Home » Psychology » AP Psychology

No. of
Lectures

Duration
(hrs:min)

39:04

AP Psychology Online Course Charles Schallhorn, M.Ed.
Facebook Twitter
More

4.6

382 ratings • 12 reviews

Level Upper Intermediate
68 Lessons (39hr : 04min)
6,197 already enrolled!
4.6 382 Ratings & 12 Reviews
Audio: English

Join Charles Schallhorn’s (M.Ed.) AP Psychology exam online course which covers every concept with easy-to-understand explanations taken from popular culture. This course reinforces ideas by connecting them with what you have already experienced and also ends with a full AP test walkthrough full of test-taking insights.

Table of Contents
Course Details
About Charles Schallhorn

Section 1: Introduction
	What is Psychology?			16:30
		Intro		0:00
		Psychology: Questions and a Demonstration		0:17
		Demonstration of Memory		1:45
		Directions, Continued		2:21
		Here Are the Words		2:28
		After the Words		2:54
		That Was Called a Distracter Activity		3:23
		Recall		4:05
			Do You Remember the Word Aardvark?	4:06
			Do You Remember the Word Sleep?	4:38
		In a Typical Class		4:42
			30-90% Will Recall Sleep	4:43
			Why?	4:52
		First Vocabulary Term		5:27
			Schema: A Mental (Cognitive) Map, Filter or Representation of an Idea-Made Up of Associations and Connections	5:28
			Need them to Learn	5:50
			Work of Jean Piaget	5:57
		Schema: A Visual Representation		6:08
		The Brain		11:21
			Looks for Patterns and Tries to Simplify the World	11:22
			Tries to Make Meanings Where They May be None	11:29
			Many Kinds of Schemas	11:42
			Simon and Garfunkel - The Boxer -A Man Hears What He Wants to Hear and Disregards the Rest	12:20
		Psychology		13:04
			Will Give New Schemas	13:05
			New Ways of Looking at Own and Other's Behaviors	13:12
			Give Some Context and Understanding to Why People Do What They Do	13:24
			This Course is an Introduction	13:41
			Some Topics Will Be Doctoral Dissertations	13:43
			Topic Will Be Tip of Iceberg	13:53
			Interdisciplinary Field of Study	14:33
			Overlaps with Biology, Brain Science, Chemistry, Sociology, Economics……	14:42
			Has Own Vocabulary	14:51
			Common Words Will Take on New Meanings	15:04
			Many New Words	15:10
			Roots of Words Help Out	15:12
		Review		15:29
			What is Psychology?	15:30
			Why Did You Probably Recall the Word Sleep When We Did the Demonstration Earlier?	15:39
			What is a Schema and What Kinds of Schemas Can People Have?	15:47
			Take a Look at Your Own Schemas-What Kind do you Have?	15:51
			Psychology Connects to Many Different Fields-Which Connections Have Jumped Out At You so Far?	15:59
	History and Approaches			23:18
		Intro		0:00
		History and Approaches (2-4%)		0:14
			Psychology Has Evolved Since Its Inception As a Discipline in 1879	0:31
			Identify the Major Historical Figures in Psychology	0:54
		What is Psychology?		1:08
			Psychology	1:09
			Definition: The Scientific Study of Behavior and Mental Processes	1:24
		Greek Letter Psi (Psychology Abbreviation)		2:05
		What is Psychology Now?		2:21
			Psychology Connects With Many Other Subjects	2:22
			List of Included Topics	2:31
		Where Did Psychology Come From?		3:57
			Psychology - Long Past, Short History	3:58
			Lots of Thinkers and Philosophies Over Time	4:03
			Greeks	4:18
			Religious Traditions	4:24
			Enlightenment Thinkers	4:25
			Disclaimer -- Oversimplification and Cherry-Picking of Their Ideas	4:27
		Theories of Human Nature		5:00
		The Ancient Greeks		5:51
			Socrates, Plato, Aristotle, Hippocrates, Galen	5:52
			Philosophy (The Love of Wisdom)	5:56
		Socrates		6:03
			Early Greek Philosopher	6:04
			One Thing Only I know, And That is I Know Nothing.	6:05
			Wisdom Begins When One Learns to Doubt	6:16
			There is No Real Philosophy Until the Mind Begins to Examine Itself	6:36
			Know Thyself	6:41
			Developed Socratic Method Questioning Style	6:50
			Included Demand for Accurate Definitions, Clear Thinking, and Exact Analysis	7:25
		Plato		7:39
			Knowledge is Innate	7:40
			Information From Sense is Impermanent and Illusory	7:55
			The Allegory of the Cave	8:17
		Aristotle-The Rule of Reason		9:52
			Three Part Division of Soul - Appetite, Reason, Temper	9:58
			Controlling Body's Passions	10:06
			Chariot Must Reign in Animal Appetites in Order for Soul to Gain True Happiness	10:29
			Knowledge is NOT Preexisting	10:45
			Mind is a Blank Slate	10:55
			Body and Soul Cannot Be Separate	11:14
		The Ancient Greeks		11:26
			Greek Philosophers - Moved Away From Gods and Toward Biology and Brain	11:27
		Religious Traditions		12:25
			Context and Information Only	12:26
			Gave Cultures of People Theory of Human Nature	12:30
			Vedic and Hindu Traditions	12:57
			Buddhist Traditions	13:03
			Early Hebrews and Jewish Tradition	13:04
			Chinese and East Asian Cultures	13:06
		Mind and Body		13:15
			Connected: Hebrews, Augustine, Aquinas, Aristotle	13:18
			Distinct: Socrates, Plato, Descartes	13:32
		Psychology's Roots -- Prescientific Psychology		13:56
			Rene Descartes, Frances Bacon, John Locke, and Empiricism	13:57
		Rene Descartes		14:06
			French Philosopher and Writer	14:23
			Mathematician	14:27
			Dualism	14:36
			Mind and Body Separate Entities But Interact	14:41
			Deterministic and Mechanistic View of Human Nature	14:52
			Rationality and Freedom Located in Soul	14:56
			Cogito, Ergo Sum I Think, Therefore I am	15:15
			Awareness of Self Indicated Proof For Existence of Self	15:31
		Frances Bacon		15:45
			English Philosopher	15:46
			Mind and Failings	15:49
			Mind Seeks Patterns	15:54
			Beginning of Systematic Empirical Research	16:20
			Developed the Experiment to Gain Knowledge	16:27
			Believed That Learning Could Only be Advanced Through Observation of Facts, Experimentation, and Comparisons	16:39
		John Locke		17:17
			British Political Philosopher	17:18
			Life, Liberty, and Property Are Natural Rights	17:24
			Tabula Rasa	17:46
			Environmental Determinism	17:55
		Empiricism		18:51
			Locke Added to Bacon's Ideas	18:52
			Empiricism Was Born	18:56
			Knowledge Originates from Sensory Experiences	19:01
			Science Should Rely on Observation and Experimentation	19:08
			What is the Evidence for the Claim?	19:14
			Counters Intuition, Priori Knowledge and Revelation	19:45
		Pseudosciences		20:39
			Pseudoscientific Physiological Views During Rise of Scientific Psychology	20:40
			Phrenology	20:51
			Physiognomy	21:37
			Somatyping	21:49
		Review Questions		22:16
			Distinguish Among the Various Philosophical Views That Came Before Psychology.	22:19
			How Did Both Philosophy and Science Contribute to the Beginning of Psychology?	22:27
			How Did Empiricism Move Psychology from the Dark Ages of Superstition Into the Modern Day World of Science?	22:40
	AP Psychology Exam			22:47
		Intro		0:00
		The AP Psychology Exam		0:12
			I. History and Approaches, 2-4%	0:54
			II. Research Methods, 8-10%	0:59
			III. Biological Bases of Behavior, 8-10%	1:11
			IV. Sensation and Perception, 6-8%	1:40
			V. States of Consciousness, 2-4%	1:51
			VI. Learning, 7-9%	2:01
			VII. Cognition, 8-10%	2:13
			VIII. Motivation and Emotion, 6-8%	2:19
			IX. Development Psychology, 7-9%	2:34
			X. Personality, 5-7%	2:44
			XI. Testing and Individual Differences, 5-7%	2:56
			XII. Abnormal Behavior, 7-9%	3:08
			XIII. Treatment of Abnormal Behavior, 5-7%	3:26
			XIV. Social Psychology, 8-10%	3:40
		Multiple Choice Questions		4:27
			100 Multiple Choice Questions	4:30
			70 Minutes	4:38
			2/3 Overall Grade	4:56
			A-E Answers	5:08
			Names, Charts, Graphs, Drawings Are All Possible	5:21
			No 1/4 Point Adjustment	5:54
			Definition Questions	6:37
			Conceptual and Application Questions	6:45
		FRQs		7:20
			Two Required Free Response (Essay) Questions	7:32
			50 Minutes	7:36
			1/3 of Overall Grade	7:39
			Content Can Be Any Topic/Term in Psychology	8:03
			Points Given for Correct Responses Not Taken Away for Incorrect Material	10:05
			Points Only Removed if One Part of Answer Contradicts Another Part	10:20
			Readers Looking for Ways to Give Points	10:47
			FRQs and the Rubric	12:08
			Questions--Created for Various Forms of the Exam	12:14
			Rubrics Created When Question and Table Leaders go to Scoring Site	13:39
			Teachers/Professors Go To Scoring Site	14:08
			Practice with Samples	14:15
			Scored in Packs of 25	14:24
		FRQ Recommendations		16:03
			Read Through Both Questions Before Doing Anything Else	16:04
			Think Through the Answer Before Starting to Write	16:10
			Write an Outline or Notes in the Test Question Booklet	16:15
			Don't be Afraid to Cross Something Out	16:35
			Write in Sentences -- Do Not Outline or Bullet Your Answer	16:52
			Be as Complete as Possible, But Keep to the Point	17:06
			Watch the Time	17:13
			Structure Answer Following Structure of Question	17:42
			Make it as Easy as Possible to Give You Points	17:53
		Finally		19:04
			Purchase or Rent Textbook for Course	19:05
			Check out YouTube Links	19:39
			Use Short Quizzes in Text	20:28
			Purchase Review Books	20:37
			If Flashcards Help -- Buy Barron's Set	20:57
			Practice Explaining Information With a Friend	21:04
			Learn the Material First Time Around	21:18
			Spend at Least an Hour Per Day Reviewing the Month Prior to Exam	21:38
	Early History			20:55
		Intro		0:00
		Scientific Psychology: The History Begins		0:12
			Early Psychological Science	0:14
			Structuralism	0:16
			Functionalism	0:21
			Gestalt Psychology	0:23
			Psychoanalysis	0:25
			Behaviorism	0:26
		Structuralism (1875-1930's)		0:40
			Wilhelm Wundt: The First Psychologist (1832-1920)	0:45
			Edward Titchener: The First US Psychologist	1:24
			Led First Real School or Group of Psychologists	1:31
			Was Impressed with the Sciences Breaking Down Complex Things into Simple Things	1:35
			Primary Problem Was Lack of Reliability and Validity	1:52
		Structuralism Main Ideas		2:01
			Early Approach to Psychology, Tried to Identify Structure of Conscious Mind	2:03
			Subjective Unit for Structuralists Was Elementary Elements of Consciousness	2:26
			Sub-Units of Consciousness Through Method of Introspection	2:51
			Trained Observer to Reflect On and Analyze Mental Experiences	3:39
		Functionalists		4:08
			No Leader of Group/More Like a School of Though	4:10
			Wanted to Study Consciousness	4:18
			How Does Consciousness Work?	4:25
			What Adaptive Purpose Does it Serve?	4:38
			How Do Our Mental and Behavioral Processes Enable us to Adapt, Survive, and Be Successful?	4:52
			Much More Into Understanding Application to Real Life Over Theoretical Understandings	5:16
		Functionalists - William James		5:33
			Established New Science of Psychology in America	5:44
			Religion and Psychology	5:54
			First Psychology Teacher in US	6:10
			Principles of Psychology - First Text on Subject	6:12
			Independently Came Up With the James-Lange Theory of Emotion	6:24
		Mary Whiton Caulkins		6:59
			Functionalist Student of William James	7:05
			Was President of APA	7:07
			First Woman to Serve in That Office	7:10
			Earned PhD at Harvard Under William James, Was Refused Degree by Harvard Corporation	7:18
			Harvard Continues to Refuse to Grant Degree Posthumously	7:20
			Focus Was On The Self	7:46
		Margaret Floy Washburn		8:31
			Student of Titchner	8:34
			First Woman to Earn Doctoral Degree in American Psychology (1894)	8:38
			Second Woman to Serve as APA President 1921	8:46
			Wrote The Animal Mind	8:51
		Gestalt Psychology		9:08
			Max Wertheimer (1880-1943)	9:12
			The Whole is Greater Than The Sum of its Parts	9:15
			Early Approach to Psychology, Studied How Mind Actively Organizes Stimuli into Meaningful Wholes	10:14
			More Details on Gestalt in Sensation and Perception Unit	10:31
		Psychoanalysis		10:34
			Sigmund Freud	10:36
			First Wave of Modern Psychology	10:37
			Physician by Trade, Experience With Hysteria	10:42
			Later Work and Theories Focused on Case Studies and Conjecture, Not Experimentation	10:56
			Structure of the Mind - Id/Ego/Superego	11:06
			Existence of Unconscious/Subconscious	11:12
			Always a Reason for All Behavior	11:30
			Psychosexual Stages of Development	12:02
			Personality by Age 5	12:15
			More Detail in Personality Unit	12:26
		Behavioral Psychology		12:33
			Edward Thorndike, John B. Watson, B.F. Skinner	12:34
			Reaction to Freudian Views, Second Wave of Psychology	13:09
			Focus Only on Observable Behavior	13:22
			Most Scientific View to Date	13:38
			Animal Research - Learning and Conditioning	13:40
			More Detail in Learning Unit	13:53
		Edward Thorndike		13:57
			Learning Theory of Connectionism	13:59
			Cats and Escaping Puzzle Boxes	14:05
			Animals Connected Behaviors to Outcomes - Early Behaviorism	14:16
			Law of Effect	14:23
			Father of Modern Educational Psych	14:27
		Ivan Pavlov		15:07
			Not a Behaviorist, But Discovered Behavioral Principles	15:11
			Russian Physiologist	15:14
			Studied Digestion and Salivation in Dogs Which Lead to Classical Conditioning	15:15
			Unconditioned Stimulus and Response	15:25
			Pavlov's Dog	15:31
		John B. Watson		15:42
			Early Behaviorist	15:43
			Classical Conditioning	15:44
			Fear and Little Albert	15:46
			Left Psych and Went Into Advertising, Pioneered Adding Sex Appeal in Ads	15:54
		B. F. Skinner		16:07
			Primary Behaviorist	16:09
			Thoughts/Feelings Not Important - Only Behavior	16:11
			Operant Conditioning - Built on Work of Thorndike	16:15
			Reinforcement and Punishment	16:20
			Operant Conditioning Box	16:23
			Much Science to Back Up Views	16:26
		Dorothea Dix		16:33
			Social Activist	16:34
			Nursed Both Sides During US Civil War	16:38
			Government Should Play Role in Social Welfare	16:45
			Created First Mental Asylums	16:57
		Charles Darwin		17:13
			English Naturalist	17:15
			Origin of the Species	17:18
			Evolution	17:21
			Natural Selection	17:24
			Influenced Functionalism	17:38
			Influenced Current Evolutionary Perspective	17:41
			Traits Are Somehow Adaptive	17:46
		G. Stanley Hall		18:10
			First APA President	18:14
			Childhood Psych and Evolutionary Psych	18:16
			Studied Racial and Gender Differences	18:20
			Religion and Psychology	18:22
			The Storm and Stress of Adolescence	18:27
			Eugenics Fan	18:41
			Mentored Many Major Psychologists	19:46
		Review		19:53
			When and How Did Modern Psychological Science Begin?	19:55
			How Did Psychology Continue to Develop From the 1920s Through Today?	20:01
			Distinguish Between the Key Early Fields, Structuralism, Functionalism, Gestalt and Behaviorism.	20:05
			Name the Key Contributions of the Early Contributors to the Field of Psychology	20:17
	Perspectives & Approaches			38:16
		Intro		0:00
		Unit Objectives from College Board		0:12
		Key Questions		0:52
		Perspectives/Approaches		1:29
			Perspectives	1:30
			Perspectives Example	1:41
		Psychology's Biggest Question		2:47
			Nature vs. Nurture	2:49
			Biological Determinism (Biology as Destiny)	2:56
			Environmental Determinism (Blank Slate)	3:01
			Nature vs. Nurture Example	3:11
		How Do We View the World?		3:46
			Maslow Quote	3:52
			Schemas and Lenses Determine your Perspective	4:12
		Modern Psychological Perspectives		4:40
		Biological Perspective		5:01
			Behaviors, Thoughts, and Emotions	5:03
			Genetics	6:04
			Brain Chemicals	6:10
			Serotonin	6:11
			Adrenaline	6:21
			Hormones	6:31
		Evolutionary Perspective		6:50
			Descendent Idea of Darwin's Natural Selection	6:56
			Traits are Adaptive Outcomes of Natural Selection	7:35
			Big Question: How has Evolution Shaped the Mind and Behavior?	7:57
			Related to Sociobiology	8:02
		Psychodynamic Perspective		8:32
			Humans are Born with Instincts	8:38
			Unconscious and Subconscious: Hidden Motivations	9:09
			Childhood Experiences Determine Adult Personality	9:39
			Backward Looking	10:02
			Ideas Not Testable and Not Falsifiable	10:21
			Cognitive Perspective	11:16
			Cognition is Humans Seeking, Evaluating, and Transmitting Information	11:24
			Big Question: How do People Acquire, Store, Process, and Use Information?	11:35
			Reality is Different for Each Person	13:21
		Humanistic Perspective		15:07
			Response to Psychoanalysis and Behaviorism	15:16
			Rooted in Existential Thought	15:40
			People are Built to Grow	16:04
			Positive Orientation Toward Behavior	16:11
			Phenomenology: Individual Perception of Reality	16:21
			Self-Concept and Self-Image	16:40
			How People Meet Needs for Love, Acceptive, and Self-Fulfillment	16:55
		Behavioral Perspective		18:04
			Human Behavior Learned through Interacting with Environment	18:11
			We Learn Observable Responses	18:57
			We Learn to Predict, Obtain, and Avoid	19:23
			Humans are Passive Organisms who are Reactive, not Proactive	19:33
			Consequences to External Stimuli	19:57
			We Learn through Conditioning	22:06
			Modeling and Imitation	22:11
			Positive Reinforcement	22:18
		Sociocultural Perspective		22:32
			Behavior and Thinking Vary Across Cultures	22:36
			Gender Roles are Key Aspects of Human Identity	23:35
			Humans are Strongly Influenced by Contexts	24:18
		Culture Comparisons		24:30
			Collectivist Culture: Identity with Group	24:40
			Emotional Dependence and Conformity	24:53
			Personal Goals Match Group Goals	25:03
			Trust Placed in Group Decisions	25:16
			Individualist Culture: Identity is Personal	25:28
			Personal Goals Don't Match Group Goals	16:03
			Emotional Independence	26:25
			Trust Placed in Individual Decisions	26:40
		Biopsychosocial Perspective		26:55
			Cross-Disciplinary and Eclectic	27:32
			Combines Biological, Psychological, and Cultural Perspectives	27:48
			Links Body and Environment	27:57
		So What Does This All Mean?		29:28
			Behavior through Multiple Lenses	29:41
			The Big Picture Example: Using All Perspectives	31:06
			What and Why the Behavior Is	32:15
		Explaining Alcoholism		32:25
			Example: Using All Perspectives	32:26
		Review Questions		36:08
			How do the Various Perspectives View Behavior?	36:10
			What are the Key Lenses each One Uses to Examine Behavior?	36:17
			Which Perspectives Uses these Ideas to Study Behavior?	36:44
	Subfields in Psychology			20:16
		Intro		0:00
		Psychology Has Many Facets		0:09
			Basic Research Aims to Increase Scientific Knowledge Base -- Pure Science	0:18
			Ex: How Do Hormones Affect Each Other in Reaction to Eating and Sleeping?	0:37
			Applied Research Aims to Solve Practical Problems	0:49
			Ex: Why Has Motivation Decreased Among Public School Teachers?	0:55
			Ex: Military Research on How to Increase Soldier Effectiveness by Reducing Need for Sleep	1:08
		Psychology Has Many Facets		1:37
			Biggest Group in Psychology is the American Psychological Association	1:46
			APA Website Reflects the Many Fields within the APA Itself	1:47
			Reflects on the History of Psychology	1:53
			Reflects on Diversity of Psychological Offerings	1:57
		Divisions of the APA		2:11
		Psychometrics		4:10
			Scientific Study of the Measurement of Human Abilities, Attitudes, and Traits	4:18
			Uses Psychological Tests	4:36
			Often Used in Special Education	4:45
		Developmental		5:09
			Study of Physical, Cognitive, and Social Changes Through Life	5:13
			Divides Lifespan Into Seven Phases	5:16
		Educational		5:36
			Studies How Psychological Processes Affect and Enhance Teaching and Learning	5:38
		Personality		6:32
			Studies the Individual Characteristic Patterns of Thinking, Feeling, and Acting -- Looks at the Whole Human Individual	6:35
			Most Philosophical of all Subfields -- How Did We Get That Way? Why Are We This Way?	6:53
			Examines patterns of Emotions, Motivation, Temperament, Learning, Growth, and Development	6:57
			Seeks to Understand What Personality Is, How it Develops, and How Stable it is Over Time	7:14
		Social Psychology		7:37
			Studies How We Think About, Influence, and Relate to Each Other	7:41
			Incredibly Diverse Subfield	7:45
			Examples of Social Psychologists Zimbardo, Asch, Lewin, and Milgram	7:50
			Most Infamous Field in Psychology Due to Zimbardo's Research (Stanford Prison Experiment) and Milgram's Study of Obedience to Authority	8:20
			Also Studies Concepts of Love and Attraction, and Helping Behaviors	9:08
		Industrial/Organizational (I/O) Psychology		9:26
			Application of Psychological Concepts and Methods to Optimize Human Behavior in the Workplace	9:33
			Studies Workplace Satisfaction	9:43
			Studies Incentives and Motivation	9:47
			Ex: Consultant Character in the Movie Office Space	10:02
		Human Factors		10:22
			Study of How People and Machines Interact With Each Other Resulting in the Design of Machines and Environments	10:27
			How to Design Products and Tools to Make Them Easier and Safer to Use	10:53
			Products Designed With Users in Mind	11:01
			Strives to Make Technology Adapt to Humans, Not Other Way Around	11:08
			Ex: Design of Cars, Phones, Video Game Controllers, Websites, etc.	11:17
			Can be Applied to Many Far Reaching Disciplines Like Medicine, Design, Architecture, and Engineering	12:22
		Counseling Psychology		12:32
			Assists People With Problems In Living (Related to School, Work, Marriage, etc.) and in Achieving Greater Sense of Well-Being	12:40
			Subfield Most People Think of When They Think of the Word Psychology	12:59
			Therapy -- Problems and Growth	13:08
			Requires at Least a Master's Degree to Practice Counseling Psychology	13:21
			Many Counselors Can Be Found in Schools as Academic Advisors and Crisis Counselors	13:25
			In Some Aspects, Quite Similar to Social Work	13:55
		Clinical Psychology		14:12
			Studies, Assesses, and Treats People With Psychological Disorders	14:18
			Deals With More Serious Disorders (Ex: Schizophrenia and Bipolar Disorder)	14:32
			Found Working in Private Practices, Hospitals, and Universities	14:43
			Requires a Ph.D. to Enter Field	14:50
		Psychiatry		17:06
			Branch of Medicine Dealing With Psychological Disorders, Practiced by Physicians Who Often Provide Medical Treatment as Well as Psychological Therapy	17:09
			Requires an MD License	17:19
			Able to Prescribe Drugs	17:36
		Review		17:59
			Which Kind of Psychology Deals With…	18:06
Section 2: Research Methods
	The Science of Psychology			49:16
		Intro		0:00
		Is Psychology a Science?		0:14
			Some Conclude No, Psychology is Not a Science	0:17
			Some Say It's a Soft Science	0:23
			Methodology is the Same As Hard Sciences	0:35
			Subjects Are More Complex	0:40
		Empiricism: The Goals		1:29
			To Measure and Describe Behaviors	1:39
			To Gather Empirical Evidence: Information Gained From Direct Observation and Measurement	1:44
			To Gather Data: Observed Facts	1:56
		What Is Science?		2:03
			Exploring What Is True	2:23
			Systematic Observation and Experimentation For Answering Scientific Questions	3:04
			Precise Definitions	3:11
			Testing Hypotheses	3:14
			Replication of Results	3:22
			Objectivity as a Goal -- Reduction of Bias	3:33
		Critical Thinking		3:42
			The Ability and Willingness To Assess Claims and Make Objective Judgments On the Basis of Well-Supported Reasons and Evidence, Rather Than Emotion or Anecdote	3:50
			Analyzing, Evaluating, and Synthesizing Information	4:47
			Imperative For Use in All Science (And, Well, Life, Really)	5:42
		Critical Thinking: Key Principles		5:48
			Few Truths Transcend the Need for Empirical Testing	5:52
			Evidence Varies in Quality	5:56
			Authority or Claimed Expertise Does Not Automatically Make an Idea True	6:14
			Guidelines	7:08
		Goals of Psychology		9:59
			Description of Behaviors: Naming and Classifying Various Observable, Measurable Behaviors	10:18
			Understanding: The Causes of Behavior(s) And Being Able to State the Cause(s)	11:13
			Prediction: Predicting Behavior Accurately	11:26
			Control: Altering Conditions That Influence Behaviors in Predictable Ways	11:46
		The Scientific Method		14:14
			Six Basic Elements	14:16
		Steps in Scientific Method		14:50
			Flowchart Example	14:52
		Another Way to Examine Process		16:07
			Flowchart Example	16:09
		Some Terms		18:23
			Hypothesis: A Statement That Attempts to Predict or to Account For a Set of Phenomena; Scientific Hypotheses Specify Relationships Among Events or Variables and are Empirically Tested	18:25
			Hypothesis Testing: Scientifically Testing Predicted Outcome of an Experiment or an Educated Guess About the Relationship Between Variables	18:42
			Operational Definition: Defines a Scientific Concept By Stating Specific Actions or Procedures Used To Measure the Process, Behavior, or Phenomenon	19:02
