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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.

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General Psychology PSY111

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  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.

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