1 / 34

General Psychology PSY111

General Psychology PSY111. Fall Semester, 2010 Jim Wilwerding , M.Div., MA, LMHC,CADC, NCC. What is the purpose of education?. Should education teach people WHAT to think? HOW to think?. Critical Thinking.

Rita
Télécharger la présentation

General Psychology PSY111

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

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

  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 research—explores theories, general scientific understanding (meets first three goals of psychology—describe, explain, and predict) • Applied research—addresses real-world problems (meets fourth goal—change)

  15. The Scientific Method • Review of literature (or ask a question) • Develop testable hypothesis • Design study and collect data • Analyze data—accept 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 control=limited applicability

  19. Variables • Independent—the variable that is manipulated • Dependent—the variable that is measured

  20. Psychological Research • Experimental research • Descriptive research • Collection of data without manipulation • Low level of artificiality • No control of variables=lower explanation of why

  21. Psychological Research • Experimental research • Descriptive Research • Naturalistic Observation—measure and record behavior of participants • Surveys—used to determine opinions, attitudes, feelings or behaviors related to a specific issue • Case studies—intensive 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 one’s own culture is also true for other cultures

  26. Problems to research • Sample bias—using a sample that is not representative of the general population • Safeguarded by use of random or representative sampling or random assignment • Participant bias—occurs 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 correlation—the two variables move or vary in the same direction • Negative correlation—the two variable move or vary in opposite directions • Zero correlation—no 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.

More Related