		Theory		23:20
			NOT the Popular Idea of What a Theory is, I Have a Theory About Why…	23:28
			A System of Ideas That Interrelates Facts and Concepts, Summarizes Existing Data, and Predicts Future Observations	23:43
		Naturalistic Observation		25:02
			Observing a Person or an Animal in the Environment in Which It Lives	25:08
			Advantages	25:20
			Disadvantages	26:25
		Anthropomorphic Fallacy		27:39
			A Fallacy is an Error in Thinking	27:43
			Anthro Refers to Humans	27:50
			Morphic is Related to Change	27:54
			Attributing Human Thoughts, Feelings, or Motives to Animals, Especially as a Way of Explaining Their Behavior (e.g. Mohini, My Cat, is Acting Like That Because She is Feeling Depressed Today.)	28:01
		Laboratory Observation		29:14
			Creates a Scenario Where Controlled Conditions Are Available and a Situation is Set Up and Behaviors Are Observed	29:17
			Advantages:	30:27
			Disadvantages:	31:54
		Case Study/Case History		32:31
			Examination of One Individual in Great Detail -- Utilizing Interviews, Psych-Tests, and More	32:36
			Advantages	36:49
			Disadvantages	37:45
		Psychological Tests		38:08
			Using a Reliable, Valid, and Typically Paper/Pencil Test to Measure Some Aspect of Personality, Aptitude, Skill, Achievement, or Dysfunction. Must Be Standardized, Normed, Reliable and Valid	38:12
			Advantages	38:39
			Disadvantages	38:45
			e.g. Myers-Briggs, Rorschach Ink Blot, TAT, MMPI, WISC/WAIS-IQ, SAT, etc.	38:58
		Surveys		39:32
			Method of Asking Questions About Attitudes, Experiences, Preferences, and Behaviors That Can Accumulate Large Data Sets. Need Representative Samples (Sample Population)	39:35
			Advantages	39:47
			Disadvantages	41:28
			e.g. U.S. Census is World's Largest Survey	43:11
		Courtesy Bias		43:59
			Problem in Research; A Tendency to Give Polite or Socially Desirable Answers	44:08
		Review Questions		44:55
			How Is Psychology Scientific?	45:00
			How are Hypotheses More Than Just Educated Guesses?	45:14
			Which Method…	45:42
			How Can We Reduce Bias In Surveys?	46:34
			How Critical a Thinker Are You? Are You Willing to Practice?	46:46
		Review Questions		47:58
			What is a Scientific Theory?	48:00
			What is a Scientific Hypothesis?	48:09
			Why Are Operational Definitions Important?	48:18
			Give One Advantage and One Disadvantage For Each of the Following Methods	48:25
	Research Methods: Correlation			12:38
		Intro		0:00
		Correlation Overview		0:14
		Correlations		0:32
			Helps Identify Relationships Worth Knowing About	0:33
			Helps Make Predictions	0:38
			If Correlation Exists Then the Two Variables are Related	0:46
			Correlation Does NOT Equal Causation	0:55
			A Third or Extraneous Variable Can Create the Appearance of a Correlation Between Two Unrelated Variables	1:10
			Correlation Only Indicates the Strength of Relationship Between Two Variables.	1:15
		Correlation		1:24
			Indicates Positive or Negative Relationship Between Variables.	1:26
			Positive Correlation: Presence of One Variable Predicts the Presence of Another	1:33
			Negative Correlation: Presence of One Variable Predicts the Absence of Another	1:42
		Characteristics of Correlation		2:01
			Describes Strength of Relationship	2:02
			Measured by Formula; Result Always Between -1 and +1	2:09
			Statistically Impossible For Value to be Greater Than +1 or Less Than -1.	2:27
			Regardless of Being Positive or Negative The Stronger Correlation Value is the One Furthest From Zero	2:51
			Look for Association or Relationship Between Two Variables to Determine Correlation	3:28
		Formula		4:19
			Spearman Rank Correlation Coefficient	4:23
			Sign (+/-) Indicates Nature of Relationship, Number Determines Its Strength	4:32
		Causation		4:57
			Remember Correlation Does Not Equal Causation	4:59
			An Existing Strong Relationship Doesn't Mean One Creates the Other	5:02
			Example: The Relationship Between Crime and Unemployment	5:09
			Third or Extraneous Variable May Cause the Appearance of a Strong Correlation	5:20
		Terms		5:36
			Scatterplot and Scattergram Mean the Same Thing	5:41
			Drawn Demonstration of What a Scatterplot Looks Like	5:46
			Characteristics of Scatterplot Showing Perfect Positive or Negative Correlation	6:12
		Terms		6:44
			Positive Correlation: Increases in One Measure (X) Matched by Increases in Another (Y)	6:46
			Example: Relationship Between Smoking Cigarettes and Contracting Lung Cancer	6:53
			Zero correlation: No Relationship Exists Between Two Variables	6:59
			Example: Correlation Between Hair Color and IQ Score	7:13
		Terms		7:23
			Negative (Inverse) Correlation: As Values of One Measure Increase (X), Values of Another (Y) Decrease.	7:24
			Example: The More Alcohol You Drink, the Lower Your Score on a Coordination Test Will Be	7:32
		Scatterplots for correlations		7:43
			Strong Positive Correlation Scatterplot Will Have Points Running Upwards Closely Along a 45 Degree Angle Line	7:47
			Strong Negative Correlation Will Have Points Running Downwards Closely Along a 45 Degree Angle Line.	7:55
			Examples of Scatterplots Showing Weak Positive Correlation, Zero Correlation, Moderate Negative Correlation and Weak Negative Correlation	7:59
		Google Search for Positive Correlation		8:41
			Examples of images of charts showing different degrees of positive correlation	8:43
		Google Search for Negative Correlation		8:53
			Examples of Charts Showing Different Degrees of Negative Correlation	8:54
		Google Search for Zero Correlation		9:08
			Examples of Charts Showing Zero Correlation Between Two Variables	9:09
		Examples (Use the Thumb Method)		9:22
			Which Examples Demonstrate Positive, Negative, and Zero Correlation?	9:23
		Review Questions		11:15
			What Kinds of Correlations Are Likely With The Relationships Below?	11:17
	The Experimental Process & Ethical Guidelines			36:20
		Intro		0:00
		Objectives		0:15
			Describe how Research Design Drives the Reasonable Conclusions That Can Be Drawn (e.g. Experiments are Useful for Determining Cause And Effect; The Use of Experimental Controls Reduces Alternate Explanations	0:19
			Identify Independent, Dependent, Confounding, and Control Variables In Experimental Designs	0:36
			Distinguish Between Random Assignments of Participants to Conditions in Experiments and Random Selection of Participants, Primarily in Correlational Studies and Surveys	0:44
		Objectives, Cont.		0:57
			Predict the Validity of Behavioral Explanations Based on the Quality of Research Design (e.g., Confounding Variables Limit Confidence in Research Conclusions).	1:00
			Discuss the Value of Reliance on Operational Definitions and Measurement in Behavioral Research	1:10
		The Experiment: Searching for Causes		1:23
			Experimental Variables	1:45
			Experimental and Control Conditions	1:48
			Experimenter Effects	1:50
			Advantages and Limitations of Experiments	1:52
		An Experiment		1:55
			A Controlled Test of a Hypothesis in Which the Researcher Manipulates One Variable to Discover Its Effect on Another.	1:59
			To Identify Cause-And-Effect Relationships, We Conduct Experiments	2:43
			Disadvantages	3:10
		Some Vocabulary		3:34
			Hypothesis: A Statement That Attempts to Predict an Outcome Within the Confines of the Experiment -- How the Manipulation of the Independent Variable Changes the Dependent Variable. To Make It Easier, Put it In a Conditional Format, If, Then	3:38
			Independent Variable: A Variable That an Experimenter Manipulates.	4:18
			Dependent Variable: A Variable That an Experimenter Predicts Will Be Affected By Manipulations of the Independent Variable	4:24
			Unwanted Variables -- Extraneous Variables: Conditions That a Researcher Wants To Prevent From Affecting The Outcomes of the Experiment (e.g., Number of Hours Slept Before the Experiment)	4:34
		More Concepts		5:15
			Random Selection -- Choosing Subjects for the Experiment Without Bias -- Often Using a Random Number Table or Other Randomizing Procedure	5:18
			Random Assignment -- Choosing Which Group, The Experimental or Control Group Each Subject Goes To	6:37
			Randomness is a Procedure That Creates the Attempt to Limit Bias and Create Representativeness	7:42
		A Graphic Overview		8:31
			Chart	8:34
		If One Eats Peanuts, One Will Recall Better		12:06
			Chart	12:08
		Practice -- Caffeine and Memory		14:16
			Chart	14:18
		Practice -- Sleep and Reaction Time		17:29
			Chart	17:31
		Potential Biases		21:05
			Experimenter Effects -- This is When The Experimenter Unconsciously Pushes Subject into a Particular Response	21:08
			Changes in Behavior Caused by the Unintended Influence of the Experimenter	21:14
			Self-Fulfilling Prophecy: A Prediction That Leads People to Act in Ways to Make the Prediction Come True	21:19
			Single Blind Experiment: Only the Subjects Have No Idea Whether They Get Real Treatment or Placebo	21:56
			Double Blind Experiment: The Subjects AND The Experimenters Have No Idea Whether the Subjects Get Real Treatment or Placebo	22:18
		Evaluating Results in an Experiment		22:54
			Statistically Significant: Results Gained Would Occur Very Rarely by Chance Alone, Usually Less Than Five Experiments Out of 100	22:59
			Meta-Analysis: Study of Results of Other Studies	23:52
		Placebo Effect		25:15
			Changes in Behavior That Result From Belief That One Has Ingested a Drug	26:11
		Ethics/Ethical Responsibility		28:28
			No Coercion -- Participation Must Be Voluntary	28:39
			Doctrine of Informed Consent -- Must Be Volunteer and Know Enough to Intelligently Decide About Participating	28:45
			Anonymity or Confidentiality of Participants	29:29
			Respecting Dignity and Welfare of Human Subjects	29:43
			Protection From Physical or Emotional Risk -- Temporary Discomfort OK, But Not Long-Term Harm	29:48
			Ability to Withdraw at Any Time	30:20
			Deception of Subjects Can Be OK	30:28
			Debriefing -- Done After Experiment -- Explains True Purpose of Study and If Any Deceptions	30:35
		Experimenting on Animals		30:43
			Humans are Similar to Other Animals in Many Ways	30:47
			Two Extreme Options -- Do No Testing or Test in Any Way We Want, Without Constraint	31:17
			Researchers Must (APA 2002) Ensure the Comfort, Health, and Humane Treatment of Animals and of Minimizing Infection, Illness, and Pain of Animal Subjects.	31:28
			Must Have a Clear Scientific Purpose	31:49
			Must Answer a Specific, Important Scientific Question	31:51
			Animals Chosen Must be Best Suited for the Question	31:55
			Animals Must Be Acquired Legally (Accredited Companies or Trapped Humanely, if Wild)	32:00
		Practice Questions		32:06
			To Understand In-Depth a Particular Individual or Family By Using Many Different Tools	32:13
			To Watch a Person or People and Describe What They Do -- Often Involves Keeping Counts of Particular Behaviors	32:29
			To Examine the Strength of Relationship Between Two or More Variables	32:50
			Using Controlled Methods, Create a Situation Where the Researcher Can Measure Cause and Effect by Applying the Independent Variable With the Experimental Group and Comparing Results With a Control Group.	33:01
		Practice Questions		33:31
			To Find Out a Lot of People's Views, Attitudes, Experiences or Feelings About Some Aspect of Their Lives	33:35
			To Use a Manipulated Situation to See What People Will Do in That Situation	34:08
			Professor Xavier is Interested in Understanding the Relationship Between Self-Esteem and Social Anxiety	34:26
			Dr. Jones Wishes to Investigate the Effects of a New Training Program on Employees' Job Performances	34:43
			Professor Smith Wishes to Study the Effects of Food Deprivation on Learning in Rats	35:25
			Dr. Watusi is Interested in Studying Peer Influence Among High School Students. He Decides to go to Several Local High Schools and Observe Students Over the Course of Several Weeks.	35:41
	Research Methods: Statistics			37:16
		Intro		0:00
		Objectives		0:22
			Distinguish the Purposes of Descriptive Statistics and Inferential Statistics	0:26
			Apply Basic Descriptive Statistical Concepts, Including Interpreting and Constructing Graphs, and Calculating Simple Descriptive Statistics (e.g. Measures of Central Tendency, Standard Deviation)	0:34
		Types of Statistics		0:50
			Descriptive Statistics: Summarize Numbers So They Become More Meaningful and Easier to Communicate To Other People	0:52
			Inferential Statistics: Used For Making Decisions, For Generalizing From Small Samples, and For Drawing Conclusions	1:09
		Number Scales -- Nominal		1:30
			No Quantitative Properties	1:48
			For Comparison Only -- Grouping Participants	1:51
			E.g. a Likert Scale (e.g. On a Scale From 1-5) on Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree Scale	1:55
		Number Scales		2:34
			Ordinal Scales	2:36
			Determining Ranking	2:39
			E.g. Seeds in NCAA Basketball Tournament	2:45
			The Differences Between Seeds Has No Information Beyond the Ranking	2:48
			Differences Between Rankings Not Equal -- Difference Between #1 and #4 Is Not The Same As Between #5 and #8	2:54
			#1 Seed is NOT 4 Times Better Than #4 Seed	2:56
		Number Scales -- Interval		3:14
			Lots of Data and Can Add/Subtract	3:19
			Classic e.g. is Temperature	3:25
			SAT or ACT Scores	3:28
			IQ Scores, Myers-Briggs, and Others Operate Under the Assumption of an Interval Scale	3:37
			Do NOT Have a True Zero Point	3:47
		Number Scale -- Ratio		3:55
			Contain the Most Amount of Quantitative Information	4:02
			Have a True Zero Point	4:00
			E.g. Speed, Time, Weight, Distance	4:23
			Can Meaningfully Describe Something as Twice as Fast or Four Times as Long	4:33
		Graphical Representations		4:55
			Presenting Numbers Pictorially (Usually in a Graph) So They Are Easier to Visualize	4:58
			Frequency Distribution: Table That Divides an Entire Range of Scores Into a Series of Equal Classes and Then Records The Number of Scores That Fall Into Each Class	5:43
			Histogram: Graph of a Frequency Distribution; Scores Are Represented By Vertical Bars	6:51
			Frequency Polygon: Graph of a Frequency Distribution Where The Number of Scores In Each Class Is Represented By Points on a Line	6:56
		Frequency Distribution		7:16
			Graphic	7:18
		Frequency Histogram		7:59
			Graphic	8:01
		Frequency Polygon		8:41
			Graphic	8:43
		Descriptive Statistics		9:17
			Describing Data	9:22
			Measures of Central Tendency	9:37
		Mean		9:41
			Mean (Arithmetic Average)	9:45
			Mean: Add All the Scores For Each Group and Then Divide By the Total Number of Scores; One Type of Average	9:51
		Median		11:57
			Median (Middle Score)	11:59
			Median: Arrange Scores From Highest to Lowest and Then Select The Score That Falls in The Middle; Half the Values Fall Above the Median, And Half Fall Below It	12:05
		Mode		13:18
			Mode (Occurs the Most)	13:20
			Mode: Identifies the Most Frequently Occurring Score in a Group	13:26
			A Number That Describes a Typical Score Around Which the Other Scores Fall	13:36
		Measures of Variability		13:50
			Variability -- How Spread Out or Compressed a Set of Scores Are -- Level of Dispersion	13:51
			Range -- Of a Set of Data, The Range is the Difference Between the High and Low Values	14:01
			Standard Deviation -- Represented by the Symbol σ	14:23
		Measures of Variability		14:56
			Normal Curve (Bell Shaped)	14:58
			How Do We Visualize the Variability With a Normal Curve?	15:03
			Deviations and Percentages -- Need to Become Familiar With Them	15:10
			Z-Score: Indicates How Many Standard Deviations Above or Below The Mean a Score Is	15:16
			Normal Curve: Bell Shaped Curve, With a Large Number of Scores in the Middle, and Very Few Extremely High and Low Scores	16:03
		Normal and Skewed Curves		16:13
			Examples of Negatively Skewed, Normal, and Positively Skewed Curves	16:24
		Standard Deviation		17:50
			Graphic of Bell Curve Displaying How To Measure Standard Deviations	17:53
		Normal Curve		20:45
			Graphic Showing Different Measurements of Ranges That Can Be Used With a Normal Curve	20:48
		IQ Scores and S.D.		22:36
			Always Assume That the Mean/Median/Mode is 100 for an IQ Score -- and That It's a Normal Curve	22:41
			So if x̅ (the mean) is 100, the S.D. is 15, What is John's IQ if he is 2 S.D.s Above The Mean?	22:53
			Lots of Questions Like This on the AP Exam	24:48
		Examples of Standard Deviation Problems		24:56
			What if the Mean is Not 100?	24:59
			E.g. Mean is 85 and the S.D. is 6	25:02
			E.g. Mean is 45 and the S.D. is 3	26:18
		Inferential Statistics		28:38
			Purpose is to Determine Whether or Not Findings Can Be Applied to the Larger Population From Which the Sample Was Selected	28:45
			Infer versus Imply (Joey on Friends)	29:03
			Why Might There Be Differences Between Two Groups in an Experiment?	30:12
		Inferential Statistics		30:30
			Population: Entire Set of Subjects, Objects, or Events of Interest (All Married Students in the United States)	30:34
			Samples: Smaller Cross Section of a Population	30:59
		Inferential Statistics		31:51
			Sample Must Be Representative	31:54
			Members of Sample Must Be Chosen Randomly	32:05
			Statistical Significance: Degree to Which an Event (Results of an Experiment, Results of a Drug Trial) is Unlikely to Have Occurred By Chance Alone	32:33
			Many Statistical Tests to Measure Magnitude of Difference --> T-Tests, Chi Square, and ANOVAs	32:46
			AP Psych--- Need Only to Know -- P-Value	33:01
		P-Value		33:13
			The Smaller the P-Value, The More Significant the Results	33:15
			In Science, a P-Value of .05 is Cutoff for Statistical Significance	33:19
			A P-Value of .05 Means That a Five Percent Chance Exists That the Results Occurred By Chance	33:31
			A P-Value of .01 Means That a One Percent Chance Exists That the Results Occurred By Chance	33:49
			Most Psychological Research Will Be at the .05 Level	34:06
		Review Questions		34:12
			What is the Best Way to Choose Subjects?	34:16
			Distinguish Between Descriptive and Inferential Stats	34:28
			Distinguish Among Mean, Median and Mode	35:07
			What is the Purpose of the Standard Deviation	36:12
			How Does Random Selection Increase the Importance of the Results of a Study?	36:37
Section 3: Biological Bases
	Biological Bases of Behavior			23:37
		Intro		0:00
		Biological Bases of Behavior (8 - 10%)		0:23
			Physiological Techniques (e.g. Imaging, Surgical)	0:44
			Neuroanatomy	0:46
			Functional Organization of Nervous System	0:50
			Neural Transmission	0:52
			Endocrine System	0:54
			Genetics	0:58
			Evolutionary Psychology	0:59
			We Examine the Relationship Between Physiological Processes and Behavior -- Including the Influence of Neural Function, the Nervous System and the Brain, and Genetic Contributions to Behavior	1:09
		Physiological Techniques		1:19
			Ways to Approach the Brain	1:21
			Brain Scans	1:25
			Surgery	1:34
		EEG -- Electroencephalogram		1:42
			An Amplified Recording of the Waves of Electrical Activity That Sweep Across the Brain's Surface. These Waves are Measured by Electrodes Placed on the Scalp.	1:46
		EEG -- Electroencephalogram		2:17
			Picture of Person Wearing Recording Cap Used During EEG	2:19
		EEG in Sleep		2:52
			Image of Brain Waves Recorded With EEG During Sleep	3:05
		MRI -- Magnetic Resonance Imaging		3:25
			A Technique That Uses Magnetic Fields and Radio Waves to Produce Computer-Generated Images of Soft Tissue. MRI Scans Show Brain Anatomy	3:33
		MRI -- Soft Tissue		4:05
			Picture of Brain Through an MRI	4:06
		MRI		4:43
			Picture of Brain Through an MRI	4:44
		fMRI (Functional MRI)		5:20
			A Technique for Revealing Blood Flow and, Therefore, Brain Activity by Comparing Successive MRI Scans. fMRI Scans Show Brain Function	5:30
		fMRI (Functional MRI)		5:43
			Images of Brain Using fMRI	5:45
		PET (Positron Emission Tomography)		6:22
			A Visual Display of Brain Activity That Detects Where a Radioactive Form of Glucose Goes While the Brain Performs a Given Task.	6:29
		CT (Computerized Tomography)		7:48
			A Series of X-Ray Photographs Taken From Different Angles and Combined by Computer Into a Composite Representation of a Slice Through the Body.	7:54
			Also Called CAT Scan	7:50
		CT Scan		8:07
			Images of Brain Using CT Scan	8:09
		Physical Techniques		8:39
			Surgery and Other Invasive Techniques	8:48
			Case Studies	8:53
		Lesion		8:59
			Tissue Destruction; A Brain Lesion is a Naturally or Experimentally Caused Destruction of Brain Tissue	9:01
		Lobotomy		10:59
			Also Known as Prefrontal Lobotomy	11:02
			Removing/Disconnecting the Front of the Frontal Lobe of the Brain -- Used Primarily on Schizophrenics in the 1930s - 1950s	11:06
			More Detail in the Treatments of Mental Disorders Unit	12:56
		Hemispherectomy		12:57
			Used for Patients who Have Rasmussen's Syndrome, a Type of Epilepsy That Is Not Treatable With Medication	13:03
			Best Used on Children -- More Plasticity	14:26
			Made Famous by Jodi Miller in a Documentary About Her Condition	13:14
		Case Study		15:27
			Phineas Gage	15:31
		Gage Representations		17:08
			Diagrams of How Rail Impaled Gage's Head	17:09
		Gage Photo		17:48
			Photo of Phineas Gage After Accident	17:49
		The Endocrine System and Behavior		18:11
			Nervous System -- Via Brain/Spinal Cord and Nerves	18:23
			Endocrine System -- Via Bloodstream and Hormones	18:30
		The Brain and the Endocrine System		18:34
			Hypothalamus Signals Pituitary Gland	18:47
			Pituitary Signals Various Glands Via Bloodstream With Hormones	18:51
			Endocrine System Slower to Operate than NS and has Longer Lasting Effects	18:58
		Major Glands and Hormones		19:13
			Diagram of Various Glands and the Hormones They Create and Secrete	19:15
		Endocrine Alimentary System		20:35
			Diagram of Various Organs and the Hormones They Create and Secrete	20:39
		Reproductive		21:31
			Diagram of Female Reproductive System	21:32
		Review		22:01
			Which Brain Technique:	22:05
			Hormones -- Locations and Functions	22:51
	Biological Bases of Behavior: Neuroanatomy & Organization of the Nervous System			56:59
		Intro		0:00
		The Brain		0:29
			Weight = 1300 - 1400 grams (about 3 - 3.5 pounds)	0:32
			Pudding	0:50
			500 Billion Neurons	1:05
			Each Neuron May be Connected (Through a Synapse) to up to 10,000 Other Neurons	1:08
			Has Plasticity	1:24
			It's The Weirdest Thing in the Universe	2:22
		The Nervous Systems		3:06
			Graphic Showing How Various Nervous Systems in the Body Work With Each Other	3:08
		The Nervous System		7:44
			Graphic of Overall Nervous System	7:46
		Brain Parts: What You Need to Know		8:38
			Hindbrain (Top of the Spinal Cord; Life Support)	8:49
			Thalamus	9:53
			Midbrain -- Numerous Brain Parts Connecting the Hindbrain and the Forebrain -- Includes Vision and Movement	9:57
			Forebrain	10:24
		Brain Parts: What You Need to Know		11:12
			Getting to the Brain	11:14
			Hair, Skin, Fatty Tissue, Muscle, and Connective Tissue	11:16
			Skull	11:41
			CSF (Cerebral Spinal Fluid)	11:51
			Meninges (Three Protective Layers)	12:18
			Dura Mater, Pia Mater, Arachnoid	12:22
			Sulcus/Sulci and Gyrus/Gyri -- Grooves and Peaks	13:15
			Neurogenesis -- Formation of New Neurons	14:45
			Plasticity -- Ability of Brain's Functions to Reorganize	14:57
		Brain Parts: Cerebrum/Cerebral Cortex		15:09
			Diagram of Different Parts of the Human Brain	15:10
		Three Ways to View Brains -- Cross Sections		18:55
			Diagrams of the Sagittal View, the Horizontal View, and the Coronal View	18:58
		Brain Parts: Cerebrum/Cerebral Cortex		19:35
			Brain Parts	19:38
			Aphasia	22:55
			All Functions for AP Psych-Will Be Oversimplified	23:52
		The Brain		24:07
			Diagram of The Parts of the Brain and What Their Primary Purpose Is	24:10
		Medulla, Pons, and Cerebellum		25:32
			Medulla -- Breathing and Heart Rate	25:40
			Pons -- Named After Latin Word for Bridge	25:50
			Cerebellum -- Little Brain	26:18
		Limbic System		27:06
			Diagram of the Limbic System	27:08
		Limbic System		30:17
			Thalamus -- All Senses Except Smell	30:20
			Hypothalamus -- Hunger, Thirst, Body Temp., and Sexual Arousal	30:23
			Amygdala -- Fear and Aggression, Emotions - (4 Fs) - Fighting, Fleeing, Food and Mating	30:30
			Hippocampus -- Memory	30:45
			Basal Ganglia -- Habits	30:49
		One View of the Brain		30:56
			Diagram of the Human Brain	30:58
		Sensory Homunculus		32:09
			Picture of Sculpture Showing How Much Brain Power and Space in The Brain is Devoted to the Function of the Parts of the Body	32:37
