history and systems
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| NATURAL SELECTION | show 🗑
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| SPENCER-BAIN PRINCIPLE | show 🗑
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| show | Spencer’s application of Darwin’s notion of survival of the fittest to society.
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| EUGENICS | show 🗑
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| show | General Intelligence. “g” was determined almost exclusively by inheritance.
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| FUNCTIONALISM | show 🗑
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| show | Any belief, thought, or behavior must be judged by its consequences (or usefulness). If an idea works, it is valid. The ultimate criterion for judging an idea should be the idea’s usefulness.
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| show | James’ metaphor suggesting that the contents of human consciousness are better thought of as a stream than as a collection of discrete elements or ideas.
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| show | The “ME” of personality. Consists of everything that a person could call his or her own including possessions, family, reputation etc. It is divided into 3 components (the material self, social self, & spiritual self.)
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| JAMES-LANGE THEORY OF EMOTION | show 🗑
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| RECAPITULATION THEORY | show 🗑
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| STORM AND STRESS | show 🗑
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| show | attributing human thought processes (and emotions) to lower animals.
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| show | Thorndike’s early theory that associations are strengthened by repetition and dissipated by disuse. Contained two parts—law of use and law of disuse.
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| show | the more often an association was practiced, the stronger it became (restatement of Aristotle’s law of frequency) (we learn by doing)
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| LAW OF DISUSE | show 🗑
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| show | seeks to understand women’s place in psychology as a product of socially constructed notions of gender, psych, and history. The notion that knowledge is socially constructed & is inevitably influenced by social context.
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| Variability Hypothesis | show 🗑
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| Doctrine of Spheres | show 🗑
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| Russian Objective Psychology | show 🗑
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| show | the neurotic behavior that Pavlov created in some of his laboratory animals by bringing excitatory and inhibitory tendencies into conflict
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| show | the conditioned stimuli that signal biologically significant events. The objects or events that become signals (CSs) for the occurrence of biologically significant events (such as when a tone signals the eventuality of food).
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| Second signal system | show 🗑
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| Excitation | show 🗑
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| show | According to Pavlov and Sechenov, through experience, organisms can learn to inhibit (prevent) reflexive behavior.
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| show | INNATE aspect of behavior that is unlearned, complex, & normally adaptive. Instincts are inherited, not learned through experience
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| show | if a conditioned stimulus is continually presented to an organism in the absence of an unconditioned stimulus, the conditioned response will gradually diminish and finally disappear.
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| Darwin | show 🗑
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| show | 1. we can have more babies than can survive
2.struggle for survival
Vast indv differences in offspring-some are more conductive to survival depending on envior. "survival of the fittest"
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| show | looked at different birds on different islands and found the beaks were shaped to meet their environment and for getting food-EX: cactus finches--long bills to stick in cactus' for food
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| show | views of evolution-applied to human societies. says humans have a complex nervous system & therefore we can make associations, more intelligent then other species. supports progress towards perfection & first to introduce the word intelligence into psych
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| Laissey-fair | show 🗑
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| Spencer's contributions | show 🗑
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| show | go to other countries and establish colonies, white people are better than africans
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| show | brit emp-wanted to test senses or sensory acuity, diameter, rate of movement, 2-pt threshold.
germ rat-wanted to test logic, reasoning, abstract thinking, and problem solving
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| Francis Galton | show 🗑
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| Galtons measurements to prove int. is due to genetics | show 🗑
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| 2 ways to increase general intelligence | show 🗑
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| Galton's contributions | show 🗑
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| show | tests similar to Galton, if sensory acuity does measure int then..
1. performance on ten tests should be highly correlated
2.thought that his tests should correlate w/academic success in college.
-now concludes that sensory acuity does not relate to I
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| show | his conclusions about INT. are IMPT for three reasons.
1.unitary "G" factor
2.INT is inherited
3.his views shaped U.S. testing movement
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| show | Test people to be officers and commanders in WW1, timed tasks on tests the faster you are the smarter you are
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| show | 1.science
2.practicality
3.emphasis on individual
4.evolutionary theory
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| show | pragmatism, said psych should be a science-challenged structuralism. One of the 1st people to talk about the self.
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| Three types of self. | show 🗑
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| show | psych to be a science we must assume determinism and he personally james didnt want to think of himself as a machine w/ no free will
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| Contributions to Psych | show 🗑
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| Munsterberg | show 🗑
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| G. Stanley Hall | show 🗑
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| show | considered father of adolescent psych. suggested that most development is determined by our genes, occurs in an unchangeable and universal pattern.
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| show | evolution not only explains changes in species over generalization, but also explains development of each individuals w/ in a lifetime
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| John Dewey | show 🗑
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| show | brought galtons test to the US, individual differences, got doctorate from wundt, studied with famous physiologists.
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| show | mental tasks, intelligence was largely due to genetics, one of the best grad programs, trained a lot of people, eugenics, emphasis that psych should be applied, and evolutionary theory.
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| Thorndike | show 🗑
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| show | dont try and explain animals in higher thinking when you can use parsimony.
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| three conclusions for cat in puzzle box | show 🗑
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| two reasons thorndike is a functionalist | show 🗑
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| show | first major modern level of learning, transition from F--B, animal researcher in a controlled exp. way (in lab), added a behavioral component to associationism.
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| show | men are more eminent, scientific truth women had smaller brains, reproductive organs would deteriorate if they used their brain too much.
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| show | women cant have a baby if they think too much, their place in society is scholarly work. Women have innate moral superiority, variability hypothesis, presumed scientific basis of many ideas
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| Educational Barrus | show 🗑
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| Career barriers | show 🗑
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| Progressive reform movement | show 🗑
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| show | colleges and womens colleges-morrill act-giving money to create schools, educate/build societies
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| Mary whiton calkins | show 🗑
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| Mary's contributions | show 🗑
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| Margaret washburns contributions | show 🗑
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| show | married & career, mental testing and challenge thoughts of women. INT largely inherited-women inferior to men, challenged that eminence is inherited, womens cognitive functioning and menstruation,involved in testing movement, edu. gifted children
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| show | 1. classical and operant conditioning (pavlov)
2.most behavior is learned and impacted by the environment
3.science and research
4.overt/observable/measurable events
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| show | thoughts do not cause behavior rather external stimulation causes all behavior (reflex). Overt-observable, covert-thoughts.
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| show | had no tolerance for mentalistic terms, trying to study animals digestive tract, he thought mentalistic properties were subjective. Classical conditioning. first and second signal system.
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| Pavlov's contributions | show 🗑
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| Pavolvs attitude toward psych | show 🗑
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