Perspective - Grosse Pointe Public Schools
Perspective |Psychologists | |
|Biological |N/A |
|Evolutionary |Charles Darwin |
|Psychoanalytic (Psychodynamic- use more techniques and combination of perspectives) |Freud |
| |Neo-Freudians: Jung, Adler, Horney, Erikson |
|Cognitive |Piaget, Kohlberg, Gilligan, Beck, Ellis, Chomsky, Whorf |
|Behavioral/Behaviorism/Behaviorist |Watson, Pavlov, Thorndike, Skinner, Bandura |
|Humanistic |Carl Rogers, Abraham Maslow (Martin Seligman – Positive Psychology) |
|Sociocultural |N/A |
Chapter 1: Thinking Critically with Psychological Science
|Wilhelm Wundt |Structuralism |
|William James |Functionalism |
|Max Wertheimer |Gestalt – whole greater than the sum of the parts |
|Freud |Psychoanalysis |
|John Watson/Thorndike/Pavlov |Behaviorism |
Chapter 2: Neuroscience - there are no specific psychologists to remember
Chapter 3: Nature and Nurture - there are no specific psychologists to remember
Chapter 4: Development
|Piaget |4 stages of COGNITIVE development: Sensorimotor, Preoperational, Concrete Operational, Formal Operational |
|Kohlberg |3 stages of MORAL development: Preconventional, Conventional, Postconventional |
|Carol Gilligan |Opponent of Kohlberg’s theories (felt he was sexist) |
|Erikson |8 stages of PSYCHOSOCIAL development: Trust v. Mistrust, Autonomy v. Doubt, Initiative v. Guilt, Industry v.|
| |Inferiority, Identity v. Confusion, Intimacy v. Isolation, Generativity v. Stagnation, Integrity v. Despair |
|Elisabeth Kubler-Ross |5 Stages of Dying: Anger, Denial, Bargaining, Depression, Acceptance |
|Mary Ainsworth |Attachment studies, Strange Situation |
|Harry Harlow |Rhesus monkey studies: contact comfort important |
|Diana Baumrind |4 Parenting Styles: Authoritarian, Passive, Permissive, Authoritative (the best one) |
|Freud |5 Psychosexual Stages: Oral, Anal, Phallic, Latency, Genital |
Chapter 5: Sensation and Perception
|Young-Helmholtz |Trichromatic Theory of Color Vision – red, green, blue receptors in retina |
|Weber’s Law |Just Noticeable Difference, difference Threshold |
Chapter 6: Consciousness
|Ernest Hilgard |Hidden Observer Effect in dissociation |
Chapter 7: Learning (behaviorism)
|John Watson |Baby Albert/white rat – classical conditioning |
|Ivan Pavlov |Classical Conditioning |
|Edward Thorndike |Law of Effect |
|B.F. Skinner |Operant Conditioning |
|Garcia & Koelling (Garcia effect) |Biological preparedness in classical conditioning. We are biological prepared to be conditioned for certain|
| |things |
|Albert Bandura |Social Learning, modeling, Bobo doll experiment |
|Wolfgang Kohler |Insight learning in chimps |
Chapter 8: Memory
|Hermann Ebbinghaus |Forgetting curve |
|Elizabeth Loftus |Constructed (false) memories |
Chapter 9: Thinking, Language and Intelligence
|Noam Chomsky |Language capability innate (born with a language acquisition device) |
|Benjamin Whorf |Linguistic Relativity – language controls/influences thinking (this idea has been found to be mostly untrue |
| |except for the impact of labeling) |
|Binet |Measure mental age |
|Terman (at Stanford led to Stanford-Binet) |Revised Binet’s tests |
|Stern |Devised IQ (intelligence quotient) |
|Spearman |g – general intelligence |
|Goleman |Emotional Intelligence |
|Gardner |Multiple Intelligences |
Chapter 10: Motivation
|Abraham Maslow |Hierarchy of Needs |
|Yerkes-Dodson |Arousal Theory |
Chapter 11: Emotions, Stress and Health
|James-Lange |Physiological arousal precedes emotion |
|Cannon-Bard |Physiological arousal + cognition = emotion |
|Schacter Two-Factor Theory |Physiological arousal and cognitive components interact to produce emotion. Explained the cognitive |
| |component more to differentiate theory from Cannon-Bard |
|Selye |General Adaptation Syndrome (3 phase response to stress: 1. alarm 2. resistance 3. exhaustion) |
Chapter 13: Psychological Disorders
|Rosenhan |Effects of diagnostic labels |
Chapter 12: Personality
|Freud |Psychoanalytic – defense mechanisms, psychosexual stages |
|Carl Jung |Collective unconscious; Archetypes, personality traits (intuitive, sensing, feeling, thinking – the basis |
| |for Myers-Briggs personality inventory) |
|Alfred Adler |Birth order; inferiority and superiority complexes |
|Karen Horney |Women envy; felt Freud was sexist in saying that men have stronger superegos than women |
|Gordon Allport |Idiographic method: cardinal, central and secondary dispositions or traits specific to individual |
|Eysenck-Cattell |Nomothetic method: Used factor analysis to identify common traits in all people |
|Julian Rotter |Locus of control |
|Carl Rogers |Self Theory - Self-concept; ideal vs. real self; unconditional positive regard |
|Abraham Maslow |Hierarchy of Needs; top of the hierarchy – self-actualization |
|Albert Bandura |Social-cognitive theory: reciprocal determinism; self-efficacy |
|Martin Seligman |Positive psychology |
|George Kelly (we didn’t talk about him, but know him) |Personal-Construct Theory: people develop their own constructs to understand the world. Based on |
| |fundamental postulate – people are influenced by their cognitions. |
|William Sheldon |Somatotype Theory (3 body types): Endomorphs (fat) are friendly and outgoing, Mesomorphs (muscular) are |
| |aggressive, Ectomorphs (thin) are shy and secretive |
|Barnum Effect (named after PT Barnum) |The tendency for people to believe personality descriptions provided by palm readers, psychics, astrologers,|
| |etc. |
Chapter 14: Therapy
|Pinel and Dix |Advocated humane treatment for mentally ill |
|Freud |Psychoanalysis: free association, uncover unconscious, transference, resistance |
|Carl Rogers |Humanistic: Client-centered Therapy using active listening |
|Fritz Perls (we didn’t talk about him, but know him) |Gestalt/Humanistic Therapy: get in touch with whole selves (even body position) and stressed the importance |
| |of the present time |
|Beck |Cognitive Therapy: used the cognitive triad – beliefs about self, world and future |
|Albert Ellis |Rational Emotive Behavior Therapy (REBT or RET): expose and confront irrational thoughts |
Chapter 15: Social Psychology
|Leon Festinger |Cognitive Dissonance |
|Rosenthal |Pygmalion Effect = self-fulfilling prophecy |
|Sherif |Superordinate goals promote cooperation |
|Asch |Conformity – the line study |
|Milgram |Obedience – the shocking experiment |
|Zimbardo |Stanford Prison Study – role playing |
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