		Sensory Homunculus		33:53
			Diagram of Functions of the Somatosensory Strip and Motor Strip of the Brain	33:55
		Broca's and Wernicke's Area		34:32
			Diagram of The Parts of the Brain and What Their Primary Purpose Is	34:37
		Paul Broca		36:14
			Worked With Patients Who Had Aphasia (Inability to Speak)	36:17
			Discovered Brain Region That Bears His Name -- Lesions Created Aphasia	36:25
			First Anatomical Proof of Localization of Brain Function	36:30
		Carl Wernicke		36:48
			Followed Broca's Research	36:50
			Receptive Aphasia in the Posterior, Superior Temporal Gyrus of the Left Hemisphere	36:54
			Wernicke Aphasia = Inability to Understand Speech	37:05
		Brain Regions Review		37:24
			Graphic of Side View of Brain, Review of Its Different Areas	37:27
		One View of the Brain		38:54
			Diagram of Brain	38:57
		Review of Brain Functions		40:03
			Visual Processing	40:06
			Memory	40:13
			Thought Process	40:15
			Dealing With Sensory Information	40:21
			Balance and Fine Motor Coordination	40:31
			Emotional Responses, Esp. Fear	40:35
			Breathing and Heart Rate	40:40
			Sensory Relay Station	40:46
			Sense of Smell	40:54
			Connects the Two Hemispheres	40:58
			Location of Motor Cortex	41:05
			Attention	41:10
			Hunger/Thirst	41:21
			Physiological Arousal	41:30
			Body Senses	41:48
			Speaking	41:56
			Comprehending Language	42:00
			Impairment of Language	42:03
		The Divided Brain		42:12
			Brain Lateralization	42:19
			Hemispheric Specialization	42:21
			Vogel and Bogen, Sperry	42:30
		Roger Sperry		42:42
			Neural Specificity and Regeneration Studies -- i.e. Neurons had Specific Functions	42:45
			1981 Nobel Prize -- Split-Brain Research With Hubel and Wiesel	42:59
			Severing Corpus Callosum -- Hemispheres Can Not Communicate	43:46
			Gazzaniga Was Student	43:52
		Split Brain		43:59
			A Condition Resulting From Surgery That Isolates the Brain's Two Hemispheres by Cutting the Fibers (Mainly of the Corpus Callosum) Connecting Them	44:03
		Michael Gazzaniga		44:17
			Cognitive Neuroscience	44:19
			Work in Split-Brain Research in Humans	44:24
			Higher Brain Functioning and Lateralization of Brain Functioning -- How Each Side of Brain Has Primary Functions -- e.g. Left Side of Brain Handles Most Language Processing	44:27
			Work is Cited in Intro Texts In Divided Brain Sections	44:53
			Alien Hand Syndrome In Split-Brain Patients	45:00
		Visual Pathways		46:27
			Graphic of How Brain and Eyes Work Together to See	46:29
		Split-Brain Outcomes		49:27
			Graphic Depicting Split-Brain Test	49:30
		Brain Lateralization		50:12
			Diagram of Left and Right Brain Aptitudes	50:27
		Hemispheric Dominance		51:54
			Left Side	51:58
			Words	51:59
			Letters	51:59
			Language/Sounds	52:00
			Verbal Memory	52:01
			Speech, Grammar, Writing, Arithmetic	52:04
			Logic	52:06
			Explaining Events	52:07
			Right Side	52:51
			Faces	52:56
			Emotional Cognition	52:58
			General Patterns	53:08
			Non-Language Sounds	53:11
			Music	53:14
			Emotional Tone of Speech	53:17
			Geometry	54:13
			Sense of Direction	54:16
			Judgment of Distance	54:17
			Mental Rotation of Objects	54:18
		Review		54:37
			Which Brain Parts Will Likely Deal With the Following Functions?	54:49
	Neurons, Neurotransmitters, and Neural Communication			40:38
		Intro		0:00
		Objectives		0:16
			Identify Basic Processes and Systems in the Biological Bases of Behavior, Including Parts of the Neuron and the Process of Transmission of a Signal Between Neurons	0:18
			Discuss the Influence of Drugs on Neurotransmitters (e.g. Reuptake Mechanisms, Antagonists, and Agonists)	0:26
		Neuron Parts		0:39
			Dendrite	0:44
			Cell Body	0:48
			Axon	0:56
			Myelin Sheath (Myelin)	1:04
			Axon Branches = Terminal Branches	1:25
			Terminal Buttons (End Buttons, Axon Terminal, Terminal Branches of Axon, Synaptic Knobs)	1:30
			Vesicles = Synaptic Vesicles	1:52
			Synapse = Synaptic Gap	1:56
			Neural Impulse	1:59
			Glial Cells: 10-50 x More Glial Cells Than Neurons; Housekeeping, Nutrition, and Support	2:10
		Structure of a Typical Neuron		2:34
			Diagram of Neuron and its Parts	2:35
		Neuron Anatomy Quick Quiz		3:41
			Label the Parts of the Neuron	3:43
		Neural Conduction		4:43
			Voltage	4:50
			Resting Potential	4:55
			Action Potential	5:03
			Threshold	5:10
			Refractory Period	5:25
			All-or-None Response (Principle)	5:36
			Depolarization	6:24
			Repolarization	6:34
		Firing of a Neuron		6:54
			Firing of a Neuron	6:57
		Technique to Recall Chemicals		9:13
			Salty Banana -- What is This?	9:26
			Salt is Na+. Bananas Have a Lot of Potassium K+	9:32
		Electrical Nature of Neurons		10:37
			Graph Showing Voltage Measurement of a Firing Neuron and at Rest	10:38
		Neural Speed		11:58
			Speed of a Neuron Impulse	12:02
		Neural Speed		13:57
			Class Demonstration	13:59
			Three Conditions	14:16
		The Neuron		16:32
			Detailed Diagram of Parts of Neuron	16:36
		Neuron and Synapse		18:17
			Graphic of Neuron Transmission	18:18
		Neural Reuptake (Recycling)		19:46
			Graphic of Neuron Recycling Neurotransmitters Between Receptors	19:54
		Neural Communication		21:42
			Picture of How Neurons Communicate With Each Other	21:46
		Nerves and Neurons		22:40
			Nerves: Large Bundles of Axons	22:43
			Myelin: Fatty Layer That Coats Some Axons	22:49
		Neurotransmitters		23:43
			Dopamine (DA)	23:53
			Serotonin (5-HT)	23:54
			Acetylcholine (ACh)	23:55
			Epinephrine (NE)	23:57
			Norepinephrine	23:58
			GABA	23:59
			Caution -- These Descriptions Are Oversimplified -- Reality is Much More Complex (As Will Be Your Biological Psych-Course at University)	24:05
		Neurotransmitters		24:32
			Acetylcholine: Activates Muscles	24:34
			Dopamine: Muscle Control	24:45
			Serotonin: Mood and Appetite Control	25:19
		Dopamine		25:32
			Pleasure Centers of Brain -- Nucleus Accumbens	25:34
			Parkinson's -- Loss of Dopamine Generating Neurons	25:50
			Schizophrenia -- Elevated Levels of Dopamine in Mesolimbic Pathway	26:11
			Low Levels Assoc. With Addiction	26:29
			Dopaminergic	26:34
			Recent Research Show That It's Not the Actual Release Associated With Pleasure, But the Anticipation of Reward	26:53
		Serotonin		27:28
			Inhibitory Neurotransmitter	27:33
			Connected to Mood and Emotion, Appetite and Sleep	27:40
			Low Levels Associated With Depression, Anger-Control, Obsessive-Compulsive Disorder and Suicide	27:48
			Plays a Role in Perception (Think Raves, E, and Molly)	28:32
		Dopamine and Serotonin Pathways		29:53
			Picture of Brain and Dopaminerges System and Serotonerges System	29:55
		Acetylcholine (ACh)		30:56
			First Neurotransmitter Discovered	31:01
			Both in Peripheral and Central NS	31:05
			Primary Function is in Somatic Nervous System	31:09
			Activates Muscles	31:13
			Associated With Movement	31:25
			Loss Associated With Alzheimer's	31:28
		Epinephrine		31:34
			Associated With Energy and Emergency Systems in the Endocrine System (Sympathetic NS)	31:41
			Connected to Forming Memories	31:57
			Related to Traumatic or Incidents With Really Strong Emotions	32:00
		Norepinephrine		32:32
			Part of Sympathetic Nervous System Response to Danger -- Fight or Flight Response	32:35
			Increases Blood Pressure and Heart Rate, Releases Glucose Stores	32:42
			Connected to Amygdala Function	32:50
		GABA		33:06
			Gamma Amino Butyric Acid	33:11
			An Inhibitory Neurotransmitter -- Slows Things Down	33:16
			Associated with Anxiety -- Too Little Associated With Anxiety Disorders	33:23
		Glutamate		33:47
			At This Point, Not on AP Exam as a Neurotransmitter	33:50
			Plays Key Role in Long-Term Potentiation	33:55
			Important for Learning and Memory	34:08
		Other Neurotransmitters		34:19
			Others Definitely Exist	34:24
			Will Be Part of a BioPsych-Course	34:25
			Do Not Worry About Them for AP Psych	34:28
		Neural Regulators		34:35
			Neuropeptides: Regulate Activity of Other Neurons	34:40
		Neural Regulators		35:37
			Agonist (Chemicals That Mimic the Actions of a Neurotransmitter)	35:39
			Antagonist (Chemicals That Oppose the Action of a Neurotransmitter)	35:58
			Excitatory Neurotransmitters: Chemicals Released From the Terminal Buttons of a Neuron That Excite the Next Neuron Into Firing	36:27
			Inhibitory Neurotransmitters: Chemicals Released From the Terminal Buttons of a Neuron That Inhibit (Prevent) the Next Neuron Into Firing	36:36
		Review		37:24
			Neural Parts -- Direction of Signal	37:30
			Action Potential	38:15
			Neurotransmitters	38:40
	Behavioral Genetics, Evolutionary Psychology, & Behavior			36:10
		Intro		0:00
		Behavioral Genetics		0:11
			Objective: Discuss Psychology's Abiding Interest in How Heredity, Environment, and Evolution Work Together to Shape Behavior	0:16
			What Influences do our Genetics Have on Our Behavior, Both as an Individual, as Well as in Groups?	0:24
		Nature Versus Nurture		0:34
			Nature Refers to Heredity, a Person's Biological Makeup	0:38
			Nurture Refers to the Environment, a Person's Life Experiences, Family and Education	0:45
		Heredity		0:58
			Developmental Psychology: The Study of Progressive Changes in Behavior and Abilities	1:01
			Heredity (Nature): Transmission of Physical and Psychological Characteristics From Parents to Their Children Through Genes	1:15
			DNA (Deoxyribonucleic Acid): Molecular Structure Shaped Like a Double Helix That Contains Coded Genetic Information	1:25
			Genome: The Entirety of an Organism's Hereditary Information (Includes Info Coded in DNA or RNA)	1:49
		Genes		2:17
			Genes: Specific Areas on a Strand of DNA That Carry Hereditary Information	2:23
		Genetic Makeup		2:46
			DNA (Deoxyribonucleic Acid) is the Means by Which Heredity Characteristics Pass From One Generation to the Next	2:49
			Fraternal Twins are Dizygotic Twins That Develop From the Union of Two Separate Sperms and Eggs	3:06
			Identical Twins are Monozygotic Twins That Develop From the Union of the Same Egg and Sperm That Have Split and Have Exactly the Same Genotype (May Have the Same Genes, But Not Necessarily the Same Number of Copies of Those Genes)	3:28
		Genetic Building Blocks		4:13
			The Human Body Contains 100 Trillion Cells	4:16
			There is a Nucleus Inside Each Human Cell (Except Red Blood Cells)	4:27
			Each Nucleus Contains 46 Chromosomes, Arranged in 23 Pairs	4:34
			One Chromosome of Every Pair is From Each Parent	4:49
			The Chromosomes are Filled With Tightly Coiled Strands of DNA.	4:53
			Genes are Segments of DNA That Contain Instructions to Make Proteins -- The Building Blocks of Life	4:59
		Chromosomes		5:08
			Picture of What is Inside a Chromosome	5:10
		DNA		5:47
			Linked Molecules (Organic Bases) Make Up the Rungs on DNA's Twisted Molecular Ladder. The Order of These Molecules Serves as a Code for Genetic Information	5:49
			The Code Provides a Genetic Blueprint That is Unique for Each Individual (Except Identical Twins). The Drawing Shows Only a Small Section of a DNA Strand. An Entire Strand of DNA is Composed of Billions of Smaller Molecules	6:04
			The Nucleus of Each Cell in the Body Contains Chromosomes Made up of Tightly Wound Coils of DNA.	6:25
			Don't be Misled By the Drawing: Chromosomes are Microscopic in Size, and the Chemical Molecules That Make Up DNA are Even Smaller	6:41
		Gene Patterns: Eye Color		7:01
			Dominant and Recessive Traits	7:09
			Gene Patterns for Children of Brown-Eyed Parents, Where Each Parent has One Brown-Eye Gene and One Blue-Eye Gene	7:12
			Because the Brown Eye Gene is Dominant, One out of Every Four Children Will Be Blue-Eyed	7:22
			There is a Significant Chance That Two Brown-Eyed Parents Will Have a Blue-Eyed Child	7:29
		Dominant Recessive		7:43
			Graphic Depicting All the Eye Color Combinations a Brown-Eyed Mother and Brown-Eyed Father Could Have	7:44
		Temperament and Environment		9:53
			Temperament: The Physical Core of Personality; Includes Sensitivity, Irritability, Distractibility, and Typical Mood	9:56
			Easy Children: 40% Relaxed and Agreeable	10:09
			Difficult Children: 10% Moody, Intense, Easily Angered	10:26
			Slow-to-Warm-Up Children: 15% Restrained, Unexpressive, Shy	10:38
			Remaining Children: Do Not Fit Into Any Specific Category	10:55
		Environment		11:09
			Environment (Nurture): All External Conditions That Affect a Person, Especially the Effects of Learning; the World Around a Person.	11:14
			Sensitive Periods: A Period of Increased Sensitivity to Environmental Influences; Also a Time When Certain Events Must Occur for Normal Development to Take Place	11:27
		Prenatal Issues		13:10
			Congenital Problem: A Problem or Defect That Occurs During Prenatal Development; Birth Defect	13:14
			Genetic Disorder: Problem Caused by Inherited Characteristics From Parents; e.g. Cystic Fibrosis, Neurofibromatosis	13:23
			Website Link to Information on Genetic Disorders	13:56
		Twin and Adoption Studies		14:14
			Some Research Conclusions	14:19
			Shared Genes Can Also Mean a Shared Experience -- Most, Not All, Identical Twins Share Placentas	14:25
			A Person Whose Identical Twin Has Alzheimer's Has a 60% Chance of Getting It; Fraternal Twin, Only 30%.	14:44
			On Extraversion and Neuroticism (Emotional Stability), Identical Twins are More Alike Than Fraternal Twins	14:58
			Divorce -- If Fraternal Twin Divorced, Your Odds Increase 1.6 Times; If Identical Twin Divorced, Odds Go Up 5.5 Times	15:24
		The Jim Twins		16:03
			Separated at Birth -- Reconnected After 38 Years	16:09
			Both Named Jim (Lewis and Springer)	16:13
			Both Liked Woodworking, Driving their Chevy Cars, Watching Stock-Car Races, and Drinking Miller Lite.	16:19
			Both Had Nearly Identical Voices	16:28
			Personalities, Intelligence, Heart Rates and Brain Waves -- Nearly Identical	16:35
			It Would Seem Genes Had a Profound Impact on Personality -- But the Question Remains to This Day -- Just How Much?	16:40
			But This is Anecdote, What About Real Data?	16:52
		Big Conclusion		17:00
			The Environment Shared By A Family's Children Has Virtually No Identifiable Impact on Personalities of Children	17:04
			But Why? Geneticists Are Working on It.	17:12
			But What About Family Life?	17:47
			So, The Question For You -- Would You Be the Same Person if You Had Been Raised in a Different Family or Culture?	17:56
		Heritability		18:32
			The Proportion of Variation Among Members of a Group That We Can Attribute to Genes	18:40
			So This Compares, Within Populations, Genotypes (Genetic Makeup) and Phenotypes (The Outward, Physical Manifestation of the Organism) on Specific Traits	19:14
			This Difference Involves Mathematics and Analysis That is Far Beyond This Course -- Take AP Bio or Genetics for Mendelian Genetics	19:34
		Heritability		20:00
			It is Not Behaviors That Are Inherited, But Genetic Predispositions That May Lead to the Behavior	20:03
			Heritable Differences Between Individuals Does Not Imply Heritable Group Differences	21:23
		Genes and Interaction		21:43
			Interaction: The Interplay When the Effect of One Factor (Such as Environment) Depends on Another Factor (Such as Heredity)	21:47
			Genes and Environment Work Together (Like Two Hands Clapping). Genes Code for Proteins But Also Respond to Environments	21:55
			Example: Happy Baby Draws in More Adults Who Respond to the Happiness With Warmth of Their Own -- This Can Become a Cycle, With the Happy Baby Becoming More Outgoing and Socially Confident	22:39
			This Kind of Interaction Can Be Applied to Virtually Any Trait, Especially Anxiety and Depression	23:17
		Natural Selection and Adaptation		24:20
			Only the Strong Survive is a Myth -- It's the Ones With the Most Adaptive Traits For Their Environment	24:25
			Evolutionary Psychology: The Study of the Evolution of Behavior and the Mind, Using Principles of Natural Selection	24:42
			Natural Selection: The Principle That, Among the Range of Inherited Trait Variations, Those That Lead to Increased Reproduction and Survival Will Most Likely Be Passed on to Succeeding Generations	24:55
			Mutation: The Random Error in Gene Replication That Leads to Change	25:35
		Evolutionary Psychology		25:50
			Evolutionary Success Helps Explain Similarities Among People	25:54
			However, We Have Some Outdated Tendencies -- Some Genetic Traits That Were Previously Helpful May Harm Us Today	26:42
		Evolutionary Psychology, Continued		28:07
			Examines Psychological Traits Such as Memory, Perception and Language Using Modern Evolutionary Perspective	28:10
			Which Human Psychological Traits Are Evolved Adaptations -- That is, The Products of Natural or Sexual Selection?	28:18
			Examples Could Include an Ability to Infer Emotions of Others, Discern Kin From Non-Kin, Identify and Prefer Healthier Mates, and Cooperate With Others	28:27
		Sexual Adaptations		29:47
			Both Men and Women Looking For Signs of a Healthy Potential Mate	29:50
		Criticisms of Evolutionary Psychology		31:47
			Looks at Modern Traits and Looks Backward to Propose an Explanation (Similar Criticism of Freud)	31:50
			What About the Social Implications? What Does it Mean for Our Desire to Reduce Prejudice and Discrimination? What About Our Moral Responsibilities?	32:13
			What About Cultural Differences That Seem to Work Against Evolutionary Explanations?	33:19
		David Myers		33:50
			One Quote of His I've Been Using for Years: Everything Psychological is Simultaneously Biological.	33:57
		Review		34:39
			What Are Genes and How Do Behavior Geneticists Explain Our Individual Differences?	34:43
			What Is Heritability, and How Does it Relate to Individuals and Groups?	34:50
			How Do Evolutionary Psychologists Use Natural Selection to Explain Behavior Tendencies?	35:02
			How Might an Evolutionary Psychologist Explain Gender Differences in Sexuality and Mating Preferences?	35:09
Section 4: Senses and Perception
	Thresholds & Signal Detection Theory			54:03
		Intro		0:00
		Sensation and Perception (6-8%)		0:09
			Everything That Organisms Know About the World is First Encountered When Stimuli in the Environment Activate Sensory Organs, Initiating Awareness of the External World.	0:26
			Perception Involves the Interpretation of the Sensory Outputs as a Cognitive Process	0:36
			Discuss Basic Principles of Sensory Transduction, Including Absolute Threshold, Difference Threshold, Signal Detection and Sensory Adaptation.	0:42
			Discuss How Experience and Culture can Influence Perceptual Processes (e.g. Perceptual Set, Context Effects)	0:53
		General Properties of Sensory Systems		1:16
			Data Reduction System: Any System That Selects, Analyzes, and Condenses Information	1:20
			Perceptual Features: Basic Stimulus Patterns	1:57
			Sensory Coding: Converting Important Features of the World Into Neural Messages Understood by the Brain	2:02
		Sensation and Perception		2:12
			Sensation: Information Arriving From Sense Organs (Eye, Ear, Etc.)	2:15
			Perception: Mental Process of Organizing Sensations Into Meaningful Patterns	2:32
		Terms		2:58
			Psychophysics	3:02
			Sensory Transduction	3:04
			Absolute Threshold	3:05
			Difference Threshold	3:06
			Signal Detection	3:08
			Sensory Adaptation	3:09
			Bottom-Up Processing	3:10
			Top-Down Processing	3:11
			Weber's Law	3:13
		Psychophysics		3:22
			The Study of the Relationships Between the Physical Characteristics of Stimuli, Such as Their Intensity, and Our Psychological Experience of Them	3:24
		Ernst Weber		4:24
			A Founder of Modern Experimental Psych	4:30
			Influenced Psychophysics	4:34
			Studied Weight Perception and How There was a Proportional Relationship Between Increase of Magnitude of Weight and Ability to Make the Discrimination Between the Weights(Fechner Later Called it Weber's Law)	4:36
			Weber-Fechner Law -- Ratio of Intensity to Have a Just Noticeable Difference (JND)	5:51
			Studied Absolute Thresholds -- Our Awareness of Faint Stimuli	6:13
		Gustav Fechner		6:29
			Influenced Modern Experimental Psych	6:31
			Founder of Psychophysics	6:34
			Studied Absolute Thresholds -- Our Awareness of Faint Stimuli	6:36
			Illustrated the Non-Linear Relationship Between Psychological Sensation and Physical Intensity of a Stimulus	6:43
			Weber-Fechner Law -- Ratio of Intensity to Have a Just Noticeable Difference	7:19
		Sensory Transduction		7:32
			Conversion of One Form of Energy Into Another. In Sensation, The Transforming of Stimulus Energies, Such as Sights, Sounds, and Smells Into Neural Impulses Our Brains Can Interpret.	7:40
		Absolute Threshold		8:22
			The Minimum Stimulation Necessary to Detect a Particular Stimulus 50% of the Time	8:26
			Exploited by Students Who May Use the Mosquito Ringtone to Evade Phone Use in Class	8:44
			Vision -- Candle Flame Seen at 30 Miles on a Clear Dark Night	9:20
			Hearing -- Tick of a Watch Under Quiet Conditions at 20 Feet (The Buzz of the Fluorescent Lights in a Quiet Room)	9:51
			Taste -- One Teaspoon Sugar in 2 Gallons of Water	10:28
			Smell -- One Drop Perfume Diffused Into a Three-Room Apartment	10:42
			Touch -- A Bee's Wing Falling On Your Cheek from One Centimeter Above.	10:57
		Difference Threshold		11:11
			The Minimum Difference Between Two Stimuli Required for Detection. We Experience the Difference Threshold as a Just Noticeable Difference (JND).	11:14
			The Detectable Difference Increases With the Magnitude -- is Done in a Constant Proportion	11:32
			E.g. You Will Notice is One Ounce is Added to a 10 Ounce Weight, But Not if One Ounce is Added to a 100-Ounce Weight	11:38
			Volume on the Television	12:11
		Weber's Law		12:40
			The Principle That, to be Perceived as Different, Stimuli Must Differ by a Constant Percentage (Rather Than a Constant Amount)	12:43
			The Amount of Change Needed to Produce a Constant JND is a Constant Proportion of the Original Stimulus Intensity	12:56
		Signal Detection		13:21
			A Theory Predicting How and When We Detect the Presence of a Faint Stimulus (Signal) Amid Background Stimulation (Noise).	13:27
			Assumes There is no Absolute Threshold and that Detection Depends Partly on a Person's Experience, Expectations, Motivation, and Alertness	13:38
			Separating the Music From the Noise or the Signal From the Noise	13:53
			Important Info Versus Background and Irrelevant	14:04
		Sensory Adaptation		15:47
			AKA Neural Adaptation	15:54
			Neural or Sensory Receptors Change/Reduce Their Sensitivity to a Continuous, Unchanging Stimuli	16:04
			This Occurs in the Brain at an Unconscious Level	16:11
			E.g. The Smell of Your Own Car or Home	16:22
			E.g. Adapting to Hot or Cold Water After a Brief Time in It.	17:12
			E.g. The Eyes Adjusting to a Darker Room -- Rods and Cones Will Fire Differently to Adjust (Cones Take About 10 Minutes, the Rods 30 Minutes to Fully Adapt)	17:39
			Why Certain Foods Do Not Taste the Same on the 20th Bite as They Did on the First	18:24
			In Economics, This is Diminishing Marginal Utility	19:05
			NOT The Same as Habituation (We Will Go Over That Later)	19:31
		Top-Down Processing		19:42
			Information Processing Guided by Higher-Level Mental Processes, as When We Construct Perceptions Drawing on Our Experience and Expectations	19:45
			People Look at the Big Picture, the Whole, Try to Find Patterns to Make Meaning and Then Examine the Details (We Use Background Knowledge to Fill Gaps)	20:03
			The Stroop Effect Was One Experiment That Dealt With This	20:18
			Deductive Reasoning	21:54
			Even Though the Second Letter in Each Word is Ambiguous, T-D Processing Allows for Context to Clarify For Us	22:03
		Bottom-Up Processing (AKA Feature Analysis)		22:47
			Analysis That Begins With the Sensory Receptors And Works Up to the Brain's Integration of Sensory Information	22:55
			Works From the Details and Moves Out to the Whole Picture	23:06
			Inductive Reasoning -- Going From the Examples First and Working One's Way Out to the General Propositions -- Uses Probabilities Based Upon Specific Observations	23:17
			Based Upon Current Knowledge, So Potentially Biased (e.g. Confirmation Bias, Availability Heuristic, Illusory Correlation)	23:39
			e.g. Since 100% of Bio Life Forms Depend on Liquid Water to Exist, if We Were to Discover a New Bio Form, It Will Probably Depend on Liquid Water to Exist	24:46
			Man With Prosopagnosia	25:20
		Sensation Chart Overview		27:06
			Chart Looks at Sense, Stimulus, Sense Organ, Receptor, and Sensation	27:08
