History of Psychology Is it Nature or Nurture

History of Psychology

Is it Nature or Nurture?

Ancient Egypt • Egypt showed evidence of brain surgery as early as 3, 000 B. C. in papyrus writings found in Egypt. “Brain, ” the actual word itself, is used here for the first time in any language • The treatment was used for mental illnesses, epilepsy, headaches, organic diseases, neuropathy treatment, osteomyelitis, and for head injuries. • Brain surgery was also used for both spiritual and magical reasons

Ancient Egypt • The Ebers Papyrus (c. 1550 BC) mentions both depression and dementia. • Pharaoh Psamtik I tries an experiment. (c. 620 BC)

Ancient Greece “Whom the gods would destroy they first make mad. ”

Plato

Plato

Plato • Introspection

Aristotle

Aristotle • Associationism

Aristotle • Associationism • We seek pleasure, and avoid pain.

Hippocrates

Hippocrates • “There are in fact two things, science and opinion; the former begets knowledge, the latter ignorance. ”

Maybe it’s demons !

Wilhelm Wundt

Wilhelm Wundt • Structuralism

Wilhelm Wundt • Structuralism • The elements of consciousness are sensations (objective) and feelings (subjective)

Wilhelm Wundt • Structuralism • The elements of consciousness are sensations (objective) and feelings (subjective) • Set up the first laboratory

William James

William James • Functionalism

William James • Functionalism • Mental processes help us adapt

William James • Functionalism • Mental processes help us adapt • Adaptive patterns become habits

Sigmund Freud

Freud’s Theories

Freud’s Theories • Much deeper introspection

Freud’s Theories • Much deeper introspection • Unconscious motives

Freud’s Theories • Much deeper introspection • Unconscious motives • Internal conflict

Freud’s Theories • Much deeper introspection • Unconscious motives • Internal conflict • It’s mostly about SEX

Freud’s Theories • Much deeper introspection • Unconscious motives • Internal conflict • It’s mostly about SEX • Tools we can use:

Freud’s Theories • Much deeper introspection • Unconscious motives • Internal conflict • It’s mostly about SEX • Tools we can use: • Psychoanalysis

Freud’s Theories • Much deeper introspection • Unconscious motives • Internal conflict • It’s mostly about SEX • Tools we can use: • Psychoanalysis • Hypnosis

Freud’s Theories • Much deeper introspection • Unconscious motives • Internal conflict • It’s mostly about SEX • Tools we can use: • Psychoanalysis • Hypnosis • Free Association

Freud’s Theories • Much deeper introspection • Unconscious motives • Internal conflict • It’s mostly about SEX • Tools we can use: • Psychoanalysis • Hypnosis • Free Association • Interpretation of Dreams

Big Argument Time

Big Argument Time Can Cognitive Processes be understood?

Ivan Pavlov

Pavlov’s Dog

The Advent of Classical Conditioning

John B Watson

John B Watson • Behaviorism

John B Watson • Behaviorism • Natural Science

John B Watson • Behaviorism • Natural Science • We are conditioned by external events.

John B Watson • Behaviorism • Natural Science • We are conditioned by external events. • “Choice” is an illusion.

John B Watson

B. F. Skinner

B. F. Skinner • Stimulus – Response

B. F. Skinner • Stimulus – Response • Positive & Negative Reinforcement

So, how is Operant Conditioning different? • Classical Conditioning relies on the subject to involuntarily react to an association between two events. – “When the bell rings, I will salivate because I expect to get food. ” Dog • Operant Conditioning relies on the subject to ACT in a way that will cause a specific result. – “If I sit here quietly, Mr. Woody will like me, and my grade will be better. ” Student

Operant Conditioning uses… • REINFORCEMENT – Positive: Add something desirable – Negative: Remove something undesirable • SCHEDULES – Fixed or Variable – Ratio or Interval • PUNISHMENT – Positive: Give you something you don’t want – Negative: Take away something you DO want

And then there’s the Cognitive Effect

Modern Schools of Thought • PSYCHODYNAMIC – Believes that behavior comes from unconscious drives and conflicts – Studies childhood traumas and unfulfilled wishes for clues to current behavior – Uses analysis, dream interpretation, and other unconscious evidence for information, and selfinsight to move toward health

The Modern Schools of Thought • BEHAVIORAL – Believes that how we ACT is the key to who we ARE – Wants to study, measure, and figure out the origins of our observable responses to stimuli – Wants to know why we act the way we do, and the best ways to change behaviors that are diminishing our quality of life

The Modern Schools of Thought • BIOLOGICAL – Believes that the Brain and Nervous System allow our emotions, memories, and senses – Uses CAT and PET scans to look for evidence, and looks at genes and hormones for clues – Wants to know how the body’s elements produce the unique person we each become

Modern Schools of Thought • COGNITIVE – Believes that the way we acquire, process, store, and recall information explains our psychology – Believes our Perceptions, Values & Choices lead to behaviors – Studies our processes and beliefs to understand how we reason and solve problems, as well as why we act the way we do

Modern Schools of Thought • HUMANISTIC – Believes that we strive for love, acceptance, and self-fulfillment – Places value on individual experiences, and believes self-awareness is vital to healing – Studies feelings to see if impulses can be controlled, barriers overcome, and potential fulfilled

Modern Schools of Thought • SOCIOCULTURAL – Believes that humans are different largely because of social differences – Studies the effects of ethnicity, gender, culture (both large-scale and family), and economics on human thought and behavior

Modern Schools of Thought • LEARNING – Believes that our experiences shape our behavior – Believes that learning can be intentional, and that we can use it to shape our behavior and even change our environment – Uses teaching techniques to help clients learn better practices

Modern Schools of Thought • EVOLUTIONARY – Believes that human adaptation to our environment has created our behaviors and thoughts – Studies changes that occur in humans over time for clues to the reasons behind our thoughts and behaviors

Modern Schools of Thought • BIOPSYCHOSOCIAL – Gestalt theory developed by George Engel – Believes that the only complete picture of a person must include all of the above ideas

Gestalt • Think “whole” – it’s German for “shape”

Gestalt • Think “whole” – it’s German for “shape” • The whole is greater than the sum of its parts.

Gestalt • Think “whole” – it’s German for “shape” • The whole is greater than the sum of its parts. • Problem-solving through – Similarity – Closure – Insight

Gestalt • Think “whole” – it’s German for “shape” • The whole is greater than the sum of its parts. • Problem-solving through – Similarity – Closure – Insight • Learning has purpose!