| A | B |
|---|
| Psychology | The scientific study of behavior and mental processes |
| Behavior | Any action we can observe and record |
| Mental processes | Internal, subjective experiences we infer from behavior-sensations, perception, dreams, thoughts, beliefs and feelings |
| Buddha | Pondered how sensations and perceptions combine to form ideas |
| Confucius | Stressed the power of ideas and of an educated mind |
| Hebrew Scholars | anticipated today's psychology by linking mind and emotions to the body; ppl were said to think with their hearts and feel with their bowels |
| Socrates (469-399 B.C.) & Plato (428-348 B.C.) | Mind is separable from body and continues after the body dies & that knowledge is innate-born within us |
| Aristotle (384-322 B.C.) | knowledge is not preexisting; instead, it grows from the experiences stored in our memories |
| Rene Descartes (1595-1650) | Existence of innate ideas and the mind's being entirely distinct from the body and able to survive its death |
| Francis Bacon (1561-1626) | One of the founders of modern science, experimental method |
| John Locke (1632-1704) | The mind at birth is a blank slate, "white paper." Wrote An Essay Concerning Human Understanding |
| Empiricism | the view that (a) knowledge comes from experience via the senses (b) science flourishes through observation and experiment |
| December 1879 | Birth of Psychology |
| Whilhelm Wundt | German professor, created an experiment that launched the birth of Psychology |
| Edward Titchener | Wundt's student who introduced structuralism |
| Structuralism | An early school of psychology that used introspection to explore the elemental structure of the human mind |
| Introspection | Self-reflection, lookin inward |
| William James | Philosopher-psychologist, functionalist, encouraged explorations of down-to-earth emotions, memories, will power, habits, and moment-to-moment streams of consciousness |
| Functionalism | A school of psychology that focused on how mental and behavioral processes function-how they enable the organism to adapt, survive, flourish |
| "You don't know your own mind" | Jonathan Swift, Polite Conversations, 1738 |
| Mary Calkins | Distinguished memory researcher and the American Psychological Assocaition's (APA's) first female president in 1905 |
| Margaret Washburn | First woman to receive a psychology Ph.D. from Harvard. Wrote The Animal Mind. 2nd president of APA |
| Ivan Pavlov | Russian physiologist, who pioneered the study of learning |
| Sigmund Freud | Austrian physician, who developed an influential theory of personality |
| Jean Piaget | Swiss biologist who was last century's most influencial observer of children |
| John B. Watson and B. F. Skinner | Dismissed introspection and redefined psychology as "the scientific study of observable behavior" |
| Humanistic psychology | Perspective that emphasized the growth potential of healthy people; used personalized method to study personality in hopes of fostering personal growth |
| Carl Rogers & Abraham Maslow | Emphasized the importance of current environmental influences on our growth potential, and the importance of meeting our needs for love and acceptance |
| Cognitive neuroscience | The study of the interaction of thought processes and brain function |
| Nature-nurture issue | The longstanding controversy of over the relative contributions that genes and experiences make to the development of psychological traits and behavior |
| Charles Darwin | proposed the principle of natural selection |
| Natural Selection | The principle that, among the range of inherited trait variations, those contributing to reproduction and survival will most likely be passed on to succeeding generations |
| Levels of analysis | The differing complementary views, from biological to psychological to social-cultural, for analyzing any given phenomenon |
| Biopsychosocial approach | An integrated perspective that incorporates biological, psychological, and social-cultural levels of analysis |
| Neuroscience | How the body and brain enable emotions, memories, and sensory experiences |
| Evolutionary | How the natural selection of traits promotes the perpetuation of one's genes |
| Behavior genetics | How much our genes and our environment influence our individual differences |
| Psychodynamic | How behavior springs from unconscious drives and conflicts |
| Behavioral | How we learn observable responses |
| Cognitive | How we encode, process, store, and retrieve information |
| Social-cultural | How behavior and thinking vary across situations and cultures |
| Basic research | Pure science that aims to increase the scientific knowledge base |
| Biological psychologists | Explore the links between brain and mind |
| Developmental psychologists | Study our changing abilities from womb to tomb |
| Cognitive psychologists | Experiment with how we perceive, think, and solve problems |
| Personality psychologists | Investigate our persistent traits |
| Social psychologists | Ex;lore how we view and affect one another |
| Applied research | Scientific study that aims to solve practical problems |
| Industrial/organizational psychologists | Study and advise on behavior in the work place |
| Counseling psychologists | A branch of Psychology that assists people with problems in living and in achieving a greater well being |
| Clinical psychologists | A branch of psychology that studies, assesses, and treats people with psychological disorders |
| Psychiatry | A branch of medicine dealing with psychological disorders; practiced by physicians who sometimes provide medical treatments as well as psychological therapy |
| "Once expanded to the dimensions of a larger idea, [the mind] never returns to its original size" | Oliver Wendell Holmes |