		David Hubel and Torsten Wiesel		29:42
			Nobel Prize with Wiesel and Sperry	29:49
			Microelectrode in Cat Brain -- When Would Neurons Fire When Cat Presented With Simple Lines	30:05
			Worked on Visual System Neurons and Processing Certain Neurons Responded Only to Certain Lines -- Simple Cells	30:36
			Other Cells Detected Motion -- Complex Cells	30:52
			Cats and Restricting Visual System	31:22
			Showed How the Visual System Built an Image From Simple Stimuli by Combining Them Into More Complex Formats	31:25
			Big Idea Here is Feature Detectors -- Certain Brain Cells Pick Up Certain Kinds of Visual Stimulation -- Vertical Lines, Curves. Motion, Etc.	31:01
		Perceptual Set		31:51
			A Mental Disposition to Perceive One Thing and Not Another	32:03
			This Goes Back to the Simon and Garfunkel Song	32:12
			We See What We Want to See	32:25
			E.g. Friendliness Is Mistaken for Flirting if We Find The Other Person Attractive	32:34
		Perceptual Set		34:29
			Is This a Cloud or a Flying Saucer?	34:32
		Perceptual Set -- Culture and Context Effects		35:34
			Magic -- Creates Certain Expectations and Uses Movements to Distract the Eye	35:38
			I am 6'3 -- When I'm Standing Next to 4th Graders, I Appear to be Huge. If at an NBA Game, I Look Pretty Small	36:13
			Our Moods and Circumstances Can Create Some Top-Down Processing Errors -- Have You Ever Been in a Bad Mood and Thought Someone Slammed You But They Really Said Something Else?	37:08
			Walter Cronkite Was Sailing Into a Port and Thought the Crowd was Saying Hello Walter Repeatedly. The Reality Was Low Water	37:33
			Cultures -- Not All Cultures Perceive the Same Stimuli Equally -- Shaping Stereotypes, Directing Our Attention, and Telling Us What Is Important to Notice	38:04
		Perceptual Set -- Culture and Context Effects		38:53
			James Burke, an Historian, Had a Great Segment in The Day The Universe Changed -- We All See Our Own Witches -- We Change our Perceptions to Make it Fit the Reality of What We Think It Should Be	38:58
			Rural Africans in One Study Live in an Environment Without Right Angles -- They Were Less Likely to Fall For the Muller-Lyer Illusion	40:47
		Basic Illusions -- Muller-Lyer		41:12
			Which of These Three Lines is Longer? (They are All The Same Length)	41:14
		Basic Illusions -- Poggendorf		42:22
			Is There One Straight Line or Two Line Segments on Each Side?	42:27
		Basic Illusions -- Ponzo		43:19
			Which Line Appears Longer? The one In Between Tracks or the One Lying Across It?	43:23
		Basic Illusions -- Hermann Grid		44:06
			The Appearance of White and Black Dots Moving Between Each Gray Line's Intersection	44:10
		Attention		45:04
			Selective Attention -- The Focusing of Conscious Awareness on a Particular Stimulus	45:10
			Inattentional Blindness -- Failing to See Visible Objects When Our Attention is Directed Elsewhere	46:56
			Change Blindness -- Failing to Notice Changes in the Environment	47:50
		Perceptual Defense and Subliminal Perception		49:26
			Subliminal Perception: Perception of a Stimulus Below the Threshold for Conscious Recognition	49:32
		Review		51:26
			What's the Difference Between Sensation and Perception?	51:29
			What Process Does the Brain Have of Converting Wave Signals into Electrical Signals?	51:42
			Science of Physical Properties and Human Perceptions is Called…?	52:08
			Describe Absolute Threshold, Difference Threshold, and Weber's Law	52:27
			Describe the Impact of Hubel and Weisel	52:58
			How Do Perceptual Sets Alter Our Views as Compared to Reality?	53:15
			Do We Really Share the Same Reality? Explain.	53:36
	Visual Processes			52:22
		Intro		0:00
		Objectives		0:17
			Describe Sensory Processes (e.g. Hearing, Vision, Touch, Taste, Smell, Vestibular, Kinesthesis, Pain), Including the Specific Nature of Energy Transduction, Relevant Anatomical Structures, and Specialized Pathways in the Brain for Each of the Senses	0:20
		What Can We See?		0:40
			Do You All See Those Two Large Black Circles?	0:48
			Our Vision is Actually Upside Down, Blurry, and Riddled With Black Splotches	1:50
			Our Brain Cleans it Up	2:07
		Vision		2:12
			What Can We Really See?	2:14
			Do We Really See Each Other?	2:16
			Light Comes to Us in Waves as Part of the Electromagnetic Spectrum (Vision, Hearing, and Touch -- The Energy Senses)	3:22
			Wavelength (Distance From One Wave Peak to the Next)	3:38
			Hue (The Color We Experience -- Blue, Green, Red)	4:03
			Intensity (The Amount of Energy in the Wave -- Measured by Amplitude or Height)	5:10
		Vision		5:24
			Graphic of Measurement in Nanometers of Different Kinds of Light and Sound Waves	5:34
		Wavelengths		10:58
			Drawing Depicting Short Wavelengths (High Frequency and Bluish Colors) and Long Wavelengths (Low Frequency and Reddish Colors)	11:01
		Wavelengths		11:20
			Picture Showing Bright Colors Have a Greater Amplitude than More Dull Colors	11:22
		Parts of the Eye		11:46
			Lens: Structure in the Eye That Focuses Light Rays -- When it Does This = Accommodation	11:57
			Photoreceptors: Light-Sensitive Cells in the Eye -- The Rods and Cones	12:18
			Retina: Light-Sensitive Layer of Cells in the Back of the Eye	13:08
			Easily Damaged from Excessive Exposure to Light (Staring at a Solar Eclipse)	13:16
			Cornea: Transparent Membrane Covering the Front of the Eye; Bends Light Rays Inward	13:45
		Eye Anatomy		14:45
			Graphic Showing Location of Parts of the Eye	14:48
		Anatomy of the Eye		17:47
			Another View of the Parts of the Eye	17:50
		The Retina and Photoreceptors		18:52
			Picture of Photoreceptors	18:54
		The Eye and Transduction		19:51
			Light Waves Enter Through the Cornea (Outer Covering of the Eye)	19:55
			Retina	20:15
			Blind Spot	20:39
		The Eye, Continued		21:07
			Back of the Retina (The Light-Sensitive Inner Surface of the Eye, Containing the Receptor Rods and Cones Plus Layers of Neurons That Begin the Processing of Visual Information.)	21:09
			Rods/Cones Transduce the Information Into Electrical Signals	21:19
			Signals Go Through:	21:27
			Steps of Light -- Cornea, Pupil, Lens, Retina Rods/Cones, Bipolar Cells, Ganglion Cells (Amacrine cells, Horizontal, and Muller cells)	21:37
		The Eye and Transduction		22:05
			Graphic Showing Path Light Takes Through the Eye to be Seen	22:07
		Light Control		22:56
			Visual Acuity: Sharpness of Visual Perception	22:59
			Fovea: Area at the Center of the Retina Containing Only Cones -- When Focused Here, See Only Color	24:04
			Peripheral Vision: Vision at Edges of Visual Field; Side Vision	24:14
			Tunnel Vision: Loss of Peripheral Vision	27:15
		Visual Information Processing		28:02
			Feature Detectors: Nerve Cells in the Brain That Respond to Specific Features of the Stimulus, Such as Shape, Angle, or Movement.	28:08
			Different Locations in the Brain Have Specialized Functions, e.g. Color, Form, Edge, Motion, Depth, Etc.	28:25
			Saccade: Reflexive Movement of Eyes From Side to Side so that the Neurons Will Continue Firing and so Fill In Information Due to Blind Spot	30:04
		Visual Acuity -- Snellen Test		31:55
			Snellen Test is Another Name for an Eye Chart	31:59
		Trichromatic Theory		33:46
			The Trichromatic, or Young-Helmboltz, Theory	33:53
			Color Vision Theory That Hypothesizes We Have Three Cone Types in the Retina: Red, Green, Blue	34:49
			Most Researchers Conclude That This Theory Along With the Trichromatic Can Explain Color Vision -- Individually, Each is Lacking	36:11
		Trichromatic Theory		36:28
			The Trichromatic, or Young-Helmboltz, Theory	36:40
			Color Vision Theory That Hypothesizes We Have Three Cone Types in the Retina: Red, Green, Blue	37:02
		Trichromatic Theory		37:59
			We See a Specific Color by Comparing Responses From 3 Kinds of Cones, Each Most Sensitive to a Short, Medium, or Long Wavelength of Light	38:02
			Fewer Short Wavelength Cones (Blue) So We See Red, Yellow, and Green Colors Better	38:53
			When All 3 Cones Are Equally Active, We See White or Gray	39:04
			Incomplete Theory, e.g., Can't Explain Negative Color Afterimage	39:20
		Opponent Process Theory		39:28
			Color Vision Theory Based on Three Systems: Red or Green, Blue or Yellow, Black or White	39:32
		Optical Illusion		41:11
			Demonstration of Opponent Process Theory With Picture of Green, Black, and Yellow American Flag	41:13
		Continuation of Illusion		42:13
			Optical Illusion Continued: Staring at Black Dot on Picture on Last Slide Will Produce a Red, White, and Blue Flag on This Slide	42:17
		Negative Afterimage		42:26
			Why Did You See an American Flag When You Looked at the White Screen?	42:36
		Color Vision Deficiency		43:14
			Inability to Perceive Color Differences	43:23
		Color Blindness		44:09
			Inability to Perceive Colors; Lack Cones or Has Malfunctioning Cones	44:12
			Color Weakness: Inability to Distinguish Some Colors	44:23
		Ishihara Test		44:38
			Test for Color Blindness and Color Weakness	44:41
		Color Blindness		45:20
			Pictures of Different Apples Viewed By A Trichromatic Color Viewer and One Who is Colorblind	45:22
		Wiki Color Test		45:54
			Demonstration of Test	45:57
		Dark Adaptation		46:20
			Increased Retinal Sensitivity to Light After Entering the Dark, Similar to Going From Daylight Into a Dark Movie Theater	46:27
			Rhodopsin: Light-Sensitive Pigment in the Rods; Involved with Night Vision	46:40
			Night Blindness: Blindness Under Low-Light Conditions; Hazardous for Driving at Night	47:01
		Dark Adaptation		47:36
			Graph Showing Length of Time it Takes Cones and Rods to Acclimate to the Dark	47:38
		Review		49:22
			What is the Order of Eye Parts That a Light Wave Travels Through Before it Gets to the Optic Nerve?	49:25
			Describe What Transduction Is	50:01
			Compare and Contrast (or Differentiate) the Two Theories of Color -- Trichromatic and Opponent-Process Theory	50:12
			What Makes Someone Colorblind? What Do They See as Compared to Others?	50:29
			What is the Electromagnetic Spectrum? Why Can We See Only Part of It?	51:05
	Hearing			29:57
		Intro		0:00
		Hearing, Taste, Smell, Touch, Body Senses		0:18
			Describe Sensory Processes, Including the Specific Nature of Energy Transduction, Relevant Anatomical Structures, and Specialized Pathways in the Brain for Each of the Senses	0:22
		The Senses		0:40
			Vision	0:46
			Audition/Auditory	0:49
			Olfaction/Olfactory	1:05
			Gustation/Gustatory	1:11
			Somesthetic/Skin Senses	1:17
			Vestibular/Balance	1:30
			Kinesthesis/Kinesthetic	1:34
			Pain/Ouchies	1:45
		Hearing		1:52
			Audition: The Sense or Act of Hearing	1:55
			Sound Waves: Rhythmic Movement of Air Molecules	2:01
			Frequency: The Number of Complete Wavelengths That Pass a Point in a Given Time (i.e. Per Second, Measured in Megahertz)	2:41
			Pitch: Higher or Lower Tone of a Sound: a Tone's Experienced Highness or Lowness; Depends on Frequency	2:54
			Loudness: Sound Intensity	3:37
		Hearing: Parts of the Ear		4:01
			Pinna: External Part of the Ear	4:13
			Auditory Canal	4:24
			Tympanic Membrane: Eardrum	4:34
			Auditory Ossicles: Three Small Bones That Vibrate; Link Eardrum With Cochlea	5:00
			These Bones Concentrate the Vibrations of the Cardrum on the Cochlea's Oval Window	5:50
			Transduction Occurs in the Cochlea (In the Cilia of the Basilar Membrane) Where the Signals are Sent to the Auditory Nerve	5:59
		Ear Anatomy		6:26
			Diagram of the Ear and Its Parts	6:29
		Hearing: The Inner Ear		7:44
			Oval Window	7:46
			Cochlea: Snail Shaped Organ That Makes Up Inner Ear	7:53
			Hair Cells (aka Cilia or Stereocilia): Receptor Cells Within Cochlea That Transduce Vibrations Into Nerve Impulses	7:58
			Basilar Membrane: Inner Surface of Cochlea That Contains the Hair Cells -- Pressure of Fluid Moves the Fibers, Creating the Transduction to the Auditory Nerve	8:13
			Semicircular Canals	8:49
			Vestibular Sacs	8:50
			Auditory Nerve	8:55
			Auditory Cortex	9:05
		Theories of Sound/Hearing		9:10
			How Do We Hear Certain Pitches or Tones	9:14
			Place Theory Says That Hair Cells in the Cochlea Respond to Different Frequencies of Sound Based Upon Where They Are in the Cochlea	9:19
			Pitch Theory Indicates That Some Hair Cells Sense the Upper Range and Some Hair Cells Respond to the Lower Range.	10:00
			Lower Tones are Sensed By the Rate at Which The Cells Fire. We Sense Pitch Because the Hair Cells Fire at Different Rates (Frequencies) in the Cochlea	10:08
		Auditory Frequencies of Humans		10:29
			Audible Range of Frequencies is Usually 20-20,000 Hz.	10:43
			This Means 20 to 20K Vibrations Per Second	11:05
			One Hertz is One Vibration Per Second	11:11
			Ultrasound (Higher Frequency) -- We Cannot Perceive -- Beyond Our Upper Limit (e.g. Dog Whistle and Bats With Echolocation)	11:22
			Infrasound (Lower Frequency) -- We Can Not Perceive	14:44
			Diagram of Hearing Continuum -- What Humans Can and Can Not Hear	14:50
		How Do We Detect Higher and Lower Sounds?		17:02
			Frequency Theory: As Pitch Rises, Nerve Impulses of a Corresponding Frequency Travel Up the Auditory Nerve That Matches the Frequency of the Tone	17:12
			This Enables Us To Perceive Pitch	17:22
			Place Theory: Higher and Lower Tones Excite Specific Areas of the Cochlea -- See Previous Graphic	17:26
			Examples: Singing and Pitch -- The Film Pitch Perfect Singing A Capella	17:35
			Randy Jackson -- You're Pitchy, Dawg -- Pitch Not Identical to Frequency -- Pitch is Subjective	18:14
		Decibels and Hearing		20:00
			140 -- Rock Concert/Fireworks/Jet Takeoff	22:41
			120 -- Dance Clubs, Chainsaw	21:53
			110 -- Personal Stereo	21:48
			100 -- Exercise Class, Video Arcade	21:39
			90 -- Lawnmower, Most Motorcycles, Crying Child	21:16
			80 -- Traffic Around Town, Old Style Phone Ring	20:50
			60 -- Normal Conversation	20:38
			40 -- Refrigerator, Quiet Living Room, Library	20:11
		Conduction Deafness		24:23
			Poor Transfer of Sounds From Tympanic Membrane to Inner Ear	24:29
		Nerve Deafness		25:19
			Caused by Damage to Hair Cells or Auditory Nerve	25:22
			Hearing Aids Useless in These Cases, Since Auditory Messages Cannot Reach the Brain	25:33
			Cochlear Implant: Electronic Device That Stimulates Auditory Nerves	25:39
			Picture of Cochlear Implant Being Worn	25:41
		Preventable Hearing Problems		26:17
			Stimulation Deafness: Damage Caused by Exposing Hair Cells to Excessively Loud Sounds	26:21
			e.g. Use of Earbuds, Sound is Too Loud	26:27
			Natural Aging: Mosquito Ringtone	26:47
		Review		28:23
			What Are The Parts of the Ear?	28:26
			In What Order Do the Sound Waves Go (In Terms of Ear Parts)?	28:28
			How is Sound Measured?	29:14
			At What Point is Sound Potentially Dangerous?	29:22
			Describe the Different Kinds of Hearing Loss -- Conduction and Nerve Deafness	29:36
	The Other Senses			38:51
		Intro		0:00
		Smell		0:13
			Olfaction: Sense of Smell -- A Chemo Sense	0:24
			Receptors are Located in a Mucous Membrane in the Upper Nasal Cavity (as Many as 100x Kinds of Receptors May Exist)	0:39
			Olfactory Nerve Fibers Respond to Gaseous Molecules -- Approx. 5 Million in Each Nasal Cavity	1:05
			Nerve Fibers From the Olf. Bulb Connect to the Brain at the Amygdala, Then to Hippocampus (Connected to Emotions and Memory)	1:33
			Pheromones: Airborne Chemical Signal	2:53
			Lock and Key Theory: Odors are Related to Shapes of Chemicals and Molecules	3:21
			Anosmia: Defective Sense of Smell for a Single Odor	4:14
		Olfactory System		4:41
			Picture of What the Olfactory System Looks Like	4:42
		Olfactory System		5:26
			Animals and Scent Marking, e.g. Cats and Dogs	5:29
			Cats Have Special Glands in Their Faces --> Rubbing	6:01
			Women Tend to be Able to Smell More Accurately Than Men at All Ages	8:14
			Ability to Smell Peaks From About 30-50	8:26
			Decline After 50	8:30
			Think Old Ladies and Perfume	8:35
			Smells Tend to be Very Evocative of Memories -- Even of Ones Long Past -- From Learned Associations	9:18
			Malls and Stores -- Will Pump in Certain Smells to Lure You In	10:20
		Gustation and Taste Buds		11:08
			Taste-Receptor Cells on Tongue Absorb Chemicals From Food We Eat	11:20
			Papillae are the Cells on the Tongue -- The More Packed Together The Papillae Are, the More Chemicals Are Absorbed, The More Intense the Taste	11:31
			Sense of Taste	12:11
			Taste Works With Smell to Work	14:11
			As We Age, Sense Gets Weaker	14:15
		Taste and Survival Functions		14:31
			Sweet -- A Source of Energy	14:35
			Salty -- We Need Sodium for Our Basic Physiology	14:54
			Sour -- Potentially Toxic Acid	15:06
			Bitter -- Potential Poison	15:14
			Umami -- Proteins for Growth and Tissue Repair	15:30
			Dr. Linda Bartushock -- Research on Super-Tasters	15:45
		The Tongue		17:08
			Diagram of Tongue and Its Types of Papillae	17:09
		Sensory Interaction		17:28
			If You Close Your Eyes and Close Your Nose, Have Someone You Trust Feed You Various Foods	17:36
			McGurk Effect	18:42
		Somethetic Senses		19:31
			Skin Senses (Touch): Light Touch, Pressure, Pain, Cold, Warmth	19:34
		The Skin		19:41
			Diagram of Layers of the Parts of the Skin	19:43
		Vestibular System		20:47
			Vestibular: Balance, Gravity, and Acceleration of the Head	20:52
			Kinesthetic: Detect Body Position and Movement (Where is the Body in Space -- Gymnasts, Divers, Dancers, etc.) Procioreceptors	21:01
			Otolith Organs: Sensitive to Movement, Acceleration, and Gravity	21:47
			Semicircular Canals: Fluid-Filled Tubes in Ears That are Sensory Organs for Balance	22:10
			Crista: Float That Detects Movement in Semicircular Canals	23:10
			Ampulla: A Wider Part of the Canal	23:15
		Vestibular System and Motion Sickness		23:25
			Motion Sickness is Directly Related to Vestibular System	23:32
			Sensory Conflict Theory: Motion Sickness Results From a Mismatch Between Information From Vision, Vestibular System, and Kinesthesis	23:36
			Medications, Relaxation, and Lying Down Might Help	24:17
		Pain		24:28
			Visceral Pain: Pain Originating in Internal Organs	24:38
			Referred Pain: Pain Felt on Surface of Body, Away from Origin Point	24:50
			Somatic Pain: Sharp, Bright, Fast; Comes From Skin, Joints, Muscles, Tendons	24:55
			Phantom Limb: Missing Limb Feels Like It is Present, Like Always Before Amputation or Accident (V.S. Ramachandran's Work Phantoms in the Brain)	25:14
		Types of Pain		26:51
			Warning System: Pain Carried by Large Nerve Fibers; Sharp, Bright, Fast Pain That Tells You Body Damage May Be Occurring (e.g. Knife Cut)	26:57
			Reminding System: Small Nerve Fibers: Slower, Nagging, Aching, Widespread; Gets Worse if Stimulus is Repeated; Reminds System That Body has Been Injured	27:29
		Gate-Control Theory of Pain		28:16
			Sensory (Afferent) Receptors That Respond to Damaging Tissue (or Other Noxious Stimuli) Are Pain Receptors or Nociceptors	28:21
			The More the Neurons Fire, The More Intense the Pain	28:38
			Theory That Pain Messages From Different Nerve Fibers Pass Through the Same Neural Gate in the Spinal Cord	28:42
			If Gate is Closed by One Pain Message, Other Messages May Not be Able to Pass Through	28:50
			Substance P is a Neuropeptide (regulatory) Neurotransmitter -- Along With Other NTs Can Increase Neural Inflammation	29:38
		Adaptation, Attention, and Sensory Gating		30:22
			Sensory Adaptation: When Sensory Receptors Respond Less to Unchanging Stimuli	30:28
			Perceptual Adaptation (Sensory Habituation): One's Perceptions of Senses Depends Upon How Focused We Are on Them	32:03
		Adaptation, Attention, and Sensory Gating		32:44
			Selective Attention: Voluntarily Focusing on a Specific Sensory Input	32:46
			Sensory Gating: Facilitating or Blocking Sensory Messages in the Spinal Cord	34:17
		Controlling Pain		34:32
			Fear, or High Levels of Anxiety, Almost Always Increase Pain	34:35
			If You Can Regulate a Painful Stimulus, You Have Control Over It	34:46
			Distraction Can Also Significantly Reduce Pain	35:07
			The Interpretation You Give A Stimulus Also Affects Pain	35:22
			Beta-endorphins -- Natural Pain Chemical Similar to Morphine (Endogenous Opioid Peptides)	35:55
			e.g. Runner's High	36:34
		Review		37:33
			How Do We Taste and Smell? What Parts of the Head and Brain are Involved?	37:36
			What Does the Term Chemoreceptors Mean?	37:53
			What are the Senses That We Have? Go Beyond the Main Five	38:00
			Describe Different Kinds of Pain	38:26
			What is Sensory Adaptation? Give at Least Two Examples	38:30
	Perception, Part 1			23:59
		Intro		0:00
		Objectives		0:57
			Describe General Principles of Organizing and Integrating Sensation to Promote Stable Awareness of the External World (e.g., Gestalt Principles, Depth Perception).	1:01
			Discuss How Experience and Culture Can Influence Perceptual Processes (e.g., Perceptual Set, Context Effects).	1:15
		Gestalt		1:25
			Cognitive Viewpoint	1:35
			German Word Meaning Pattern or Whole	1:37
			Gestalt Psychologists Emphasized Our Tendency to Integrate Pieces of Information Into Meaningful Wholes	1:53
		Form Perception: Figure and Ground		4:54
			Two Pictures: Two Profiles or One Vase?	5:15
		Form Perception: Figure and Ground		6:39
			Two Pictures: Profile of Old Woman or Young Girl With Head Turned Away?	6:43
		Form Perception		8:18
			Grouping (Proximity)	8:32
			Diagram: Six Rows or Three Sets of Two Columns?	8:37
		Form Perception		9:25
			Grouping (Similarity)	9:27
		Form Perception		9:54
			Grouping (Continuity)	10:00
		Form Perception		10:37
			Grouping (Connectedness)	10:42
		Form Perception		11:09
			Grouping (Closure)	11:12
		Depth Perception		12:36
			The Ability to See Objects in Three Dimensions Although The Images That Strike the Retina are Two Dimensional; Allows Us To Judge Distance	12:58
			How and When Do We Perceive That?	13:10
			Visual Cliff	13:13
			A Demonstration That Shows Babies of a Certain Age Do Not Possess Depth Perception	13:26
			Ability Develops With Age and Needs of Species	14:39
			Developed by Gibson and Walk	14:56
		Depth Perception		15:10
			Binocular Cues	15:14
		Depth Perception: Monocular Cues		17:32
			Relative Height	17:52
			Relative Size	17:53
			Interposition	17:54
			Linear Perspective	15:55
			Relative Motion	15:56
			Light and Shadow	15:57
		Depth Perception: Monocular Cues		17:59
			Relative Height	18:03
		Depth Perception: Monocular Cues		18:38
			Relative Size -- In Two-Dimensional Drawings or Paintings You Assume Smaller Things Are Further Away Since They Are Likely Similar Size	18:41
		Depth Perception: Monocular Cues		19:47
			Interposition -- If One Object Blocks Our View of Another Object, We Assume That It Is Closer	20:01
		Depth Perception: Monocular Cues		20:32
			Linear Perspective -- When Parallel Lines Seem to Converge In the Distance, The More They Converge, the Greater the Distance	20:56
		Depth Perception: Monocular Cues		21:24
			Linear Perspective -- Example Two (Train Tracks)	21:27
		Depth Perception: Monocular Cues		21:55
			Relative Motion: As We Move, Objects That Are Actually Stable May Appear To Move -- e.g. While Riding in a Car, You May Fix Your Eyes on a House -- The Objects Beyond that Point May Appear to Move With You -- Objects in Front of That Object Appear to Move Backward	21:59
			Increase Distance From the Fixation Point Increases Perceived Speed	22:37
		Review		22:52
			Describe at Least Three Gestalt Principles That Impact Our Perceptions	22:55
			Describe at Least Three Monocular Cues That Allow People to See Depth	23:01
			Describe The Primary Binocular Cue	23:07
	Perception, Part 2			28:07
		Intro		0:00
		Motion Perception		0:12
			Stroboscopic Movement -- In the Case of Motion Pictures -- 24 fps -- a Series of Still Photos Creating The Illusion of Movement	0:18
			Phi Phenomenon -- An Illusion of Movement Created When Two or More Adjacent Lights Blink On and Off in Quick Succession (Think a Movie Marquee or Lights on the Vegas Strip)	2:17
		Perceptual Constancy		3:04
			Perceiving Objects as Unchanging (Having Consistent Shapes, Sizes, Lightness, and Color) Even as Illumination and Retinal Images Change	3:11
		Color Constancy		3:33
			Perceiving Familiar Objects as Having Consistent Color, Even if Changing Illumination Alters the Wavelengths Reflected by the Object	3:46
			(Picture of Balloon, Part of Which is in Direct Light and Appears to Be a Different Color)	3:57
		Shape Constancy		4:35
			Although Our Viewing Angle May Change or the Object May Rotate, We Still See the Object as Staying the Same Shape	4:39
