditioned stimulus(CS) Classical Conditioning -Class activity 6C Ivan Pavlov (1849-1936) Sovfoto 11 Preview Question 2: How does classical conditioning demonstrate associative learning? Definations : Stimulus: An event or situation that evokes a response. Response: A reaction of an organism to stimulus. Conditioning: A behavioral process whereby a response become more frequent or more predictable in a given situation or environment as a result of reinforcement. Classical Conditioning Ivan Pavlov (1849-1936) Sovfoto 12 Preview Question CHAPTER 6 Personality © 2016 John Wiley & Sons, Inc. All rights reserved. Psychoanalytic/ Psychodynamic Theories Trait Theories Humanistic Theories Social-Cognitive Theories Biological Theories Personality Assessment 1 Real World Psychology © 2016 John Wiley & Sons, Inc. All rights reserved. Things you’ll learn in Chapter 11 Are some people with highly negative attitudes toward gay people repressing their own sexual desires? Q1 Which personality traits are most important for your career and academic success? Can spending time in a foreign country change your personality? What parenting skills are also associated with increased marital satisfaction? Q2 Q3 Q4 Q5 Can social media postings be used to measure your personality? Q6 Do our genes predict how much we will give to charity? 2 © 2016 John Wiley & Sons, Inc. All rights reserved. Personality “Our unique and relatively stable pattern of thoughts, feelings and actions” Various theories Psychoanalytic / Psychodynamic Trait Humanistic Social / Cognitive Biological Also assessed & measured in various ways Tutorial Video: Exploring Your Personality Video: Dog Personality Personality Definition – “Our unique and relatively stable pattern of thoughts, feelings and actions Various theories Psychoanalytic / Psychodynamic Trait Humanistic Social / Cognitive Biological Also assessed and measured in various ways 3 © 2016 John Wiley & Sons, Inc. All rights reserved. Psychoanalytic/Psychodynamic Theories Freud’s Psychoanalytic Theory Findout the difference between Levels of consciousness Conscious Preconscious Unconscious Three mental structures Id - Ego Superego Psychoanalytic/Psychodynamic Theories Freud’s Psychoanalytic Theory Levels of Consciousness Conscious – Thoughts or motives that a person is currently aware of or is remembering Preconscious – Thoughts, motives or memories that exist just beneath the surface of awareness and can be called to consciousness when necessary Unconscious – The reservoir of largely unacceptable thoughts, feelings, memories and other information that lies beneath conscious awareness Three mental structures that help to form our personalities Id – The personality structure that is present at birth, completely unconscious and striving to meet basic drives, such as hunger, thirst, sex and aggression; operates on the pleasure principle Ego – The personality structure that is largely conscious, and the “executive,” which deals with the demands of reality; operates on the reality principle Superego – The personality structure that serves as the center of morality, providing internalized ideals and standards for judgment; often referred to as the “conscience” 4 © 2016 John Wiley & Sons, Inc. All rights reserved. Psychoanalytic/Psychodynamic Theories Freud’s Psychoanalytic Theory (continued) FIGURE 11.1 The tip of the iceberg would be analogous to the conscious mind, which is above the water and open for easy inspection The preconscioPsychology in Everyday Life David Myers PowerPoint Slides Worth Publishers Developing Through the Life Span Chapter 3 Developing Through the Life Span OVERVEIW Learning Activity 4B Explore the Prenatal Development and the Newborn Conception Prenatal Development The Competent Newborn * Learning Activity 5A Developing Through the Life Span OVERVIEW Explore Infancy ( 0 – 2yrs) and Childhood (2-12rs) Physical Development Cognitive Development Social Development Thinking About Nature and Nurture Developing Through the Life Span OVERVIEW Adolescene Physical Development Cognitive Development Social Development Emerging Adulthood Thinking About Continuity and Stages Developing Through the Life Span OVERVIEW Adulthood Physical Development Cognitive Development Social Development Thinking About Stability and Change Prenatal Development and the Newborn How, over time, did we come to be who we are? From zygote to birth, development progresses in an orderly, though fragile, sequence. * Preview Question 2: How does life develop before birth? Genes: Our Codes for Life Chromosomes containing DNA (deoxyribonucleic acid) are situated in the nucleus of a cell. * Genes: Our Codes for Life Segments within DNA consist of genes that make proteins to determine our development. * Genome Genome is the set of complete instructions for making an organism, containing all the genes in that organism. Thus, the human genome makes us human. * Conception A single sperm cell (male) penetrates the outer coating of the egg (female) and fuses to form one fertilized cell. Lennart Nilsson/ Albert Bonniers Publishing Company Lennart Nilsson/ Albert Bonniers Publishing Company * Prenatal Development A zygote is a fertilized egg with 100 cells that become increasingly diverse. At about 14 days the zygote turns into an embryo (a and b). Lennart Nilsson/ Albert Bonniers Publishing Company Biophoto Associates/ Photo Researchers, Inc. * Prenatal Development At 9 weeks, an embryo turns into a fetus (c and d). Teratogens are chemicals or viruses that can enter the placenta and harm the developing fetus. Lennart Nilsson/ Albert Bonniers Publishing Company Lennart Nilsson/ Albert Bonniers Publishing Company * VIDEO CLIP Prenatal Animation: Fetal Development The Competent Newborn Infants are born with reflexes that aid in survival, including rooting reflex which helps them locate food. * Preview Question 3: What are some of the newborn’s abilities and traits? The Competent Newborn Offspring cries are important signals for parents to provide nourishment. In animals and humans such cries are quickly attended to and relieved. Carl and Ann Purcell/ Corbis Lightscapes, Inc. Corbis * Learning Activity 5A Explore the following development Infancy (0-2)and Childhood( 2-12) Physical Development Cognitive Development – Jean Piaget Social Development *