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General Psychology PSY111

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Title: General Psychology PSY111


1
General Psychology PSY111
  • Fall Semester, 2010
  • Jim Wilwerding, M.Div., MA, LMHC,CADC, NCC

2
What is the purpose of education?
  • Should education teach people
  • WHAT to think?
  • HOW to think?

3
Critical Thinking
  • The process of objectively evaluating, comparing,
    analyzing, and synthesizing information.
  • Involves components of
  • Affective (emotional)
  • Cognitive (thought)
  • Behavioral (actions)

4
Affective Components of Critical Thinking
  • Value truth above self-interest
  • Accept change
  • Empathize
  • Welcome divergent views
  • Tolerate ambiguity
  • Recognize personal biases

5
Cognitive Components of Critical Thinking
  • Think independently
  • Define problems accurately
  • Analyze data for value and content
  • Employ a variety of thinking processes
  • Synthesize
  • Resist overgeneralization
  • Employ metacognition (think about thinking)

6
Behavioral Components
  • Delay judgment until data is available
  • Employ precise terms
  • Gather data
  • Distinguish fact from opinion
  • Encourage critical dialogue
  • Listen actively
  • Modify judgments in light of new information
  • Apply knowledge to new situations

7
Psychology
  • From two Greek words
  • Psyche meaning mind
  • Logos meaning word
  • Employs Scientific Method
  • Requires Critical thinking skills

8
Psychology is the scientific study of behavior
and mental processes
9
Goals of Psychology
  • Describe
  • Explain
  • Predict
  • Change

10
Careers in Psychology
  • Biopsychology/Neuroscience
  • Clinical
  • Cognitive
  • Counseling
  • Developmental
  • Educational/school
  • Experimental
  • Gender and/or cultural
  • Industrial/ organizational
  • Social

11
Psychological Theory
  • What is your belief about human nature?
  • What are your assumptions about
    unconscious/conscious, human development,
    learning and socialization?
  • What is your understanding about time
    orientation?
  • What is your belief about the process of change
    and free will?
  • What is your belief about the role of the helper?

12
Perspectives
  • Psychoanalytic/psychodynamic
  • Freud, Jung, Adler, Horney
  • Behaviorism
  • Pavlov, Thorndike, Watson, Skinner
  • Humanistic psychology
  • Rogers, Maslow
  • Cognitive psychology
  • Piaget, Ellis, Bandura, Sternberg, Gardner

13
Perspectives
  • Neuroscience/biopsychology
  • Muller, Lashley, Hubel, Olds, Sperry, Pert
  • Evolutionary psychology
  • Darwin, Lorenz, Wilson, Buss
  • Sociocultural psychology
  • Berry, Greenfield, Brislin
  • Biopsychosocial Model

14
Research in Psychology
  • Basic researchexplores theories, general
    scientific understanding (meets first three goals
    of psychologydescribe, explain, and predict)
  • Applied researchaddresses real-world problems
    (meets fourth goalchange)

15
The Scientific Method
  • Review of literature (or ask a question)
  • Develop testable hypothesis
  • Design study and collect data
  • Analyze dataaccept or reject hypothesis
  • Publish, replicate, and seek review
  • Build a theory

16
Ethical Issues
  • Human participants
  • Informed consent
  • Deception
  • Confidentiality/anonymity
  • Special issues for students
  • Non-human participants
  • Ethical issues related to psychotherapy

17
Psychological Research
  • Experimental research
  • Descriptive research
  • Correlational research
  • Biological research

18
Psychological Research
  • Experimental research
  • Seeks to identify cause and effect
  • Meets the goal of explanation
  • High level of control over variables
  • High controllimited applicability

19
Variables
  • Independentthe variable that is manipulated
  • Dependentthe variable that is measured

20
Psychological Research
  • Experimental research
  • Descriptive research
  • Collection of data without manipulation
  • Low level of artificiality
  • No control of variableslower explanation of why

21
Psychological Research
  • Experimental research
  • Descriptive Research
  • Naturalistic Observationmeasure and record
    behavior of participants
  • Surveysused to determine opinions, attitudes,
    feelings or behaviors related to a specific issue
  • Case studiesintensive study of a particular
    case, patient or situation

22
Psychological Research
  • Experimental research
  • Descriptive research
  • Correlational research
  • Identifies relationships between variables
  • Statistical analysis
  • No cause and effect only relationships

23
Psychological Research
  • Experimental research
  • Descriptive research
  • Correlational research
  • Biological research
  • Studies brain and nervous system
  • Identifies cause, description and prediction
  • Shares advantages/disadvantages of other three
    types
  • Several methods of study (see text pp. 37-38)

24
Variables
  • A psychology student decided to design a study to
    determine the correlation between the number of
    hours a student studied and final exam score.
  • Identify the independent and dependent variables
    in this study
  • Propose a simple design for this study

25
Problems to research
  • Experimenter bias
  • Safeguarded by using blind or double blind
    studies
  • Ethnocentrism
  • A particular type of experimenter bias in which
    one assumes (remember?) that what holds for ones
    own culture is also true for other cultures

26
Problems to research
  • Sample biasusing a sample that is not
    representative of the general population
  • Safeguarded by use of random or representative
    sampling or random assignment
  • Participant biasoccurs when participants attempt
    to present themselves in a particular light
  • Safeguarded by anonymity, double blind methods,
    etc.

27
Correlation
  • By observing or measuring two or more variables,
    one can determine a relationship or correlation
  • Positive correlationthe two variables move or
    vary in the same direction
  • Negative correlationthe two variable move or
    vary in opposite directions
  • Zero correlationno relationship

28
Correlation
  • Correlation Coefficients
  • Vary from -1.00 to 1.00
  • Numerical value indicates the relative strength
    of the relationship between the two variables
  • /- Indicates direction of relationship
  • Relationship can be STRONG whether it is a
    positive or negative relationship
  • REMEMBER 0 indicates NO RELATIONSHIP

29
The Correlational Method
  • Correlational data can be graphed and a line of
    best fit can be drawn
  • Positive correlation variables change in the
    same direction
  • Negative correlation variables change in the
    opposite direction

30
Positive Correlation
31
Negative Correlation
32
No Correlation
33
Discussion
  • As a critically thinking student of psychology,
    you wish to study the relationship between good
    manners in the lunchroom and aggressive play on
    the playground among second grade students.
  • Identify the variables and types
  • What type of research would you be doing?
  • What research method would you use?
  • What are some ethical issues involved?

34
Discussion
  • After completing the above study, you determine a
    correlation coefficient of -0.89. What
    conclusions could you draw? Prepare to defend
    your conclusions.
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