			e.g. When We See a Door -- Closed, Partially Open, Mostly Open -- From the Same Angle	4:50
		The Ames Room and Forced Perspective		5:37
			Diagram Showing Example of Ames Room and Forced Perspective	5:47
		Illusions		7:47
			Mega Site	8:07
			Animated Necker Cube	8:23
			Dogfeathers	9:20
			Table Illusion	9:32
			Spiral Illusion	10:01
			Hollow Face Illusion	11:10
		Impossible Figure: Blivet		12:11
			Where Does the Middle Prong Start? (Top-Down Processing)	12:18
		Top-Down Processing and Illusions		13:40
			So Why Do We See These Illusions?	13:44
			Most of the Examples of Illusions We've Seen are From Top-Down Processing	13:48
			Examples -- Figure Ground (Vase-Face), Old Woman-Young Woman, Ambiguous Figures, Seeing Patterns Where There is Randomness	13:52
			Seeing Impossible Figures -- Our Brain Sees 2-D But Interprets the Visual as 3-D	14:33
			Vertical v Horizontal Stripes Making a Person Look Thinner or Thicker	15:22
			The Moon Raching Through the Clouds as We Are Driving	16:25
		Extrasensory Perception (ESP)		16:52
			The Highly Controversial Claim That Perception Can Occur Apart From Sensory Input; Includes Telepathy, Clairvoyance, and Precognition	17:06
			Parapsychology	17:49
			Ultimately -- What is the Evidence?	18:02
			James Randi (The Amazing Randi and JREF $1M)	18:18
			Skeptical Inquirer (Michael Schermer)	19:54
		Review		21:33
			Take One Constancy and Illustrate How It Alters What We View Things That May Appear to be Something They Are Not	21:38
			Connect the Ideas of Perception and Schema and How They Interact	22:03
Section 5: States of Consciousness
	States of Consciousness			48:07
		Intro		0:00
		States of Consciousness (2-4%)		0:12
			Sleep and Dreaming	0:32
			Hypnosis	0:33
			Psychoactive Drug Effects	0:35
		Overview and Objectives		0:38
			Understanding Consciousness and What it Encompasses is Critical to an Appreciation of What is Meant by a Given State of Consciousness	0:40
			Objectives	0:58
		Objectives, Continued		1:16
			Describe Historic and Contemporary Uses of Hypnosis (e.g. Pain Control, Psychotherapy).	1:18
			Explain Hypnotic Phenomena (e.g., Suggestibility, Dissociation).	1:23
			Identify the Major Figures in Consciousness Research (e.g. William James, Sigmund Freud, Ernest Hilgard).	1:26
		States of Consciousness		1:39
			What is Consciousness?	1:41
		States of Consciousness		2:50
			Philosophical Discussion on the Nature of Consciousness	2:52
		Levels of Consciousness		4:03
			Conscious Level	4:07
			All the Sensations, Perceptions, Memories and Feelings You Are Aware of at Any Instant	4:12
			Nonconscious Level	4:42
			Preconscious Level	5:26
			Subconscious Level	5:45
			Unconscious	6:22
		Consciousness		6:36
			Chart Describing the Various States of Consciousness, Which Can Occur Spontaneously, Be Physiologically Induced, or Psychologically Induced	6:38
		Biological Rhythms -- Circadian Rhythms		8:20
			Circadian Rhythms	8:36
		Biological Rhythms -- Infradian Rhythms		10:35
			Rhythm With a Period Longer Than a Circadian Rhythm With a Frequency Less Than One Cycle in 28 Days	10:40
		Biological Rhythms -- Ultradian Rhythms		11:50
			Recurrent Periods or Cycles Repeated Throughout a Circadian Rhythm Multiple Times Per Day	11:54
		Sleep and Dreams		12:42
			Characteristics of Sleep	12:53
		Measuring Sleep Changes		15:29
			Electroencephalograph (EEG): Brain-Wave Machine Amplifies and Records Electrical Activity in the Brain	15:31
			Beta Waves: Small Fast Waves Associated With Alertness and Awakeness	15:45
			Alpha Waves: Large, Slow Waves Associated With Relaxation and Falling Asleep	15:53
		Stages of Sleep		16:24
			Awake -- Alpha (Getting Relaxed)	16:26
			Stage Zero	16:32
			Stage One	26:33
		Stages of Sleep		18:00
			Stage Two	18:02
			Stage Three	18:17
			Stage Four	18:50
		REM (Rapid Eye Movement) Sleep		19:09
			Active Sleep: REM (Rapid Eye Movement)	19:16
		Non-REM or NREM Sleep		21:56
			Occurs During Stages One, Two, Three, and Four; No Rapid Eye Movement Occurs	22:00
			90 Percent of Sleep Here is Dream-Free	22:05
			Seems to Help Us Recover From Daily Fatigue	22:08
		Sleep Stages		22:19
			Graphic of Hypnogram, Which Measures a Sleeping Person's Brain Waves	22:21
		REM		23:17
			Good Band	23:21
			Rapid Eye Movement	23:23
			Occurs at Second Descent	23:24
			Function is Somewhat Mysterious	23:27
			REM Sleep Function vs. NREM Sleep Function	23:51
		Why We Sleep		24:01
			Sleep Theories	24:04
		Sleep Over Time		24:25
			Infants -- 16 Hours of Sleep Per Day, Half REM	24:27
			Five to 13 Year-Olds -- 10 Hours Sleep Per Day, 2+ Hours REM	24:36
			Twenty Year-Olds -- 7.5 Hours Sleep Per Day, 2 Hours REM	24:42
			Fifty+ -- Typically Six Hours Per Day, Less Than 2 Hours REM	24:49
			We Need Less Sleep as We Get Older	24:58
		Sleep Issues		25:25
			Variations in Sleeping Patterns	25:27
			Cultural Influences	25:37
			Sleep Debt -- Effects of Sleep Loss -- Need an Alarm to Wake Up; Struggle to Get Out of Bed, Feeling Tired and Irritable, Difficulty Concentrating and Remembering, Slow Thinking and Problem Solving, Sleepy When Not Moving (Lectures, TV, Riding in Cars), etc.	26:38
			Sleepwalking (Somnambulism): Occurs in NREM Sleep During Stages 3 and 4.	28:00
			Sleeptalking: Speaking While Asleep; Occurs in NREM Sleep	28:33
		Shift Work and Sleep Deprivation		28:42
			What Is Sleep Debt and What Symptoms Does it Have?	29:46
			How Does Shift Work Disrupt People's Sleep Habits?	29:59
			What Are Good Sleep Habits?	30:05
			Restaurants and How to Get Rid of an Employee	30:23
		Theories of Dreaming		31:48
			Dreaming -- The Experience of Envisioned Images, Sounds, and Other Sensations During Sleep	31:58
			Sigmund Freud/Psychodynamic Theory	32:13
			Activation-Synthesis Theory	33:59
			Problem Solving/Information Processing Theory	35:03
			Physiological Function Theory	35:24
		Sleep Disorders		36:09
			Insomnia -- Temporary and Chronic	36:15
			Narcolepsy -- May Include Cataplexy	36:29
			Sleep Apnea	37:11
			Parasomnias	39:22
		Hypnosis (Framz Mesmer)		40:38
			An Altered State of Consciousness In Which a Person is Highly Suggestible	41:00
			What Hypnosis Can Do:	41:30
		Theories of Hypnosis		43:11
			Social Influence Theory (Role Theory)	43:14
		Theories of Hypnosis		44:15
			Divided Consciousness Theory (Dissociation Theory)	44:17
		Review		46:28
			Distinguish Among Circadian, Infradian and Ultradian Rhythms.	46:31
			Give an Example of Each of the Above	46:38
			Describe the Difference Between REM and NREM Sleep	46:41
			What are Two Common Sleep Disorders and Their Likely Causes?	46:47
			Compare the Different Theories of Dreaming -- Which Makes the Most Sense from a Scientific Point of View?	46:55
			What are the Best and Worst Uses For Hypnosis?	47:08
			Is Hypnosis Widely Accepted Among Psychologists?	47:29
	States of Consciousness: Drugs			36:21
		Intro		0:00
		Objectives		0:11
			Identify the Major Psychoactive Drug Categories (e.g. Depressants, Stimulants) and Classify Specific Drugs, Including Their Psychological and Physiological Effects	0:12
			Discuss Drug Dependence, Addiction, Tolerance, and Withdrawal	0:25
		Drugs		0:32
			Psychoactive Drugs	0:33
			Physical Dependence/Addiction	1:21
			Psychological Dependence -- Drugs That Reduce Stress Become and Increasingly Important Part of a User's Life, Often as a Way to Relieve Negative Emotions (Sometimes Called Self-Medication)	3:09
		Misconceptions About Addiction		3:54
			Addiction -- Compulsive Drug Craving and Use, Despite Adverse Consequences	3:55
			Myths	5:05
		How Drugs Affect the Brain		6:58
			Psychoactive Drugs Affect Synapses and Neurotransmitters in Three Ways	6:59
			Tolerance: The Brain Will Produce Less of a Specific Neurotransmitter if it is Being Artificially Supplied by a Psychoactive Drug	7:31
		Categories of Drugs		8:06
			Depressants	8:10
			Hallucinogens	8:20
			Stimulants	8:31
		Depressants		9:20
			Alcohol, Barbiturates, Opiates	9:22
			Drugs That Reduce Neural Activity and Slow Body Functioning	9:26
			Includes Alcohol and Sedatives	9:39
			All Depressants Can Cause Dependence, Tolerance, Withdrawal, and Psychological Addiction	12:19
		Sedatives		13:10
			Drugs That Reduce Anxiety or Induce Sleep	13:11
			Also Called Tranquilizers or Hypnotics	13:20
			Include Barbiturates (Drugs That Depress the Activity of the Central Nervous System, Reducing Anxiety but Impairing Memory and Judgment e.g. Phenobarbital or Seconal) and Benzodiazepines (Anti-Anxiety Drugs)	13:29
		Opiates		14:39
			Drugs That Depress Neural Activity, Temporarily Lessen Pain and Anxiety	14:40
			Include: Opium, Morphine, Codeine, and Heroin	14:54
			Strong Sedative and Pain-Relieving Drugs	15:31
			Work By Preventing Pain Neurons From Firing or Releasing Pain-Signaling Neurotransmitters Into the Synapse, and Increasing Endorphin Levels	15:35
			Over Time, the Brain Eventually Stops Producing Its Own Endorphins (Endogenous Opioid Peptides)	15:48
			All Opiates Can Cause Dependence, Tolerance, Withdrawal, and Psychological Addiction	17:44
		Stimulants		18:02
			Drugs That Excite Neural Activity and Speed Up Body Functions	18:03
			Include: Caffeine, Nicotine, Amphetamines, and Cocaine	18:18
			Provides User With a Sense of Increased Energy, Mental Alertness and Forced Wakefulness	18:52
			Blocks Neurological Receptor Sites That, If Activated, Sedate the Central Nervous System	19:08
			All Stimulants Can Cause Dependence, Tolerance, Withdrawal, and Psychological Addiction	19:30
			Methamphetamines = Super Stimulant	19:55
		Stimulants -- Cocaine		20:50
			Sniffed/Snorted, Injected or Smoked -- Gets Into Bloodstream Quickly	20:51
			Euphoria Created Depletes Brain's Supply of Dopamine, Serotonin, and Norepinephrine	21:00
			Crack is More Potent Version -- Briefer, More Intense High, a Craving for More	21:40
			Cocaine is a Reuptake Inhibitor -- This Means it Blocks Neurotransmitters Already in the Synapse	21:52
			Once Cocaine Level Drops, There is a Crash	22:33
		Stimulants -- MDMA		22:42
			Ecstasy, Molly -- Methylenedioxymethamphetamine	22:43
			First Used in Northern California in Therapists' Offices	23:06
			Releases Stored Serotonin & Blocks Reabsorption (Reuptake Inhibitor) -- Creates Longer Effect	24:00
			3-4 Hour Impact	24:16
			Lower Inhibitions, Increases Pleasant Feelings, and Greater Acceptance of Others Increased Light and Tactile Sensitivity	24:23
			Dehydrating Effect (Made Worse by Dancing), Overheating, Increased Blood Pressure, and Even Death	25:37
			Suppresses Immune System, Impairs Memory, and Disrupts Sleep (Part of Serotonin Connection)	26:18
			Long-term Usage Reduces Serotonin's Creation and a Depressed Mood	26:34
		Hallucinogens		27:00
			LSD (Lysergic Acid Diethylamide), PCP, Marijuana (THC)	27:01
			Drugs That Distort Perceptions and Evoke Sensory Images in the Absence of Sensory Input	27:09
			Include: LSD and Ecstasy (MDMA)	27:40
			Sometimes Called Psychedelics	27:53
			LSD Effects Vary From Person to Person	27:56
			Many Have a Near Death Type of Experience -- Related to Oxygen Deprivation	28:00
			Can Cause Physiological Dependence/Tolerance in Some People, But Not Everyone. Can Cause Psychological Dependence	28:07
		Marijuana		29:41
			Leaves, Stems, Resin, and Flowers From the Hemp Plant That, When Smoked, Lower Inhibitions and Produce Feelings of Relaxation and Mild Euphoria	29:42
			THC (Delta-9-Tetrahydrocannabinol) is the Active Ingredient	30:10
			Disrupts Memory; Lung Damage From Smoke	30:17
			Can Cause Physiological Dependence/Tolerance in Some People, But Not Everyone. Can Cause Psychological Dependence	30:31
		Why Do People Use Drugs?		31:36
			Biological Influences	31:37
			Psychological Influences	32:22
			Socio-Cultural Influences	33:31
		Review		34:35
			What Are the Major Categories of Psychoactive Drugs?	34:36
			What Are the Effects of the General Categories of Drugs?	34:47
			If One Looks for Energy, One Will Likely Take…	34:55
			If One Looks to Calm Down…	35:06
			If One Wants to Alter Their Perceptions…	35:12
			Which Drug is a Mood Enhancer as Well as a CNS Depressant?	35:21
			Which One is Similar to Endogenous Opioid Peptides?	35:31
			Distinguish Between Addiction and Dependence	35:51
Section 6: Learning
	Learning: Intro & Classical Conditioning			33:26
		Intro		0:00
		Learning (7-9%)		0:19
			Classical Conditioning	0:38
			Operant Conditioning	0:40
			Cognitive Processes	0:42
			Biological Factors	0:44
			Social Learning	0:46
			This Section of the Course Introduces Students to the Differences Between Learned and Unlearned Behavior. The Primary Focus is Exploration of Different Kinds of Learning, Including Classical Conditioning, Operant Conditioning, and Observational Learning. The Biological Bases of Behavior Illustrate Predispositions for Learning.	2:17
		Objectives		1:15
			Distinguish General Differences Between Principles of Classical Conditioning, Operant Conditioning, and Observational Learning (e.g. Contingencies).	1:24
			Describe Basic Classical Conditioning Phenomena, Such as Acquisition, Extinction, Spontaneous Recovery, Generalization, Discrimination, and Higher Order Learning.	1:28
			Predict the Effects of Operant Conditioning (e.g. Positive Reinforcement, Negative Reinforcement, Punishment, Schedules of Reinforcement).	2:29
			Predict How Practice, Schedules of Reinforcement, and Motivation Will Influence Quality of Learning.	2:38
		Objectives, Continued		2:45
			Describe the Essential Characteristics of Insight Learning, Latent Learning, and Social Learning	2:48
			Apply Learning Principles to Explain Emotional Learning, Taste Aversion, Superstitious Behavior, and Learned Helplessness	2:53
			Suggest How Behavior Modification, Biofeedback, Coping Strategies, and Self-Control Can Be Used to Address Behavioral Problems	3:06
			Identify Key Contributors in the Psychology of Learning (e.g. Albert Bandura, John Garcia, Ivan Pavlov, Robert Rescale, B.F. Skinner, Edward Thorndike, Edward Dolman, John B. Watson)	3:20
		Learning = Conditioning		3:43
			Relatively Permanent Change in Behavior	4:02
			As a Result of Experience	4:07
			Does NOT Include Instincts, Reflexes, and Maturation	4:11
			In This Unit, We Will Examine Learning By Association by Consequence and By Observation	4:36
			Lots of Terms and Relationships to Each Other	4:41
			Learning is Inferred From a Change in Behavior/Performance	4:59
			Learning Results in an Inferred Change in Memory	5:09
		Learning		5:22
			This Means That Behavior Changes That are Temporary or Due to Things Like Drugs, Alcohol, etc. are NOT Learned	5:29
		Classical Conditioning		5:46
			One Type of Learning	6:19
			Learning That Takes Place When an Originally Neutral Stimulus Comes to Produce a Conditioned Response Because of its Association With an Unconditioned Stimulus.	6:23
			History: Discovered by Russian Psychologist, Ivan Pavlov.	7:56
			Studied Dogs and Salivation	8:01
		Pavlov and Contiguity		8:34
			Temporal Association Between Two Events That Occur Closely Together in Time.	8:58
			The More Closely in Time Two Events Occurred, the More Likely They Were to Become Associated; as Time Passes, Association Becomes Less Likely	9:28
		Terms		10:22
			Unconditioned Stimulus (UCS or US) -- Any Stimulus That Creates an Autonomic/Automatic/Reflexive Response in an Organism	10:27
			Unconditioned Response (UCR or UR) -- Response That Occurs Due to Autonomic or Reflective Stimulus	10:52
			Conditioned Stimulus (CS) -- Anything That Can Be Perceived	11:10
			Conditioned Response (CR) -- Anything That Can Be a UCR/UR Can Become a CR. For AP Psych, the UR is ALWAYS the Same as the CR	11:26
		Diagram of Classical Conditioning		11:56
			Unlearned S-R (Relationship) + (Association Formed/Pairing Made) --> Learned S-R	12:05
		Pavlov and the Dogs		13:28
			Same Diagram Using Examples from Pavlov's Research -- Food --> Salivation + Bell rung with food eventually becomes Bell Rung --> Salivation	13:35
		Watson, Ramer, and Little Albert		16:20
			Baby Albert -- 8 Months Old	16:38
			Use of Metal Bar on Metal Bar	17:16
			Paired Loud Noise With Rat, Rabbit, and More	17:36
			Questions:	18:26
		Watson and Little Albert		20:24
			Unlearned S-R (Relationship) + (Association Formed/Pairing Made)	20:33
			Loud Sound --> Fear then Rat+ Loud Sound eventually becomes Rat --> Fear	20:38
		Stimulus Generalization		21:50
			Little Albert Generalized His Fear of Rats Into Fear of Anything With White Fur, Including a Santa Claus Mask, a Rabbit, etc.,	22:45
		Restaurants, The Flu, and Nausea		23:23
			Flu (UCS) --> Nausea/Vomiting (UCR) then Jack in the Box + With Flu Eventually Becomes Jack in the Box --> Nausea	23:40
		Food, Blood Sugar, Hunger, and Time		24:52
			Needing Food/Having Low Blood Sugar (UCS) --> Hunger (UCR) then Time on Clock or In Class Right Before Lunch --> Associate Class With Hunger Eventually Becomes Time on Clock --> Hunger	25:05
		Classic Puff of Air and Tone Example		27:46
			Puff of Air (UCS) --> Blink (UCR) then Tone + Puff of Air Eventually Becomes Tone --> Blink	27:57
		Trauma (Bomb), Context, and Fear		29:11
			Bomb Explosion (UCS) --> Fear (UCR) then Art Museum + Bomb Explosion Eventually Becomes Art Museum --> Fear	31:19
		Review		32:23
			What is Learning? How is it Different From Taking a Psychoactive Substance?	32:26
			Describe the Relationship Among the US, the UR, the CS and the CR	32:41
			What Can Be a Conditioned Stimulus?	32:50
			What Can Be an Unconditioned Stimulus?	32:58
			Come Up With Your Own Examples of Classical Conditioning in Your Life -- Label the Parts	33:03
	Classical Conditioning, Part II			21:57
		Intro		0:00
		Some More Examples		0:08
		Romance, Kissing, Arousal, and Onions		0:20
			Kissing(UCS) --> Arousal (UCR) then Kissing + Onions (CS) --> Eventually Becomes Onions --> Arousal	0:33
		Beer Ads Example		1:42
			Beer Ads Often Feature Attractive Young Women Wearing Bikinis. The Goal is to Get Men to Buy the Beer. What are the Parts of the CC Diagram With This Example?	1:45
		Beer Ads		2:02
			Attractive Women (UCS) --> Arousal (UCR) then Attractive Women + Beer (CS) --> Eventually Becomes Beer --> Arousal	2:08
		Crime Example		2:52
			When a Professor Was in College, He Was Robbed at Gun Point by a Young Man Who Gave Him the Choice (Your Money or Your Life) It was an Unexpected and Frightening Experience	2:55
			This Event Occurred At Just About Dusk and for a Long Time Thereafter, He Often Experienced Moments of Dread in the Late Afternoons Particularly When He Was Just Walking Around the City	3:05
			Even Though He Was Quite Safe, The Lengthening Shadows of the Day Were So Strongly Associated With the Dear He Experienced in the Robbery, That He Could Not But Help Feel the Emotion All Over	3:16
		Label the Crime Experience		4:15
			Threat (UCS) --> Fear (UCR) then Dusk + Robbery Became Dusk (CS) --> Fear (CR)	4:17
		Alcoholism		4:56
			Another Way to Treat Alcoholics is to Have Them Take a Drug Called Antabuse (Disulfiram). If They Ingest Any Alcohol at All, They Will Have Serious Vomiting Issues. The Desire is to Pair the Vomiting With the Alcoholic Drink.	4:58
			Can You Label the Diagram?	5:19
		Antabuse Example		6:19
			Antabuse (UCS) --> Vomiting (UCR) then Alcohol + Antabuse (CS) Eventually Becomes Alcohol --> Vomiting (CR) (But WITHOUT Use of Antabuse)	6:22
		Photos		7:12
			Anna Learns to Blink When She Sees Her Father Hold The Camera to His Eye	7:31
		Anna With the Camera and Flash		9:55
			Flash (UCS) --> Blink (UCR) then Flash + Camera Eventually Becomes Camera (CS) --> Blink (CR)	10:03
		Stimulus Generalization and Discrimination		10:21
			Stimulus Generalization	10:24
			Applies Learning to Similar Things to What Was Associated	10:27
			Stimulus Discrimination	10:58
			Does NOT Apply Learning to Similar Things To What Was Associated -- Responds Only to the Original Association	11:00
		Glaucoma Test		11:36
			Opticians and the Puff Machines -- How My Chin Made Me Cry	11:58
			Air Puff (UCS) --> Eyes Watering (UCR) then Air Puff + Chin Cup Eventually Becomes Chin Cup --> Eyes Watering	13:02
		Extinction and Spontaneous Recovery		13:33
			Extinction	13:37
			A Procedure That Leads to the Gradual Weakening And Eventual Disappearance of the CR.	13:40
			Involves Repeatedly Presenting the CS Without Pairing it With the UCS.	13:50
			Spontaneous Recovery	15:09
			Occurs When a Previously Extinguished CR Reappears After a Period of No Training	15:12
			Will Often Result From Non-Recognized Factors Not Previously Identified	15:24
		The (John) Garcia Effect		15:51
			This is the Conditioned Taste Aversion That is Rapidly Achieved by a Single Pairing of an Illness Such as Nausea With Eating a Specific Food	16:36
			Originally Discovered While Working With Rats and Studying Radiation Effects -- Initial Exposure to Food Followed by Toxic Reaction (Even if Several Hours Later) Made Rats Averse to Food	17:18
			Conditioned Animals to Avoid Foods Paired With a Previously Aversive Taste	17:35
			Conditioning Applied to Tastes But Not to Sights and Sounds	17:44
			Process Not Traditional CS --> UCS --> CR/UCR Process Since CS Occurred Long Afterward, Not Immediately	17:53
			Taste Aversion in Chemotherapy Patients is Very Common	18:07
		Higher Order (Second Order) Conditioning		18:40
			Starts Off With Traditional Unlearned Stimulus-Response Relationship, With First Association Pairing Made But Then a Second Association is Introduced	18:47
			Ex: Training Involving a Tone Then Adding Light as Second Association	19:02
		Review		20:15
			Describe the Relationship Among the US, the UR, the CS and the CR	20:18
			What Can Be a Conditioned Stimulus?	20:30
			What Can Be an Unconditioned Response?	20:50
			What Can Be an Unconditioned Stimulus?	21:08
			Come Up With Your Own Examples of Classical Conditioning in Your Life -- Label the Parts	21:18
	Operant Conditioning, Part I			31:01
		Intro		0:00
		Operant Conditioning		0:11
			Predict the Effects of Operant Conditioning (e.g. Positive Reinforcement, Negative Reinforcement, Punishment, Schedules of Reinforcement).	0:16
			Predict How Practice, Schedules of Reinforcement, And Motivation Will Influence Quality of Learning.	0:28
		Thorndike and the Law of Effect		1:07
			Responses That Produce a Satisfying Effect in a Particular Situation Become More Likely to Occur Again in That Situation, and Responses That Produce a Discomforting Effect Become Less Likely to Occur Again In That Situation	1:20
			In Other Words, When Better Things Happen After We Do Something, We Are More Likely to Do It Again	1:36
			Connectionism -- Organisms Connect Behaviors to What Occurs After -- Early Form of Behaviorism	1:46
			Thorndike is Father of Modern Educational Psychology	1:56
		Thorndike's Puzzle Box		2:35
			Picture of Puzzle Box and Graph Illustrating The More Trials a Subject Went Through, The Less Time it Took to Solve Puzzle.	2:40
		Cats, Puzzle Box, and Law of Effect		3:27
			First Trial in Puzzle Box -- More Likely to Scratch at Bars, Yeowl, Dig at Door, etc. Before Pushing Release Lever	3:29
			After Many Trials in Box, Cat is More Likely to Push Release Lever First to Escape Box.	3:56
		B.F. Skinner		4:17
			Founder of Modern Behavioral Perspective	4:20
			Operant Conditioning -- An Organism Operates in Its Environment, Exhibiting Behaviors That are Inborn or Learned	4:32
			Environmental Determinism	5:17
			Invented the Operant Conditioning Box -- Sometimes Called a Skinner Box -- He Hated That Term	5:28
			Trained Rats, Birds, and People	5:40
			So Much Research in This Area -- One of the Most Scientifically Validated Theories/Approaches	5:55
		Operant Conditioning		6:09
			A Type of Learning in Which Behavior is Strengthened if Followed by a Reinforcer or Diminished if Followed by a Punisher	6:11
			What We Are Trying to do is Learn How We Can Modify an Organism's Behavior Using the Most Effective Means Possible. We Use Reinforcement and Punishment. Each Organism Interprets This Differently.	6:27
			Key Distinction in Terms -- in OC, The Organism EMITS Behavior. In CC, The Behavior is ELICITED (Drawn Out of the Organism)	7:02
		Skinner's Experiments		7:28
			Operant Conditioning Chamber (aka Skinner Box)	7:30
			Diagram of Box and Its Parts, and Rat Inside Box	7:38
		Terms and Ideas		11:05
			These Are Labels That Are Put on After Behavior Is Seen	11:11
