Unit 1 Introduction Modules 1 and 2 I

Unit 1: Introduction (Modules 1 and 2) I. Psychology as a Science (Module 2) II. Psychology as an Evolving Discipline (Module 1)

I. Psychology as a Science (Module 2) A. Definition B. Scientific B. of Psychology. Method C. Goals of Psychology D. Research Methods in Psychology E. Ethics in Psychological Research

I. Psychology as a Science A. Definition of psychology Psychology is the science of behavior. What is behavior? Distinction between overt behavior and covert behavior 1. overt behavior 2. covert behavior

I. Psychology as a Science B. Scientific Method 1. Identify the issue of interest and state hypothesis (tentative expectation of a relationship to be tested by research)

I. Psychology as a Science B. Scientific Method 2. Design and conduct study to collect data relevant to the hypothesis

I. Psychology as a Science B. Scientific Method 3. Analyze data collected in study: apply descriptive and inferential statistics to summarize data and draw conclusions

I. Psychology as a Science B. Scientific Method 4. Draw conclusions: do the research data support the hypothesis?

I. Psychology as a Science C. Goals of Psychology 1. Description: to give a clear, precise statement of the events, conditions, and behavior that occurred

I. Psychology as a Science C. Goals of Psychology 2. Explanation: to identify the particular events and conditions that caused a specific behavior to occur

I. Psychology as a Science C. Goals of Psychology 3. Prediction: to indicate in advance what specific behavior will occur if particular events and conditions take place

I. Psychology as a Science C. Goals of Psychology 4. Control: to bring about particular events and conditions that will result in the occurrence of a specific behavior

I. Psychology as a Science D. Research Methods in Psychology 1. Methods that do not involve manipulation of events and conditions a. Naturalistic observations i. strengths/advantages ii. weaknesses/limitations

D. Research Methods in Psychology 1. Methods that do not involve manipulation of events and conditions b. Surveys and questionnaires i. strengths/advantages ii. weaknesses/limitations c. Interviews i. strengths/advantages ii. weaknesses/limitations

D. Research Methods in Psychology 1. Methods that do not involve manipulation of events and conditions d. Case studies i. strengths/advantages ii. weaknesses/limitations

D. Research Methods in Psychology 2. Methods that do involve manipulation of events and conditions a. Field study i. strengths/advantages ii. weaknesses/limitations

Field Study: Example Doob, A. N. , & Gross, A. E. (1968). Status of source of frustration as an inhibitor of hornhonking responses. Journal of Social Psychology, 76, 213 - 218.

Doob and Gross Field Study: Hypotheses 1. The status of the source of frustration affects the likelihood of aggression toward that source 2. Males are more aggressive than females

Doob and Gross Field Study Ø Assumption Ø Basic Procedure Ø Condition Manipulated Ø Conditions Controlled Ø Conditions Observed

Doob and Gross Field Study Results ü Average Latency of Honking

Doob and Gross Field Study Results ü Average Latency of Honking Gender of Blocked Driver Female Status of Low Blocking Car High Male

Doob and Gross Field Study Results ü Number of Horn Honks

Doob and Gross Field Study Results ü Number of Horn Honks None Status of Low Blocking Car High One Two

Doob and Gross Field Study: Conclusions 1. The status of the source of frustration affects the likelihood of aggression toward that source: aggression is more likely toward a low status source of frustration than toward a high status source. 2. Males are more aggressive than females

D. Research Methods in Psychology 2. Methods that do involve manipulation of events and conditions b. Experiment i. strengths/advantages ii. weaknesses/limitations Terms: Independent Variable (IV) Dependent Variable (DV) Experimental Condition/Group Control Condition/Group

Experiment: Example Bandura, A. , Ross, D. , & Ross, S. A. (1963). Imitation of film-mediated aggressive models. Journal of Abnormal and Social Psychology, 66, 3 - 11.

Bandura, Ross, and Ross Experiment: Hypotheses 1. Children who have observed role models exhibiting aggression are more likely to engage in aggressive behaviors 2. Boys are more aggressive than girls

Bandura, Ross, and Ross Experiment: Procedure Phase 1: Experimental treatment-exposure to role model engaging in aggressive behaviors Phase 2: Frustration induced Phase 3: Observation of aggressive behaviors during play period

Bandura, Ross, and Ross Experiment: Variables Independent Variable: Type of role model for aggressive behavior presented during Phase 1 Dependent Variable: Number of aggressive behaviors exhibited during Phase 3

Bandura, Ross, and Ross Experiment: Results Number of aggressive behaviors exhibited during Phase 3 ( 20 minutes) according to type of role model observed during Phase 1 and gender of children

Results Type of Role Model Real-live Human F Girls Boys M TV Human F M TV No Cartoon Model

Bandura, Ross, and Ross Experiment: Conclusions 1. Children who have observed role models exhibiting aggression are more likely to engage in aggressive behaviors 2. Boys are more aggressive than girls

I. Psychology as a Science E. Ethics in Psychological Research 1. Research involving humans Ø Informed consent and debriefing Ø Participation not compulsory Ø Withdrawal from participation Ø Protection from physical harm and mental distress Ø Alleviation of unintended harm or distress Ø Confidential information

I. Psychology as a Science E. Ethics in Psychological Research 2. Research involving animals Ø Treated with respect Ø Housed in clean cages Ø Given adequate food and water Ø Minimize pain and distress Ø Humane, painless termination

II. Psychology as an Evolving Discipline (Module 1) B. Historical A. Origins in Perspectives B. Philosophy and C. Physiology or Schools C. Current D. Fields of E. Careers in Perspectives Specialization Psychology

II. Psychology as an Evolving Discipline A. Origins in Philosophy and Physiology 1. Philosophy 2. Physiology

II. Psychology as an Evolving Discipline B. Historical Perspectives or Schools 1. Structuralism 2. Functionalism 3. Behaviorism 4. Gestalt Psychology 5. Psychoanalytic Psychology

II. Psychology as an Evolving Discipline C. Current Perspectives 1. Biological 2. Cognitive 3. Behavioral 4. Psychodynamic 5. Humanistic 6. Evolutionary 7. Sociocultural

II. Psychology as an Evolving Discipline D. Fields of Specialization 1. Clinical/counseling 2. Comparative 3. Developmental 4. Educational 5. Experimental 6. Industrial/organizational 7. Personality 8. Physiological 9. Social

II. Psychology as an Evolving Discipline E. Careers in Psychology 1. Research Psychology 2. Clinical Psychology 3. Community Psychology 4. Health Psychology 5. Industrial/Organizational Psychology 6. Sports Psychology 7. School Psychology 8. Human Factors/Environmental Psychology