		Kinds of Reinforcement & Punishment		12:53
			Positive and Negative Reinforcement/ Positive and Negative Punishment	13:01
		Positive Reinforcement		15:46
			Positive Reinforcement -- Adding a Pleasant Stimulus to Increase a Behavior	15:47
			e.g. Getting a Hug	15:57
			e.g. Receiving a Paycheck	16:38
			e.g. Getting a Great Job! From Coach or Teacher	16:48
			There was this Goose -- Tale of Reinforcement	17:16
		Negative Reinforcement		20:05
			Negative Reinforcement -- Removing an Unpleasant/Aversive Stimulus to Increase a Behavior	20:08
			e.g. The Buzzing Stops When You Fasten Seat Belt	20:16
			e.g. You Put on Sunscreen Before Getting in the Sun at the Beach	21:22
		Punishment		21:38
			Positive Punishment -- Adding an Unpleasant/Aversive Stimulus to Reduce a Behavior	21:43
		Punishment		23:26
			Negative Punishment -- Removing a Pleasant Stimulus to Reduce a Behavior	23:30
		All Consequences		25:11
			Most Effective When Immediately Follows a Response AND is Applied Consistently	25:17
		Review		28:19
			What is Operant Conditioning and How Does It Differ From Classical Conditioning?	28:22
			Describe the Law of Effect	28:35
			Describe the Difference Between Reinforcement and Punishment	28:42
			How is Positive Punishment Related to Negative Reinforcement?	28:49
			Examine Your Own Life and Find an Example of Operant Conditioning in Which You Were Conditioned and Another Example in Which You Conditioned Someone Else	30:01
	Operant Conditioning, Part II			31:22
		Intro		0:00
		Kinds of Reinforcement & Punishment		0:11
			Chart Looking at Positive/Negative (Adding or Removing Stimulus And Reinforcement vs. Punishment	0:16
		Escape Conditioning		1:12
			Escape Conditioning Occurs When the Animal Learns to Perform an Operant to Terminate an Ongoing, Aversive Stimulus. It is a Get Me Out of Here or Shut This Off Reaction, Aimed at Escape From Pain or Annoyance. The Behavior That Produces Escape is Negatively Reinforced (Reinforced by the Elimination of the Unpleasant Stimulus).	1:15
		Avoidance Conditioning		2:52
			When an Organism Learns to Avoid Unpleasant or Punishing Stimuli by Learning the Appropriate Anticipatory Response to Protect it From Further Stimuli (Learns a Cue Before the Stimuli -- Follows Escape Conditioning)	2:56
			Occurs Quickly and is Very Durable.	3:18
			e.g. If You Sounded a Tone Before You Electrified the Platform. After One or Two Trials, the Rat Would Respond to the Tone by Jumping Into the Water. It Would Not Wait for the Shock.	3:53
			This is a Form of Stimulus Control, Because it Puts Behavior Under Control of a Stimulus, in This Case, the Warning Tone.	4:08
			Avoidance Behaviors are Incredibly Persistent. This is True When There is No Longer Anything to Avoid.	4:15
		Schedules of Reinforcement		5:17
			Continuous Reinforcement: Every Instance of a Behavior Occurs is Reinforced	5:33
			Partial (Intermittent) Reinforcement -- Reinforcing a Response Only Part of the Time; Results in Slower Acquisition of a Response But Much Greater Resistance to Extinction Than Does Continuous Reinforcement	5:44
			Ratio Schedules: Reinforcement is Based on the Number of Behaviors Required	6:34
			Interval Schedules: Reinforcement is Based on the Passage of Time	6:39
			Variable -- Uncertain Number of Times/Behaviors	6:44
			Fixed -- Certain Number of Times/Behaviors	6:49
			Immediate v. Delayed Reinforcers -- Like Pavlov and Contiguity, the Longer the Delay, the Less, the Connection.	6:54
		Schedules of Reinforcement		7:13
			Fixed Ratio and Variable Ratio vs. Fixed Interval and Variable Interval	7:17
		Fixed Interval Examples		11:11
			Doing My Job and Receiving my Paycheck Monthly (Last Day of the Month)	11:18
			The Daily Mail -- I Receive My Mail at Roughly the Same Time Each Day	11:35
			A Course Where There are Exams Every Three Weeks (Studying Right Before the Exam and Then Stopping Until the Next Round)	11:49
		Variable Interval Examples		12:22
			Unpredictable -- Reinforcement Occurs After a Random Amount of Time	12:26
			Checking Your Phone For Text Messages -- You Do Not Know When You Will be Rewarded With a Message, But Continue to Check Until You Do.	12:34
			A Parent Attending to the Cries of a Child. Parents Will Not Typically Attend to the Child Each Time It Cries, But Will Leave He or She to Fuss For a Period Before Attending	13:06
		Fixed Ratio Examples		13:43
			Giving a Child Candy EVERY Time She Picks Up Her Toys	13:46
			Getting Paid After Each Car Gets Sold	13:59
			Student May Be Given a Prize After Reading Ten Books	14:24
			Factory Workers Getting Paid by the Piece (e.g. $10 for Each Widget Made)	14:35
			Getting a Free Sandwich Upon Purchase of 10 Sandwiches	14:54
		Variable Ratio Examples		15:11
			The Classic of Winning the Jackpot on the Slot Machine After Changing a Number of Times Playing It.	15:23
			Playing Poker -- I Do Not Win Every Time, But Must Play in Order to Have a Chance	17:11
			Buying Lottery Tickets and Winning Occasionally	17:22
			Going Fly Fishing	18:03
			Playing The Lottery	18:41
		Shaping		19:38
			Shaping is a Technique Using Positive Reinforcements in Order to Create a More Complex Behavior	19:43
		Television Examples		23:45
			The Office	23:52
			The Big Bang Theory	25:23
			Now That You Know These Ideas, You Will Begin to See Them Everywhere -- This is Called Selective Perception -- It's Due to a Recent Change in Your Schema	26:01
		Operant and Classical Conditioning on TV		26:52
			Cesar Milan -- Dogs	26:56
			Jackson Galaxy -- Cats	26:58
			Both are Animal Behaviorists	26:59
			Watch One or Two Episodes Each -- They Modify the Owner's Behavior as Much as the Animal	27:06
		Review		27:51
			Which Schedule of Reinforcement is Most Effective in Training Someone/Thing to Do a Behavior?	27:54
			Which is Most Difficult to Extinguish?	28:17
			Examine Your Own Life and Find an Example of Operant Conditioning in Which You Were Conditioned and Another Example in Which You Conditioned Someone Else -- Now Connect Reinforcement Schedules -- Where Are Some of These in Your Life?	28:23
	Cognitive Aspect of Learning			34:01
		Intro		0:00
		Objectives		0:12
			Describe the Essential Characteristics of Insight Learning, Latent Learning, and Social Learning.	0:18
			Apply Learning Principles to Explain Emotional Learning, Taste Aversion, Superstitious Behavior, and Learned Helplessness.	0:23
			Suggest How Behavior Modification, Biofeedback, Coping Strategies, and Self-Control Can Be Used to Address Behavioral Problems.	0:31
			Identify Key Contributors in the Psychology of Learning (e.g. Albert Bandura, John Garcia, Ivan Pavlov, Robert Rescorla, B.F. Skinner, Edward Thorndike, Edward Tolman, John B. Watson).	0:42
		Observational Learning		0:52
			Monkey See, Monkey Do	1:03
			Children See, Children Do	1:05
			Ever Watch a Child View a TY Show With Violent Characters and Then See His/Her Behavior Change?	1:41
			Albert Bandura -- Bobo Doll Learning	3:02
			Observational Learning	3:57
			Model and Imitation	3:53
			In Sociology, Anticipatory Socialization	5:35
			Mirror Neurons -- Frontal Lobe Neurons That Fire When Performing Certain Actions or When Observing Another Doing So. The Brain's Mirroring of Another's Action May Enable Imitation and Empathy	7:05
		Observational Learning		8:04
			Prosocial Effects	8:07
			Antisocial Effects	8:28
		Bandura, Continued		9:55
			Social Cognitive Theory -- Learn by Imitating Actions of Others, Vicarious Learning	9:58
			Self-Efficacy Theory (Sense of Control)	10:32
			Reciprocal Determinism -- The Individual And Environment Influence and Change Each Other	11:20
		Pavlov's Ideas Extended		13:06
			Robert Rescorla	13:10
		Skinner's Ideas Extended		14:17
			Cognition and Operant Conditioning	14:21
			Latent Learning -- Learning That Becomes Apparent When There is an Incentive to Show It -- Can Seemingly Lay Dormant	14:25
		Skinner's Ideas Extended		17:15
			Biological	17:18
		Applications of Skinner's Ideas		18:26
			Operant Conditioning	18:30
		Comparing Classical/Operant Conditioning		21:59
			Differences in Their Basic Ideas, Responses, and Acquisition	22:04
		Comparing Classical/Operant Conditioning		22:50
			Differences in How Conditioning Becomes Extinct, and in Spontaneous Recovery	22:54
		Comparing Classical/Operant Conditioning		23:52
			Differences in Generalization and Discrimination	23:57
		Additional Concepts in Learning		25:11
			Habituation -- Gradual Process Where the Organism Decreases a Response to Stimulus That is Repeated Over Time	25:14
			Learned Helplessness -- Martin Seligman, Puppies, and Humans -- Condition of a Human or Animal That Has Learned to Behave Helplessness, Failing to Respond Even Though There are Opportunities For It to Help Itself by Avoiding Unpleasant Circumstances or by Gaining Positive Rewards	26:00
			Superstitious Behavior	29:47
			Biofeedback	29:26
		Review		32:43
			What is a Model and What Is Imitation in Social Learning Theory?	32:45
			What Is Reciprocal Determinism and How Can It Create Certain Outcomes for Individuals Who Isolate Themselves?	32:57
			Describe the Bobo Doll Study and Why it was so Important for Understanding Social Learning Theory	33:08
			Compare and Contrast CC and OC in Terms of Acquisition, Reinforcement, Generalization, Discrimination, and Extinction	33:15
Section 7: Cognition
	Cognition Memory			51:03
		Intro		0:00
		Cognition (8-10%)		0:08
			Memory	0:21
			Language	0:22
			Thinking	0:23
			Problem Solving and Creativity	0:24
			In This Unit, You Will Learn How Humans Convert Sensory Input Into Kinds of Information. We Examine How Human Learn, Remember, and Retrieve Information. This part of the Course Also Addresses Problem Solving, Language, and Creativity.	0:27
		Objectives		0:50
			Compare and Contrast Various Cognitive Processes	0:54
			Describe and Differentiate Psychological and Physiological Systems of Memory (e.g., Short-Term Memory, Procedural Memory)	1:14
			Outline the Principles That Underlie Effective Encoding, Storage, and Construction of Memories	1:20
			Describe Strategies For Memory Improvement	1:25
		Objectives, Continued		1:41
			Synthesize How Biological, Cognitive, and Cultural Factors Converge to Facilitate Acquisition, Development, and Use of Language	1:43
			Identify Problem-Solving Strategies as Well as Factors That Influence Their Effectiveness	1:55
			List the Characteristics of Creative Thought and Creative Thinkers	1:57
			Identify Key Contributors in Cognitive Psychology (e.g. Noam Chomsky, Hermann Ebbinghaus, Wolfgang Kohler, Elizabeth Loftus, George A. Miller).	2:00
		Memory Demo #1		2:13
			Memorizing a 20 Digit Number	2:18
			Without Writing it Down	2:47
			Listen Carefully	3:03
			Debriefing and Explanation	3:19
		Memory Demo #2		3:54
			Recalling the Presidents of the US	3:59
			Debriefing and Explanation	4:19
		Memory Demo #3		6:24
			Make a List of the US States in Any Order	6:27
			Debriefing and Explanation	6:55
		Memory: Some Key Terms		8:57
			Memory: Active System That Stores, Organizes, Alters, and Recovers (Retrieves) Information	9:00
			Encoding: Converting Information Into a Useable Form	9:10
			Rehearsal: The Conscious Repetition of Information, Either to Maintain it in Consciousness or to Encode It For Storage	9:16
			Storage: Holding This Information in Memory	9:25
			Retrieval: Taking Memories Out of Storage	9:29
			Schema: The Mental Map or Filter That One Uses to Connect New Information to Old, Established Information -- Can Make Learning New Things Much Easier	9:33
		Sensory Memory		9:47
			Storing an Exact Copy of Incoming Information For a Few Seconds (Either What is Seen or Heard); The First Stage of Memory	9:52
			Icon: A Fleeting Mental Image or Visual Representation	10:01
			Echo: After a Sound is Heard, a Brief Continuation of the Activity in the Auditory System	10:25
		Short-Term Memory (STM)		10:51
			Storing Small Amounts of Information Briefly	10:56
			Very Sensitive to Interruption or Interference	12:25
		Long-Term Memory (LTM)		13:41
			Storing Information Relatively Permanently	13:47
			Stored on Basis of Meaning and Importance	13:51
		Atkinson-Shiffrin Memory Model -- Modified		14:27
			Diagram	14:31
		Processing		16:24
			Parallel: The Processing of Many Aspects of a Problem Simultaneously; The Brain's Natural Mode of Information Processing for Many Functions. Contrasts With the Step-by-Step (Serial) Processing of Most Computers and of Conscious Problem-Solving	16:30
			Automatic -- Unconscious Encoding of Incidental Information, Such as Space, Time, and Frequency, and of Well-Learned Information, Such as Word Meanings	16:56
			Effortful -- Encoding that Requires Attention and Conscious Effort	18:26
		Short-Term Memory Concepts		19:47
			Digit Span: Test of Attention and Short-Term Memory; String of Numbers is Recalled Forward or Backward	19:51
			Magic Number 7 (Plus or Minus 2): STM is Limited to Holding Seven (Plus or Minus 2) Information Bits at Once	20:13
		More STM Concepts		20:57
			Recoding: Reorganizing or Modifying Information to Assist Storage in STM	21:01
		Maintenance Rehearsal		22:25
			Repeating Information Silently to Prolong Its Presence in STM	22:28
		Elaborative Rehearsal		24:34
			Links New Information With Existing Memories and Knowledge in LTM	24:37
		Long-Term Memory Concepts		26:37
			Constructive Processing: Updating Long-Term Memories on Basis of Logic, Reasoning, or New Information	26:41
			Pseudo-Memories: False Memories That a Person Believes are True or Accurate	26:55
		Types of Long-Term Memories		28:00
			Procedural (Skilled): Long-term Memories of Conditioned Responses and Learned Skills, e.g. Driving	28:05
			Declarative (Fact): LTM Factual Information -- Also Called Explicit Memory	28:40
		Types of Memory		30:06
			Chart Showing Hierarchies of Memory	30:08
		Measuring Memory		31:06
			Tip-of-the-Tongue (TOT) State: Feeling That a Memory is Available But Not Quite Retrievable	31:10
			Feeling of Knowing: Feeling That Allows People to Predict Beforehand Whether They'll Be Able to Remember Something	31:46
		Serial Position Effect		32:02
			Chart	32:23
		Measuring Memory		33:16
			Recognition Memory: Previously Learned Material is Correctly Identified	33:20
			Distractors: False Items Included With Correct Item	34:12
			False Positive: False Sense of Recognition	34:26
			Recall: Direct Retrieval of Facts or Information	34:47
		Measuring Memory Continued		35:46
			Relearning: Learning Again Something That Was Previously Learned	35:50
			Used to Measure Memory of Prior Learning	36:13
			Savings Score: Amount of Time Saved When Relearning Information	36:48
		Memory Features		37:01
			Recalled Better With Use of Mnemonics	37:05
			Spaced Practice Better Than Massed Practice	37:09
		Measuring Memory -- Concluded		37:38
			Explicit Memory: Past Experiences That Are Consciously Brought to Mind	37:40
			Implicit Memory: A Memory Not Known to Exist; Memory That is Unconsciously Retrieved	37:46
			Priming: When Cues Are Used to Activate Hidden Memories	39:07
			Internal Images: Mental Pictures Used in Memory and Thinking	39:26
		Eidetic Memory		39:56
			Occurs When a Person (Usually a Child) Has Visual Images Clear Enough to be Scanned or Retained for at Least 30 Seconds	40:00
			Usually Projected Onto a Plain Surface, Like a Blank Piece of Paper	40:09
			Usually Disappears During Adolescence and is Rare by Adulthood	40:16
			Sheldon From TBBT Claims to Have This	40:20
		Forgetting		41:01
			Ebbinghaus Research	41:10
			Nonsense Syllables: Meaningless Three-Letter Words (Fej, Quf) That Test Learning and Forgetting	41:14
			Encoding Failure: When a Memory Was Never Formed in the First Place	41:41
			Memory Traces: Physical Changes in Nerve Cells or Brain Activity That Occur When Memories are Stored	42:04
			Memory Decay: When Memory Traces Become Weaker; Fading to Weakening of Memories	42:45
			Disuse: Theory That Memory Traces Weaken When Memories Are Not Used or Retrieved	42:58
		More Forgetting Theories		43:16
			Memory Cue: Any Stimulus Associated With a Memory; Usually Enhances Retrieval of a Memory	43:19
			State Dependent/Mood Dependent	44:33
			When Memory Retrieval is Influenced by Body State; If Your Body State is the Same at the Time of Learning AND The Time of Retrieval, Retrievals Will Be Improved	44:38
		Interference		45:30
			Tendency for New Memories to Impair Retrieval of Older Memories, and the Reverse	45:36
			Retroactive Interference: Tendency for New Memories to Interfere With Retrieval of Old Memories	45:46
			Proactive Interference: Prior Learning Inhibits (Interferes With) Recall of Later Learning	47:21
			Two Ways	48:06
		Review		49:17
			How Do Psychologists Describe The Human Memory System?	49:20
			What Information Do We Encode Automatically?	49:25
			What Information Do We Encode Effortfully, and How Does the Distribution of Practice Influence Retention?	49:28
			What Effortful Processing Methods Aid in Forming Memories?	49:42
			What is Sensory Memory?	49:49
			What are the Duration and Capacity of Short-Term and Long-Term Memory?	49:52
			How Does the Brain Store Our Memories?	50:21
			How Do We Get Information Out of Memory?	50:25
			How Do External Contects and Internal Emotions Influence Memory Retrieval?	50:32
			Why Do We Forget?	50:40
	Memory, Part II			27:44
		Intro		0:00
		Transfer of Training		0:08
			Positive Transfer: Mastery of One Task Aids Learning or Performing Another	0:12
			Negative Transfer: Mastery of One Task Conflicts With Learning or Performing Another	0:20
			e.g. Volleyball and Softball Training Helps One Another	0:26
		Repression and Suppression		1:03
			Repression: Unconsciously Pushing Painful, Embarrassing, or Threatening Memories Out of Awareness/Consciousness	1:09
			Suppression: Consciously Putting Something Painful or Threatening Out of Mind Or Trying to Keep It From Entering Awareness	1:33
		Flashbulb Memories		2:00
			Memories Created During Times of Personal Tragedy, Accident, or Other Emotionally Significant Events	2:04
			Includes Both Positive and Negative Events	3:19
			Not Always Accurate	3:25
			Great Confidence is Placed in Them Even Though They May Be Inaccurate	3:29
		Memory Formation		3:40
			Retrograde Amnesia: Forgetting Events That Occurred Before an Injury or Trauma	3:45
			Anterograde Amnesia: Forgetting Events That Follow an Injury or Trauma (e.g. 50 First Dates or Memento)	3:54
			Consolidation: Forming a Long-Term Memory	4:30
		Electroconvulsive Shock (ECS)		4:47
			Mild Electrical Shock Passed Through the Brain Produces a Convulsion, Destroys Any Memory That is Being Formed; One Way to Prevent Consolidation	4:52
		Memory Structures		5:23
			Hippocampus: Brain Structure Associated With Emotion and Transfer of Information Passing From Short-Term Memory Into Long-Term Memory	5:27
			Long-Term Potentiation (LTP): An Increase in a Synapse's Firing Potential After Brief, Rapid Stimulation. Believed to be a Neural Basis for Learning and Memory	8:29
		Ways to Improve Memory		9:01
			Practice, Practice, Practice	9:07
			Remember the First Time You Played Rock Band or Some Other Video Game? Were You Immediately an Expert?	9:24
			Priming: The Activation, Often Unconsciously, of Particular Associations in Memory	10:26
			Recitation: Summarizing Aloud While You Are Learning	10:50
			Meaningful -- Make the Ideas You Are Studying Meaningful -- When Possible, Make Connections to Ideas You Already Know	11:43
			Organization: Organizing Difficult Items Into Chunks; a Type of Reordering	11:58
		Ways to Improve Memory, Continued		13:40
			Study Repeatedly: Use Distributed/Spaced Practice-Take Advantage of Down Time -- Little Bits to Review Material	13:45
			Minimize Interference -- Do Not Study Similar Subjects Back to Back	14:01
			Sleep -- Get Enough	14:32
			Overlearning: Studying is Continued Beyond Bare Mastery	14:51
			Knowledge of Results: Feedback Allowing You to Check Your Progress -- Test Yourself	15:13
		More Ways to Improve Memory		15:51
			Spaced Practice: Alternating Short Study Sessions With Brief Rest Periods	15:55
			Massed Practice: Studying for Long Periods Without Rest Periods	16:01
			Lack of Sleep Decreases Retention; Sleep Aids Consolidation	16:10
			Hunger Decreases Retention	16:18
			Cognitive Interview: Technique Used to Improve Memories of Witnesses	16:36
		Mnemonics: Memory Tricks		17:26
			Any Kind of Memory System of Aid	17:34
		Using Mnemonics to Recall an Order		18:37
			Form a Chain or a Story: Remember Lists in Order, Forming an Exaggerated Association Connecting Item One to Two and So On	18:38
			Take a Mental Walk: Mentally Walk Along a Familiar Path, Placing Objects or Ideas Along The Path	18:52
			Form Acronyms -- My Very Eager Mother Just Served Us Nine (Pizzas) -- The Planets	19:44
			SOHCAHTOA -- Trigonometry	20:28
		Eyewitness Memory		21:17
			Elizabeth Loftus -- Lots of Research Into the Consolidation of Memory and How Memories Are Easily Changed -- Includes Planting False Memories, Misinformation and Incorrect Attribution	21:21
			Misinformation Effect: By Incorporating Misleading Information or Asking Leading Questions, An Investigator Can Change One's Memory of an Event	21:48
			Source Amnesia: Attributing to the Wrong Source an Event We Have Experienced, Heard About, Read About, or Imagined. (Also Called Source Misattribution.) Source Amnesia, Along With the Misinformation Effect, is at the Heart of Many False Memories	22:32
		Elizabeth Loftus, Continued		23:10
			False Memories -- In Court, Gave Evidence of the Malleability of Memory and Showed How the Idea of Repressed Memories Are Likely Just Ideas Implanted During Therapy Sessions, Not Recollections of Actual Events	23:11
			The Lost in the Mall Technique With Children -- Gave Children the Idea That They Had Had an Experience of Being Lost. 25% Indicated That They Later Thought That This Was a Real Occurrence in Their Lives, They Had a Memory For it	23:45
			Later Variations Showed the 1/3 of Subjects Could Be Convinced That They Had Traumatizing Events That Had Occurred to Them	24:21
		Eyewitness Memory		24:40
			The Book, Picking Cotton	24:50
			Wrongfully Accused Man, Ronald Cotton -- Convicted of Rape by Eyewitness Testimony	24:58
			Eventually Overturned When Real Rapist Was Arrested On Another Charge	25:51
			Link to Book	24:55
			Link to The Innocence Project	26:16
		Review		26:38
			How Do Misinformation, Imagination, and Source Amnesia Influence Our Memory Construction?	26:40
			How Real Seeming Are False Memories?	26:49
			What Is The Controversy Related to Claims of Repressed and Recovered Memories?	26:52
			How Can an Understanding of Memory Contribute to More Effective Studying Techniques?	27:24
	Cognition			31:56
		Intro		0:00
		Overview		0:07
			Synthesize How Biological, Cognitive, and Cultural Factors Converge to Facilitate Acquisition, Development, and Use of Language.	0:10
			Identify Problem-Solving Strategies as Well as Factors That Influence Their Effectiveness.	0:21
			List the Characteristics of Creative Thought and Creative Thinkers	0:26
		Cognition		0:30
			Cognition: The Mental Activities Associated With Thinking, Knowing, Remembering, and Communicating	0:33
			Ideas Behind Thinking	0:48
		Solving Problems		2:42
			Algorithms: a Methodical, Logical Rule or Procedure That Guarantees Solving a Particular Problem	2:49
			Heuristics: Rules of Thumb or a Simple Thinking Strategy That Often Allows Us to Make Judgments and Solve Problems Efficiently	3:11
			Insight: A Sudden and Often Novel Realization of the Solution to a Problem; It Contrasts With Strategy-Based Solutions	3:32
		Friendship Algorithm		3:50
			Sheldon (of BBT) made up a Friendship Algorithm, Which is Displayed Here	3:53
		Problems in Problem Solving		5:33
			Confirmation Bias: A Tendency to Search for Information That Supports Our Preconceptions and to Ignore or Distort Contradictory Evidence -- We Are Uncomfortable With Cognitive Dissonance	5:37
			Fixation: The Inability to See a Problem From a Fresh Point of View -- This Relates to How We See/Define a Problem -- Can Lead to Others	6:58
		More Problems: Representative Heuristic		8:55
			Representative Heuristic: Judging the Likelihood of Things in Terms of How Well They Seem to Represent, or Match, Particular Prototypes; May Lead Us to Ignore Other Relevant Information.	9:04
		More Problems: Representative Heuristic		10:59
			e.g. A Person Might Judge a Young Person More Likely to Commit Suicide Because of a Prototype of the Depressed Adolescent -- The Reality is That Suicide Rates are Not Higher in Younger Populations	11:01
		More Problems: Availability Heuristic		12:02
			Availability Heuristic: Estimating the Likelihood of Events Based on Their Availability in Memory; If Instances Come Readily to Mind (Perhaps Because of Their Vividness), We Presume Such Events are Common	12:06
			We May Fear Flying Because of 9/11 or Some Other Notable Event -- This Influences Our Thinking	13:35
		More Impediments to Problem Solving		14:06
			Overconfidence: The Tendency to Be More Confident Than Correct -- To Over-Estimate the Accuracy of Our Beliefs and Judgments	14:10
			Belief Perseverance: Clinging to One's Initial Conceptions After The Basis On Which They Are Formed Has Been Discredited	14:31
			Framing: The Way an Issue Is Posed or Presented; How an Issue is Framed Can Significantly Affect Decisions and Judgments	15:32
		In Short		17:19
			Humans Are Not the Rational Creatures We Often Presume Them to Be	17:22
			They Are Often Irrational, But Predictably So	17:28
			Other Biases We Often Exhibit (Will Visit These in Later Units):	18:02
		Creativity		20:29
			The Ability to Produce Novel and Valuable Ideas	20:32
			Characteristics/Components of Creativity	21:03
		Creativity		24:30
			Wolfgang Kohler Documented the Aha Experience While Studying Chimps When They Were Trying to Obtain a Banana That Was Out of Reach	24:32
			Convergent Thinking -- Limits Creativity	25:09
			Divergent Thinking -- Increases Likelihood of Creativity	25:56
		Intuition		27:13
			An Effortless Immediate, Automatic Feeling or Thought, As Contrasted With Explicit, Conscious Reasoning	27:15
		Review		29:52
			How Can Shortcuts That The Mind Uses Inhibit Our Thinking Skills?	29:55
			How Do Smart Thinkers Use Intuition?	30:01
			What is Framing?	30:04
			What Factors Assist Creativity?	30:11
			What is the Difference Between Convergent and Divergent Thinking?	30:15
			How is Intuition Different From Conscious Cognition?	30:22
	Language			31:02
		Intro		0:00
		Objective		0:10
			Synthesize How Biological, Cognitive, and Cultural Factors Converge to Facilitate Acquisition, Development, and Use of Language	0:13
		Linguistics		0:26
			Graphic Depicting the Various Types of Linguistic Study	0:29
		Language		1:15
			Our Spoken, Written, or Signed Words and the Ways We Combine Them to Communicate Meaning	1:17
			Linguistics: The Scientific Study of Language -- Subcategories Include Phonology, Morphology, Syntax, Grammar, Semantics, Pragmatics, and More	1:51
			Phoneme: The Smallest Distinctive Sound Unit	2:12
		Phonemes		3:47
			Practice Hearing the Sounds	3:49
			What's the First Sound in the Word Cut? What's the Final Sound? What's the Medial Sound/Vowel Sound? Now, What's the First Sound in the Word Cute? The Final Sound? The Vowel Sound (Medial Sound)?	3:52
			What's the First Sound in the Following Words?	4:34
		Phonology -- Is It Any Wonder…English?		4:59
			What is the Final Sound in the Following Words?	5:23
			How Many Phonemes (Sounds) Are in These Words?	5:59
			Very Little Weight is Given to This Idea in AP Psych	6:38
		More Phonology		6:51
			The Underlined Sounds in Each Pair of Words May Look the Same, But They Are Different. Can You Detect the Differences?	6:58
			How are the Underlined Sounds Different in These Pairs?	8:22
		Phonology -- The Last Bit		8:51
			How Are These Pairs Different in Spoken English?	8:55
			What Distinguishes the Underlined Words in These Sentences?	9:42
		Morphemes		10:57
			Morpheme: In a Language, the Smallest Unit That Carries Meaning; May Be a Word or Part of a Word (Such as a Prefix)	11:00
		Language		11:19
			Grammar: In a Language, a System of Rules That Enables Us to Communicate With and Understand Others	11:24
			Syntax: The Rules for Combining Words Into Grammatically Sensible Sentences in a Given Language	12:24
		Semantics		13:24
			Semantics: The Set of Rules by Which we Derive Meaning From Morphemes, Words, and Sentences in a Given Language; Also the Study of Meaning	13:30
			Ambiguity	13:40
			Stress on a Word Changes Meaning	15:16
		Language Development		16:02
			Babbling: Beginning at About 4 Months, the Stage of Speech Development in Which the Infant Spontaneously Utters Various Sounds at First Unrelated to the Household Language	16:08
			One-Word Stage: The Stage in Speech Development, From About Age 1 to 2, During Which a Child Speaks Mostly in Single Words	16:30
			Sometimes Called the Holophrastic Stage Since the Meaning of an Entire Sentence Can Be Condensed Into One Word	16:51
		Language Development		17:13
			Two-Word Stage: Beginning About Age 2, the Stage in Speech Development During Which a Child Speaks Mostly Two Word Statements	17:15
			Telegraphic Speech: Early Speech State in Which a Child Speaks Like a Telegram -- Go Car -- Using Mostly Nouns and Verbs	17:26
		Ages 6-10		18:12
			Children Can Master Syllable Stress Patterns to Distinguish Among Words	18:22
			Children Have Learned 80% of the Language They Will Ever Need. Nearly All the Rest is Learning Complexity, Metaphors, Irony, Puns, Simile, Allegory, etc.	18:32
		Language Development: Nativist Theory		19:34
			Noam Chomsky, MIT Linguist	19:39
			LAD or Language Acquisition Device	19:50
			Inborn Ability (Biologically Created in the Brain) to Learn Whichever Language(s) One Grows Up With -- This Occurs Universally	19:58
		Language Development: Behavioral		20:59
			Skinner: Operant Learning	21:01
		Language Development		21:39
			Statistical Learning and Critical Periods	21:41
		Linguistic Theories and Cognition		22:54
			Linguistic Determinism: Whorf's Hypothesis That Language Determines the Way We Think	23:16
			Linguistic Relativity: Variation of Whorf's Hypothesis That Assumes That Language and Thought Have Influences on Each Other -- The Language One Speaks Influences How One Thinks, and Vice Versa	23:21
		Advantages to Being a Polyglot		27:02
			Bilingual Advantage	27:11
		Language Development: Interactionist		28:45
			The Interactionist Perspective Consisting of Social-Interactionist	28:49
			Children Learn Language in the Interactive and Communicative Context	28:56
			Learning Language Forms Meaningful Moves of Communication	29:19
			These Theories Focis Mainly on the Caregiver's Attitudes and Attentiveness to Their Children in Order to Promote Productive Language Habits	29:27
		Review		29:52
			What Are the Structural Components of a Language?	29:55
			What are the Milestones in Language Development?	30:05
			How Do We Learn Language?	30:11
			What is the Relationship Between Language and Thinking?	30:18
Section 8: Motivation and Emotion
	Motivation, Part I			27:01
		Intro		0:00
		Motivation and Emotion (6-8%)		0:07
			Biological Bases	0:21
			Theories of Motivation	0:24
			Hunger, Thirst, Sex, and Pain	0:25
			Social Motives	0:28
			Theories of Emotion	0:30
			Stress	0:31
			In This Part of the Course, We Will Explore Biological and Social Factors That Motivate Behavior and Biological and Cultural Factors That Influence Emotion	0:33
		Objectives		0:42
			Identify and Apply Basic Motivational Concepts to Understand the Behavior of Humans and Other Animals (e.g., Instincts, Incentives, Intrinsic Versus Extrinsic Motivation).	0:44
			Discuss the Biological Underpinnings of Motivation, Including Needs, Drives, and Homeostasis.	0:51
			Compare and Contrast Motivational Theories (e.g., Drive Reduction Theory, Arousal Theory, General Adaptation Theory), Including the Strengths and Weaknesses of Each.	0:57
			Describe Classic Research Findings in Specific Motivation Systems (e.g. Eating, Sex, Social)	1:08
		Objectives, Continued		1:16
			Discuss Theories of Stress and the Effects of Stress on Psychological and Physical Well-Being.	1:18
			Compare and Contrast Major Theories of Emotion (e.g. James-Lange, Cannon-Bard, Schachter Two-Factor Theory).	1:24
			Describe How Cultural Influences Shape Emotional Expression, Including Variations in Body Language.	1:31
			Identify Key Contributors in the Psychology of Motivation and Emotion (e.g. William James, Alfred Kinsey, Abraham Maslow, Stanley Schachter, Hans Selye).	1:39
		A Couple of Videos		1:49
			Motivational Speech Videos From YouTube	1:51
			Overcoming Obstacles	2:05
			No Arms, No Legs, No Worries	2:35
		Defining Motivation and a Model		3:28
			Dynamics of Behavior That Initiate, Sustain, Direct, and Terminate Actions	3:32
			Model of How Motivated Activities Work	3:40
		Instincts and Evolutionary Psychology		4:18
			Instinct (Fixed Action Pattern): A Complex Behavior/Set of Behaviors Done in the Same Way by Every Member of the Species	4:22
		Motives and Incentives		8:41
			Motivation is a Psychological Feature That Arouses an Organism to Act Toward a Goal and Elicits, Controls, and Sustains Certain Goal-Directed Behaviors	8:46
			Incentives -- Something That Motivates an Individual to Perform an Action -- Within Economics, Incentives are External Rewards to Draw Out Particular Desired Behaviors	9:26
			Motives are Internal, Incentives are External	10:34
		Drives and Incentives		11:23
			Drive-Reduction Theory	11:27
			Homeostasis-Steady State of Body Equilibrium; Balance	11:30
			Need -- Biological Imperative	11:43
			Drive -- Biological Action Affect Need	11:46
			Drive Reduction -- Behavior to Reduce Drive	11:52
			Need --> Drive --> Drive Reduction	11:58
			We May Need Water, We Get Thirsty, We Quench Thirst by Doing Drive-Reducing Behaviors, Like Drinking Water or Another Drink	12:03
			We May Have the Same Drives, But Reduce Them in Different Ways	12:43
		Incentive Value		12:48
			Goal's Appeal Beyond Its Ability to Fill a Need	12:52
		High and Low Incentive Value Goals		13:07
			Incentive: A Positive or Negative Environment Stimulus That Motivates Behavior	13:13
			ex: High Incentive Value Goal -- Ice Cream	13:22
			ex: Low-Incentive Value Goal -- Carrot	13:25
		Would This Interest You?		14:10
			Picture of Larvae or Worms	14:14
		Types of Motives		15:53
			Primary Motive: Innate (Inborn) Motives Based on Biological Needs That Must Be Met to Survive	15:56
			Stimulus Motive: Needs For Stimulation and Information; Appear to be Innate, But Not Necessary for Survival	16:05
			Secondary Motive: Based on Learned Needs, Drives, And Goals	16:58
		Arousal Theory		17:09
			People Will Do Certain Actions to Maintain Certain Optimal Levels of Physiological Arousal. If the Level is Too High, They Will Seek to Relax. If Level is too Low, They Will Seek Out Action or Something That Stimulates Them	17:18
			Based Upon Individual and Situation -- Highly Variable	18:04
			Being an Introvert or Extrovert May Change One's View of What is a Pleasant Arousal Level	18:15
		Arousal Theory		19:58
			Yerkes-Dodson Law of Arousal	20:07
		Maslow's Hierarchy of Needs		20:31
			Physiological --> Safety --> Love/Belonging --> Esteem --> Self-Actualization	20:58
		Maslow Part 2		22:57
			Chart of More Complex Hierarchy System	23:01
		Review		24:00
			What is the Difference Between a Motive and an Incentive?	24:05
			Describe the Drive Reduction Model of Motivation	24:16
			Is There a Difference Between Needs and Wants?	24:26
	Motivation, Part II			16:36
		Intro		0:00
		Hunger		0:10
			Hypoglycemia: Low Blood Sugar (Glucose and Insulin)	0:16
			Hypothalamus: Brain Structure; Regulates Many Aspects of Motivation and Emotion, Including Hunger, Thirst, and Sexual Behavior	0:27
			Feeding System: Area in the Lateral Hypothalamus (LH) That, When Stimulated, Initiates Eating	0:43
			Satiety System: Area in the Ventromedial Hypothalamus (VMH) That Terminates Eating	0:56
			Hormones	1:15
		More on Eating Behavior		2:07
			Neuropeptide Y (NPY): Substance in the Brain That Initiates Eating; Works on Paraventricular Nucleus in Hypothalamus	2:10
			Glucagon-like Peptide 1 (GLP-1): Substance in Brain That Terminates Eating	2:33
			Set Point: Proportion of Body Fat That is Maintained by Changes in Hunger and Eating; Point Where Weight Stays the Same When You Make No Effort to Gain or Lose Weight	2:51
			Basal Metabolic Rate: The Body's Resting Rate of Energy Expenditure	3:29
			External Eating Cues -- Signals and Situations That Are Linked With Food (Includes Environment, People and Emotions -- Think Classical Conditioning)	3:51
		Hyperphagic Rat		4:42
			Picture of Rat Who Eats More Due to VMH Removal	4:44
		Taste Preferences: Biology and Culture		6:03
			Taste Preferences	6:06
		Eating Disorders		9:21
			Anorexia Nervosa: An Eating Disorder in Which a Person (Usually an Adolescent Female) Diets and Becomes Significantly (15 Percent or More) Underweight, Yet, Still Feeling Fat, Continues to Starve	9:29
			Bulimia Nervosa: An Eating Disorder Characterized by Episodes of Overeating, Usually High-Calorie Foods, Followed by Vomiting, Laxative Use, Fasting, or Excessive Exercise	10:02
			Binge-Eating Disorder: Significant Binge-Eating Episodes, Followed by Distress, Disgust, or Guilt, But Without the Compensatory Purging, Fasting, or Excessive Exercise That Marks Bulimia Nervosa	10:33
		Obesity and Weight Control		11:14
			Historical Explanations for Obesity	11:18
			Obesity (Some Text Authors Focus on This a Lot, Others Not So Much)	12:10
		Review		14:52
			What Psychological Factors Produce Hunger?	14:55
			What Psychological and Cultural Factors Influence Hunger?	14:58
			How Do Anorexia Nervosa, Bulimia Nervosa, and Binge Eating Disorder Demonstrate the Influence of Psychological Forces on Physiologically Motivated Behaviors?	15:04
	Motivation, Part III			25:52
		Intro		0:00
		The Physiology of Sex		0:12
			The Sexual Response Cycle -- as Described by Masters and Johnson	0:16
			Pioneering Sex Researcher -- Alfred Kinsey of Indiana University -- Behavior in Men and Women	1:08
			The Kinsey Report -- Heavily Criticized for Methods	1:24
			Kinsey Scale (of Continuum From Hetero to Homosexuality)	1:51
		Effects of Hormones		2:38
			Development of Sexual Characteristics	2:44
			Activate Sexual Behavior -- Levels Change	2:46
			Social Constraints and Influences	3:19
			External Stimuli	4:46
			Imagined Stimuli	4:57
		Adolescent Sexuality		6:03
			Teenage Pregnancy -- While Rates are Decreasing, Why Does it Still Occur?	6:40
		Adolescent Sexuality		10:20
			Sexually Transmitted Diseases/Infections	10:23
			Sadly, Many Who Focus on Abstinence Engage in Other Risky Behaviors, Negating the Impact	11:13
		Sexual Orientation		12:32
			An Enduring Sexual Attraction Toward Members of Either One's Own Sex (Homosexual Orientation) or the Other Sex (Heterosexual Orientation)	12:41
			Sexual Orientation Statistics (LGBT)	13:38
		Origins of Sexual Orientation		14:36
			Origins of Sexual Orientation Studies	14:56
			Same-Sex Attraction in Animals -- 1500 Species of Animals Engage in This Behavior, Most Often in Herding Animals	15:20
			The Brain and Sexual Orientation	15:32
			Genes and Sexual Orientation (Predisposition?)	15:49
			Prenatal Hormones and Sexual Orientation	16:17
			Bottom Line is That One's Sexual Orientation is Not Some Choice One Makes -- It Is Biologically Created	16:42
		The Need to Belong		16:59
			Aiding Survival	17:11
			Wanting to Belong	17:22
			Sustaining Relationships	17:39
			The Pain of Ostracism	18:11
		When Motives Conflict		18:37
			Approach-Approach Conflict -- Choice of Two Desirable Options	18:43
			Avoidance-Avoidance Conflict -- Choice of Two Undesirable Options	19:06
			Approach-Avoidance Conflict -- One Event or Goal Has Both Attractive and Unattractive Features	19:20
			Multiple Approach-Avoidance Conflict -- Choice Between Two or More Things, Each With Desirable and Undesirable Aspects	20:10
			Sometimes This Set of Ideas Can Be Found in a Chapter on Stress	20:47
		Summary		21:01
			Theories of Motivation	21:04
			Motivation of Hunger	21:40
			Motivation of Sex	21:42
			Social Motives -- Acquired by Growing Up in a Particular Society or Culture	21:44
			Achievement Motivation (nAch)	22:22
			Intrinsic/Extrinsic Motivation	23:31
			Management Theory (Theory X and Theory Y) -- Related to Int./Ext -- Theory X -- Employees Only Motivated by Rewards and Threats of Punishment	24:01
		Review		24:51
			What Stages Mark The Human Sexual Response Cycle?	24:55
			How Do Internal and External Stimuli Influence Sexual Motivation?	25:02
			What Factors Influence Teen Sexuality, Teen Pregnancy, and Risk of Sexually Transmitted Infections?	25:19
			What Has Research Taught Us About Sexual Orientation?	25:26
	Emotions, Stress & Health			28:08
		Intro		0:00
		Objectives		0:11
			Compare and Contrast Major Theories of Emotion (e.g. James-Lange, Cannon-Bard, Schachter Two-Factor Theory)	0:15
			Describe How Cultural Influences Shape Emotional Expression, Including Variations in Body Language	0:27
			Discuss Theories of Stress and the Effects of Stress on Psychological and Physical Well-Being,	0:35
			Identify Key Contributors in the Psychology of Motivation and Emotion (e.g. William James, Alfred Kinsey, Abraham Maslow, Stanley Schachter, Hans Selye.)	0:42
		Emotions		0:56
			How Do We Experience Emotion?	0:59
			Do We Feel the Emotion and Then Have a Bodily Response?	1:06
			Do We Have a Bodily Response and Then Feel the Emotion?	1:03
			Do They Happen Simultaneously?	1:11
			Is There Something Else?	1:13
			How Do We Express Emotion?	1:15
			What is Our Conscious Experience of Emotion?	1:37
		Emotions		1:48
			State Characterized by Physiological Arousal and Changes in Facial Expressions, Gestures, Posture, and Subjective Feelings	1:51
			Adaptive Behaviors: Aid Our Attempts to Survive and Adjust to Changing Conditions	2:37
			Physiological Changes (in Emotions): Include Heart Rate, Blood Pressure, Perspiration, and Other Involuntary Responses	2:45
			Emotional Expression: Outward Signs of What a Person is Feeling	3:17
			Emotional Feelings: Private Emotional Experience	3:25
		Primary Emotions and Mood		3:46
			Plutchik Research (2003)	3:50
			Eight Primary Emotions	3:53
			Mood -- Low Intensity, Long-Lasting Emotional State	4:15
		Emotions Wheel: Plutchik		4:39
			Eight Emotions Can Be Intensified or Combined With Adjacent Moods to Create New Ones	4:44
		Theories Of Emotions: So I Encounter A Bear		7:54
			Picture of Bears and Description of how Instructor Felt When Meeting One	8:09
		Common Sense Approach		8:22
			Common Sense	8:23
			I Tremble Because I Am Afraid	8:25
			Stimulus --> Fear (Experience) --> Arousal	8:27
			Stimulus --> Emotion --> Body Change	8:35
		Cannon-Bard		8:55
			The Bear Makes Me Tremble And Feel Afraid	8:59
			Stimulus --> Subcortical Brain Activity --> Fear (Experience) + Physiological Arousal	9:04
			Stimulus --> Brain --> Emotion + Body	9:14
		James-Lange		9:23
			I Feel Afraid Because I Tremble	9:29
			Stimulus --> Arousal --> Fear (Experience)	9:32
			Stimulus --> Body Change --> Emotion Of Fear	9:37
		Singer-Schachter Two-Factor		9:44
			I Label My Trembling As Fear Because I Appraise The Situation As Dangerous	9:49
			Stimulus --> Arousal --> That Is One Scary Bear! I Am Afraid Of It! (Appraisal) --> Fear (Experience)	9:58
			Stimulus --> Body --> Cognitive Response/Label --> Emotion	10:18
		Facial Feedback Hypothesis		10:33
			Sensations From Facial Expressions And Becoming Aware Of Them Is What Leads To Emotional Experience	10:38
			Most Connected To The James-Lange Theory	10:44
			How Some Tests Are Done -- Pencil Or Coffee Stirrer	10:51
			When We Do This Test Or Make Different Faces -- Our Expressions Feed Into Our Feelings	12:32
			Fake It Til You Make It	13:11
			How You Walk -- Speed, Stride And More Can Send Signals About Our Emotions	14:23
		Modern View Of Emotion		15:09
			Emotional Appraisal: Evaluating Personal Meaning Of A Stimulus	15:12
			Emotional Intelligence: Emotional Competence, Including Empathy, Self-Control, Self-Awareness, And Other Skills	15:40
		Emotions In The Body		17:14
			Autonomic Nervous System	17:18
		Emotions And The Body		19:07
			Physiological Similarities Among Emotions	19:11
			Differences In Brain Activity	19:53
		Lie Detectors		21:24
			Polygraph: Device That Records Changes In Heart Rate, Blood Pressure, Respiration, And Galvanic Skin Response (G S R); Lie Detector	21:31
			Polygraphs -- Why Are They Not Necessarily Accurate?	21:47
			Questions Asked	23:07
			Irrelevant Questions	23:09
			Relevant Questions	23:16
			Control Questions	23:23
		Detecting Emotions		24:14
			Nonverbal Cues	24:18
			In Animals, The Baring Of Teeth Is A Threat Or Warning Display	26:52
		Review		27:12
			What Are The Components Of An Emotion?	27:15
			What Is The Link Between Emotional Arousal And The Autonomic Nervous System?	27:20
			Do Different Emotions Activate Different Physiological And Brain Pattern Responses?	27:25
			To Experience Emotions, Must We Consciously Interpret And Label Them?	27:35
			Can You Spot A Fake Smile? What Should You Look At To Find A Fake?	27:46
	Emotions: Non-Verbal Communication			28:28
		Intro		0:00
		Three Types of Facial Expressions		0:12
			Pleasantness-Unpleasantness	0:21
			Attention-Rejection	0:27
			Activation: Degree of Arousal a Person is Experiencing	0:37
			Paul Ekman (Most Recently Famous For Being Connected to the Show Lie To Me, About a Psychologist Who Could Read People's NVC and Tell if They Were Lying	0:43
			Microexpressions	1:11
		Universal Emotions		2:47
			Pictures Of Seven Emotions Whose Expressions Are Recognized Throughout The World	2:54
		Nonverbal Communication (NVC)		5:35
			Functions of NVC	5:41
		Nonverbal Communication		9:52
			Kinesics -- Study of Gestures and Movements During Communication	9:57
		Nonverbal Communication		11:48
			Proxemics -- Study of Space People Place Between Themselves and Others -- How the Space is Used -- Territory Markers	11:50
		Nonverbal Communication, Continued		14:34
			Paralanguage	14:41
		Nonverbal Communication, Continued		19:26
			Haptics -- The Study of Touching as NVC	19:30
			Metacommunication	20:51
		Nonverbal Communication, Continued		23:20
			NVC is Not Universal -- Each Culture Has Its Own Display Rules	23:22
		Review		24:23
			How Do We Communicate Nonverbally?	24:26
			Are Nonverbal Expressions of Emotion Universally Understood?	24:38
			How Can Space Be Used to Communicate an Idea?	24:44
			How Do Our Voices Send Messages That We May Not Be Aware Of?	25:50
			Do Men and Women Communicate Differently?	27:37
	Stress & Coping			47:10
		Intro		0:00
		Objectives		0:08
			Discuss Theories of Stress and the Effects of Stress on Psychological and Physical Well-Being	0:11
		Health Psychology		0:33
			Uses Behavioral Principles to Prevent Illness and Promote Health	0:41
			Behavioral Medicine: Applies Psychology to Manage Medical Problems e.g. Asthma and Diabetes	0:46
			Lifestyles Diseases: Diseases Related to Health-Damaging Personal Habits	1:12
		Behavior Risk Factors		1:31
			Behaviors That Increase the Chance of Disease, Injury, or Premature Death.	1:33
			Disease-Prone Personality: Personality Type Associated With Poor Health; Person Tends to be Chronically Depressed, Anxious, Hostile, and Frequently Ill.	2:28
		Stress, Hormones, and the Brain		2:51
			Stress Activates the Sympathetic Nervous System	2:55
			Adrenaline and Noradrenaline (Epinephrine and Norepinephrine)	3:06
			Cortisol -- Not as Quick to Act, But Arouses the Body	3:32
			Amygdala Recognizes a Threat, Message to Hypothalamus…Adrenal Glands Release Cortisol -- Great For Survival Situations	3:58
			BUT -- In the Long Term, Elevated Levels Can Suppress the Immune System, Increase Blood Pressure and Blood Sugar, Decrease Libido, Produce Acne, Contribute to Obesity (Especially Belly Fat) and More	4:48
			Anxiety Issues	5:08
		Ways to Promote Health and Prevention		5:24
			Refusal Skills Training: Program That Teaches Young People How to Resist Pressures to Begin Smoking	5:29
			Life Skills Training: Teaches Stress Reduction, Self-Protection, Decision Making, Self-Control, and Social Skills	5:53
			Community Health Campaign: Community-wide Education Program That Provides Information About How to Decrease Risk Factors and Promote Health	6:06
			Role Model: Person Who Serves as a Positive Example of Good and Desirable Behavior	6:50
			Wellness: Positive State of Good Health and Well-Being; More Than the Absence of Disease	6:59
		Major Health Promoting Behaviors		7:17
			Nutrition: Eat a Balanced, Low-Fat Diet; Appropriate Caloric Intake, Maintain Healthy Body Weight	7:29
			Exercise: At Least 30 Mins. Of Aerobics 3-5 Days/Week	7:39
			Blood Pressure: Lower BP With Diet and Exercise -- See Physician if Need Meds	7:51
			Alcohol and Drugs: No More Than Two Drinks Per Day; Abstain From Doing Drugs	8:11
			Tobacco: Do Not Smoke or Use Smokeless Tobacco	8:33
			Sleep and Relaxation: Avoid Sleep Deprivation; Give Time for Relaxation/Meditation Daily	8:36
			Sex: Practice Safer Sex; Avoid Unplanned Pregnancy	9:18
			Injury: Curb Dangerous Driving Habits, Use Seat Belts, Minimize Sun Exposure, Avoid Dangerous Activities	9:32
			Stress: Learn Stress Management; Lower Hostility	9:48
		Stress		10:02
			Mental and Physical Condition That Occurs When a Person Must Adjust or Adapt to the Environment	10:26
			Stress Reaction: Physical Reaction to Stress	10:55
			Stressor	11:07
		Appraisal		11:52
			Primary Appraisal -- Is It Relevant? Is It Positive? Threatening?	12:00
			Secondary Appraisal -- Are There Coping Resources Available? Do I Have a Course of Action I Can Take?	12:15
			Stressor -- Is It Intense? Repeating? Unpredictable? Uncontrollable? Pressure?	12:27
			A Perceived Lack of Control is Just as Threatening as an Actual Lack of Control	13:43
		Stressful Life Events and Illnesses		14:14
			Catastrophes	14:19
			Significant Life Changes	14:21
			Daily Hassles	14:30
			My Students Usually Make Lists About Stressors and Various Symptoms of Stress	16:09
			By the End of the Period, They are Usually Incredibly Stressed Just Thinking About Stress	18:10
		Signs of Ongoing Stress		18:30
			Emotional Signs: Anxiety, Apathy, Irritability, Mental Fatigue	18:33
			Behavioral Signs: Avoidance of Responsibilities and Relationships, Extreme or Self-Destructive Behavior, Self-Neglect, Poor Judgment	18:43
			Physical Signs: Excessive Worry About Illness, Frequent Illness, Overuse of Medicines	19:14
		Stress Response System		19:52
			Hans Seyle Connected Physiology and Endocrine System to Stress	19:54
			General Adaptation Syndrome (GAS)	20:04
			Exhaustion Phase Can Be Where Burnout Occurs and a Person Gets Sick	20:31
		Burnout		20:40
			Job-Related Condition (Usually in Helping Professions) of Physical, Mental, and Emotional Exhaustion, Has Three Aspects	20:47
			Emotional Exhaustion	21:11
			Cynicism	21:23
			Feeling of Lack of Accomplishment	21:32
		Stressful Life Events and Illness		22:04
			Coronary Heart Disease	22:08
			Type A and Type B Personalities	22:15
			Type A -- Friedman and Rosenman's Term For Competitive, Hard-Driving, Impatient, Verbally Aggressive, and Anger-Prone People	22:18
			Type B -- Friedman and Rosenman's Term for Easygoing, Relaxed People	22:35
			Psychophysiological Illnesses: Literally Mind-Body Illness; Any Stress-Related Physical Illness, Such as Hypertension and Some Headaches	23:07
			Psychoneuroimmunology: The Study of How Psychological, Neural and Endocrine Processes Together Affect the Immune System and Resulting Health	25:24
		Coping With Threats		25:51
			Emotion-Focused Coping: Trying to Control One's Emotional Reactions to the Situation	25:54
			Problem-Focused Coping: Managing or Remedying the Distressing Situation	26:25
			Traumatic Stresses: Extreme Events That Cause Psychological Injury or Intense Emotional Pain	27:03
		Frustration		27:36
			Negative Emotional State That Occurs When One is Prevented From Reaching Desired Goals	28:02
			External Frustration: Based on External Conditions That Impede Progress Toward a Goal	28:23
			Personal Frustration: Caused by Personal Characteristics That Impede Progress Toward a Goal	28:32
		Reactions to Frustration		28:48
			Aggression: Any Response Made With the Intention of Harming a Person, Animal, or Object	28:52
			Displaced Aggression: Redirecting Aggression to a Target Other Than the Source of One's Frustration	29:21
			Scapegoating: Blaming a Person or Group for Conditions They Did Not Create; The Scapegoat is a Habitual Target of Displaced Aggression	29:32
			Escape: May Mean Actually Leaving a Source of Frustration (Dropping Out of School) or Psychologically Escaping (Apathy)	29:44
			Conflict: Stressful Condition That Occurs When a Person Must Choose Between Contradictory Needs, Desires, Motives, or Demands	30:43
		Cognition and Stress		31:17
			Later, in the Personality Unit, We Will Examine Defense Mechanisms, a Freudian Set of Ideas	31:20
		Self-Defeating Fears and Attitudes		32:43
			It Would Be Terrible to be Rejected, Abandoned or Alone. I Must Have Love and Approval Before I Can Feel Good About Myself.	32:52
			If Someone Criticizes Me, It Means There's Something Wrong With Me.	33:05
			I Must Always Please People and Live Up to Everyone's Expectations.	33:15
			I Am Basically Defective and Inferior to Other People.	33:30
		Self-Defeating Fears and Attitudes		33:53
			Other People Are to Blame For My Problems.	33:54
			The World Should Always Be the Way I Want it To Be.	34:03
			Other People Should Always Meet My Expectations.	34:17
			If I Worry or Feel Bad About a Situation, It Will Somehow Make Things Better. It's Not Really Safe to Feel Happy and Optimistic.	34:23
			I'm Hopeless and Bound to Feel Depressed Forever Because the Problems in My Life Are Impossible to Solve.	34:44
			I Must Always Try to Be Perfect. There Are Several Kinds of Perfectionism That Can Make You Unhappy.	35:07
		Learned Helplessness (Seligman)		35:16
			Acquired (Learned) Inability to Overcome Obstacles and Avoid Aversive Stimuli; Learned Passivity	35:28
			Can Lead to or Contribute to Depression	36:00
		Measuring Stress		36:55
			Social Readjustment Rating Scale (SRRS): Rates The Impact of Various Life Events on the Likelihood of Contracting Illness	36:59
			Microstressors (Hassles): Minor But Frequent Stressors	37:30
			Accultative Stress: Caused By Many Changes and Adaptations Required When a Person Moves to a Foreign Culture	37:56
		Managing Stress		38:32
			Use of Behavioral Strategies to Reduce Stress and Improve Coping Skills	38:38
			Progressive Relaxation: Produces Deep Relaxation Throughout the Body By Tightening all Muscles in an Ares and then Relaxing Them	38:40
			Guided Imagery: Visualizing Images That Are Calming, Relaxing, or Beneficial in Other Ways	39:44
			Stress Inoculation: Using Positive Coping Statements Internally to Control Fear and Anxiety; Designed to Combat Negative Self-Statements.	39:58
			Coping Statements: Reassuring, Self-Enhancing Statements Used to Stop Self-Critical Thinking	40:00
			Find Positive Message Accounts on Social Media	41:31
		Managing Stress		42:15
			Reduce Your Vulnerabilities	42:17
			Use Your Support System	42:28
			Prepare Rather Than Worry	42:37
			Breathe	42:43
			Choose Instead of Reacting	42:47
			Prioritize	42:57
			Learn to Say No	43:02
			Journal	43:14
			Unplug	45:10
			Laugh	45:26
			Know Yourself	45:34
		Review		45:54
			What is Stress?	45:57
			What Events Provoke Stress Responses?	46:03
			Why Are Some of Us More Prone Than Others to Coronary Heart Disease?	46:06
			How Does Our Thinking Promote Stress Reactions?	46:12
			What Behaviors Help Us Reduce Stress Reactions?	46:16
Section 9: Developmental Psychology
	Development, Part 1			34:36
		Intro		0:00
		Developmental Psychology (7-9%)		0:08
			Life-Span Approach	0:21
			Research Methods (e.g. Longitudinal, Cross-Sectional)	0:26
			Heredity-Environment Issues	0:29
			Developmental Theories	0:32
			Dimensions of Development	0:37
			Sex Roles and Gender Roles	0:42
			Developmental Psychology Deals With the Behavior of Organisms From Conception to Death and Examines the Processes That Contribute to Behavioral Change Throughout the Life Span. The Major Areas of Emphasis in the Course are Prenatal Development, Motor Development, Socialization, Cognitive Development, Adolescence, and Adulthood	0:52
		Developmental Psychology		1:20
			Branch of Psychology That Studies Physical, Cognitive, and Social Change Throughout the Life Span (The Study of Progressive Changes in Behavior and Abilities)	1:22
			Issues Within Developmental Psych	1:33
			Nature vs. Nurture	1:39
			Continuity and Stages	1:58
			Stability and Change	2:12
		Heredity		2:42
			Heredity (Nature): Transmission of Physical and Psychological Characteristics From Parents to Their Children Through Genes	2:50
			DNA (Deoxyribonucleic Acid): Molecular Structure, Shaped Like a Double Helix That Contains Coded Genetic Information	3:00
			Genes: Specific Areas on a Strand of DNA That Carry Hereditary Information	3:10
		Prenatal Development and the Newborn		3:31
			Conception	3:34
			Prenatal Development	4:25
		Prenatal Issues		5:21
			Placenta: An Organ That Connects the Developing Fetus to the Uterine Wall to Allow Nutrient Uptake. Waste Elimination, and Gas Exchange Via the Mother's Blood Supply	5:26
			Teratogens: Agents, Such as Chemicals and Viruses, That Can Reach the Embryo or Fetus During Prenatal Development and Cause Harm	6:34
			Fetal Alcohol Syndrome: Physical and Cognitive Abnormalities -- Low Birth Weight, Small Head, Body Defects, Facial Malformations	9:16
		Minimizing Prenatal Risks		10:04
			Maintain Good Nutrition During Pregnancy	10:07
			Learn Relaxation and Stress Reduction Techniques to Ease Transition to Motherhood	10:16
			Avoid Teratogens and Other Harmful Substances	10:32
			Get Adequate Exercise During Pregnancy	10:38
			Obtain General Education About Pregnancy and Childbirth	11:01
			Teenage Females and Hip Bones -- Difficulty During Childbirth	11:14
		Childbirth		11:52
			Medicated Birth: Traditional in West; Mother is Assisted by Physician and Given Drugs For Pain (Recent Research Indicates Epidurals Can Be Quite Dangerous)	11:55
			Prepared Childbirth: Parents Learn Specific Behavioral Techniques to Manage Pain and Facilitate Labor. Lamaze Methods is Most Famous	12:21
			Traditional Childbirth in Remote Cultures (Attendants, Family, Solo, Midwife)	12:38
			The Placenta -- What Should Be Done With It?	13:22
		Potential Problems		14:10
			Congenital Problem: A Problem or Defect That Occurs During Prenatal Development -- Exists at Birth and Sometimes Before Birth; Birth Defect	14:14
			Genetic Disorder: Problem Caused by Inherited Characteristics From Parents; May Not be Visible at Birth (e.g. Cystic Fibrosis, Metabolic Disorders (Hypothyroidism), and Many Others	15:40
		The Newborn (Neonate): Reflexes		16:23
			Grasping: If an Object is Placed in the Infant's Palm, She'll Grasp It Automatically (All Reflexes Are Automatic Responses; i.e., They Come From Nature, Not Nurture)	16:39
			Rooting: Lightly Touch the Infant's Cheek and He'll Turn Toward The Object and Attempt to Nurse; Helps Infant Find Nipple or Food	17:02
			Sucking: Touch an Object or Nipple to the Infant's Mouth And She'll Make Rhythmic Sucking Movements	17:22
			Moro: If a Baby's Position is Abruptly Changed or if He is Startled by a Loud Noise, He Will Make a Hugging Motion	18:30
			Babinski: Firmly Touch Foot, Toes Fan Out	18:42
			There Are Others, But These You Need to Know	18:55
		The Newborn		19:13
			Temperament: The Physical Core of Personality; Includes Sensitivity, Irritability, Distractibility, and Typical Mood	19:16
		Emotional and Social Development		20:29
			Basic Emotions: Anger, Fear, Joy; Appear to be Unlearned	20:33
			Social Smile: Smiling Elicited by Social Stimuli; Not Exclusive to Seeing Parents	20:45
			Self-Awareness: Awareness of Oneself as a Person; Can Be Tested by Having Infants Look in a Mirror and See if They Recognize Themselves	21:10
			Social Referencing: Observing Other People To Get Information or Guidance	21:56
		Maturation		23:25
			Physical Growth and Development of the Body, Brain, and Nervous System -- Coded in Genes	23:29
			Sets the Basic Course of Development; Experience Adjusts It	23:40
			Increased Muscular Control Occurs in Patterns; Order of Maturation is Almost Universal	24:08
			Readiness: When Maturation Has Advanced Enough to Allow Rapid Acquisition of a Particular Skill	25:01
		Newborns and the Brain		25:56
			In Womb, Brain Cells Were Formed at Almost 1/4 Million Per Minute	26:00
			Newborns Have All the Brain Cells They Will Ever Possess	26:09
			The Brain Begins to Network -- Lots of Neurons, But Few Connections -- Explosive Growth as an Infant -- Walking, Talking, Remembering	26:45
		Deprivation and Enrichment		28:00
			Deprivation: Lack of Normal Stimulation, Nutrition, Comfort, or Love	28:04
			Enrichment: When an Environment is Deliberately Made More Complex and Intellectually Stimulating and Emotionally Supportive	32:09
		Review		33:09
			How Does Life Develop Before Birth?	33:12
			What Are Some Birth Defects That Babies Can Be Born With?	33:15
			What Are Some Newborn Abilities, and How Do Researchers Explore Infants' Mental Abilities?	33:18
			What is Maturation And How Does it Differ From Development?	33:57
			During Infancy and Childhood, How Do the Brain and Motor Skills Develop?	34:01
			What Are Some Different Ways in Which We Develop?	34:06
	Development, Part II			29:30
		Intro		0:00
		Attachment		0:08
			Rapid, Relatively Permanent Type of Learning That Occurs During a Limited Time Period Early in Life	0:13
			Conrad Lorenz (an Ethologist) Studied Natural Behavior Patterns of Animals	0:25
			Hatched Baby Geese in an Incubator; When Geese Were Born, First Moving Object They Saw Was Lorenz	0:33
			They Followed Him Around and Acted as Though He Were Their Mother	0:46
		Attachment and Ainsworth		1:42
			Attachment is the Strong Emotional Bond Young Children Form With Their Parents or Primary Caregivers	1:44
			Ainsworth's Strange Situation	1:55
			Secure and Insecure Attachment Styles	2:03
			Emotional Attachment: Close Emotional Bond That Infants Form With Parents, Caregivers, or Others	2:10
			Separation Anxiety: Crying and Signs of Fear When a Child is Left Alone or is With a Stranger; Generally Appears Around 8-12 Months	2:33
			Separation Anxiety Disorder: Severe and Prolonged Distress Displayed by Children When Separated From Parents/Caregivers	3:13
		The Strange Situation Experiment		3:36
			The Strange Situation Experiment	3:38
			Different Combinations Where Baby is in the Company of a Parent, Stranger, Both, or None	3:45
			YouTube Has a Video of Experiment	4:29
		Quality of Attachment		4:50
			Secure: Stable and Positive Emotional Bond	5:00
			Insecure -Avoidant: Anxious Emotional Bond; Tendency to Avoid Reunion With Parent or Caregiver	5:07
			Insecure-Ambivalent: Anxious Emotional Bond; Desire to be With Parent or Caregiver and Some Resistance to Being Reunited With Mom	5:27
			Disorganized/Disoriented: Show a Lack of Clear Attachment Behavior; May Seem Confused or Apprehensive in Presence of Caregiver	5:48
		Harlow and Contact Comfort		6:06
			Pleasant and Reassuring Feeling Babies Get From Touching Something Warm and Soft, Especially the Mother	6:23
			Research With Rhesus Monkeys (Macaques) -- Maternal Separation/Deprivation	6:39
			Social Isolation Experiments (Severe Disturbances)	6:52
			Cloth and Wire Mother (With Food)	8:02
			Importance of Care-Giving and Companionship in Social and Cognitive Development	9:06
			Ethically, Could Not be Done Today -- May Have Influenced the Rise of the Animal Rights Movement	9:15
		Physical Development		9:58
			Motor Development: e.g. Walking	10:00
			Maturation and Infant Memory	11:48
		Optimal Caregiving		12:58
			Proactive Maternal Influences: A Mother's Warm, Educational Interactions With Her Child	13:02
			Goodness of Fit: (Chess & Thomas): Degree to Which Parents and Child Have Compatible Temeraments	13:30
			Paternal Influences: Sum of All Effects a Father Has on His Child -- As American Society Changes, The More of a Role Males Are Seen as Having on the Development of Their Children	13:50
		Parenting Styles (Baumrind)		14:52
			Authoritarian: Enforce Rigid Rules and Demand Strict Obedience to Authority. Children Tend to Be Emotionally Stiff and Lacking in Curiosity	15:05
			Overly Permissive: Give Little Guidance. Allow too Much Freedom, Or Don't Hold Children Accountable For Their Actions. Children Tend to be Dependent and Immature and Frequently Misbehave.	15:47
			Authoritative: Provide Firm and Consistent Guidance Combined With Love and Affection. Children Tend to be Competent, Self-Controlled, Independent, and Assertive	16:30
			Others Added Indulgent and Neglectful Styles	18:04
			Studied Corporal Punishment --> Mild Spanking, Not With Authoritarian, Likely Not Harmful	19:00
		Types of Child Discipline		20:14
			Power Assertion: Using Physical Punishment or a Show of Force, e.g. Removing Toys or Privileges	20:16
			Withdrawal of Love: Withholding Affection	20:37
			Management Techniques: Combine Praise, Recognition, Approval, Rules, and Reasoning to Encourage Desirable Behavior	21:04
			Have Effective Communication	22:49
		Consequences		24:39
			Natural Consequences: Effects That Naturally Follow a Particular Behavior; Intrinsic Effects	24:42
			Logical Consequences: Rational and Reasonable Effects Defined by Parents	25:06
		Review		25:42
			How Does Life Develop Before Birth?	25:46
			What Are Some Newborn Abilities, and How Do Researchers Explore Infants' Mental Abilities?	25:51
			During Infancy and Childhood, How Do the Brain and Motor Skills Develop?	25:58
			How Do Parent-Infant Attachment Bonds Form?	26:07
			How Have Psychologists Studied Attachment Differences and What Have They Learned About the Effects of Temerament and Parenting?	26:13
			Do Parental Neglect, Family Disruption, or Day Care Affect Children's Attachment?	26:33
			How Do Children's Self-Concepts Develop, and How Are Children's Traits Related to Parenting Styles?	26:51
			To What Extent is Our Development Shaped By Early Stimulation, By Parents, and By Peers?	28:46
	Development, Part III			28:31
		Intro		0:00
		Cognition		0:10
			Cognition: Is the Mental Activity of Knowing and the Process By Which Knowledge is Acquired And Problems Are Solved	0:13
		Cognitive Development		0:41
			Jean Piaget (1896-1980)	0:43
			A Schema is an Organized Cluster of Knowledge You Use to Understand and Interpret Information	1:10
			Assimilation is the Process of Absorbing New Information Into Existing Schemas	2:04
			Accommodation is the Process of Changing Schemas in Order to Absorb New Information	3:50
		Piaget's Stages of Cognitive Development		4:22
			Chart Describing Different Stages of Development According to Piaget	4:28
		Sensorimotor Stage		9:37
			Infants Develop the Ability to Coordinate Sensory Input With Motor Actions.	9:42
			Object Permanence is the Realization That An Object Continues to Exist Even if You Can't See It Or Touch It.	10:04
			Representational Thought is the Ability to Picture (or Represent) Something in Your Mind, Even When Not Physically Present.	10:31
		Preoperational Stage		10:54
			Children Think in Terms of Language and Begin to Engage in Make-Believe Play.	11:01
			Egocentrism is the Tendency to View the World From Your Own Perspective Without Recognizing That Others May Have Different Viewpoints.	11:33
			Conservation is the Understanding that Certain Physical Properties of an Object Remain Unchanged Despite Changes in its Appearance.	11:53
			Animism -- e.g. The Sun is Following Us	15:25
			Literal Thinking	13:52
			Thinking Aloud	13:28
		Concrete Operational Stage		15:48
			Children Perform Mental Operations and Begin Logical Reasoning (Operations)	15:52
			Working on Conservation Problem (Volume)	16:00
			Children's Thinking and Use of Logic are Limited to Concrete Reality, Not Abstract or Hypothetical Concepts.	16:08
			Classify, Organize, Categorize	16:20
		Formal Operations Stage		17:52
			Children Reason Abstractly and Make Predictions About Hypothetical Situations	17:58
			Problem Solving Involves Systemic and Reflective Strategies.	18:03
			Not everyone Gets to This Stage.	18:08
		Refinements of Piaget's Theory		20:12
			Children are More Cognitively Advanced and Adults are Less Cognitively Complex Than Piaget's Theory Suggests.	20:18
			Theory of Mind: People's Ideas About Their Own and Others' Mental States (About Their Feelings, Perceptions, and Thoughts) That Allow You to Understand and Predict Their Behavior.	20:43
			Social and Environmental Factors Have a Greater Influence on Cognitive Development Than Piaget Thought	20:57
		Lev Vygotsky		21:32
			Children's Cognitive Development is Heavily Influenced by Social and Cultural Factors	21:42
			Children's Thinking Develops Through Dialogues With More Capable People	21:52
			Importance of Social Interaction -- Community and Culture Plays a Central Role in the Process of Making Meaning and Cognitive Development	22:56
			Social Factors are Big (Piaget Minimized Them)	23:23
			Emphasis on Role of Language in Cognitive Development (Piaget Minimized This)	23:31
		More Vygotsky		23:43
			Zone of Proximal Development -- Range of Tasks a Child Cannot Master Alone Even Though They Are Close to Having the Necessary Mental Skills; They Need Guidance From a Skilled Partner in Order to Complete the Task	23:48
			Scaffolding: Framework or Temporary Support. Adults Help Children Learn How to Think by Scaffolding, or Supporting, Their Attempts to Solve a Problem or to Discover Principles	25:03
		Review		27:49
			How Does Thinking Change During Childhood Into Adulthood for Piaget?	27:51
			How Did Vygotsky Add to Piaget's Work?	28:02
			What Aspect of Vygotsky Do You See In School?	28:07
	Development, Part IV			28:20
		Intro		0:00
		Erikson: Psycho-Social Development		0:10
			Eight Stages of Psychosocial Dilemmas	0:18
			Student of Freud	0:23
			Added Social Aspect to Freud's Ideas	0:28
			Examined Entire Lifespan	0:32
		Stage 1: Trust Vs. Mistrust (Birth-1)		0:40
			Children Are Completely Dependent on Others	1:03
			Trust: Established When Babies are Given Adequate Warmth, Touching, Love, and Physical Care	1:06
			Mistrust: Caused by Inadequate or Unpredictable Care	1:14
			Important Events: Feeding	1:41
		Stage 2: Autonomy Vs. Shame and Doubt (1-3)		1:58
			Autonomy: Doing Things for Themselves	2:05
			Overprotective and Ridiculing Children May Cause Children to Doubt Abilities and Feel Shameful	2:15
			Important Events: Toilet Training	2:52
		Stage 3: Initiative Vs. Guilt (3-5)		3:01
			Initiative: Parents Reinforce Via Giving Children Freedom	3:09
			Guilt: May Occur if Parents Criticize, Prevent Play or Discourage a Child's Questions	3:34
			Important Events: Exploration	4:00
		Stage 4: Industry Vs. Inferiority (6-12)		4:36
			Industry: Occurs When Child is Praised for Productive Activities	4:42
			Inferiority: Occurs if Child's Efforts are Regarded as Messy or Inadequate	4:55
			Important Events: School	5:10
		Stage 5: Identity Vs. Role Confusion (Adolescence)		5:31
			Identity: For Adolescents, Who am I?	5:43
			Role Confusion: Occurs When Adolescents are Unsure of Where They are Going and Who They Are	6:34
			Important Events: Social Relationships	6:42
		Stage 6: Intimacy Vs. Isolation (Young Adulthood)		7:53
			Intimacy: Ability to Care About Others and Share Experiences With Them	8:16
			Isolation: Feeling Alone and Uncared for	8:38
			Important Events: Relationships (Emotionally Intimate)	8:59
		Stage 7: Generativity Vs. Stagnation (Middle Adulthood)		9:20
			Generativity: Interest in Guiding the Next Generation	9:27
			Stagnation: When One is Only Concerned With One's Own Needs and Comforts	10:17
			Important Events: Work and Parenthood	10:48
		Stage 8: Integrity Vs. Despair (Late Adulthood)		10:53
			Integrity: Self-Respect; Developed When People Have Lived Richly and Responsibly	11:04
			Despair: Occurs When Previous Life Events are Viewed With Regret	11:44
			Important Events: Reflection on Life	12:05
		Kohlberg and Moral Development		13:11
			Took Stage Theories and Applied to Moral Development	13:12
			Gave Children Scenarios and Asked for Reasoning on What was Right and Wrong	13:39
			Heinz Dilemma Example	13:58
			Reasoning Created Patterns-Worked into Three Levels (Each With Two Stages)	14:54
			Assumed Humans are Communicative, Possessed Reason and a Desire to Understand World	15:28
		Three Levels of Moral Development		16:09
			Preconventional: Moral Thinking Based on Consequences of Actions or Choices	16:10
			Conventional: Reasoning Based on a Desire to Please Others or to Follow Accepted Rules and Values	17:48
			Postconventional: Follows Self-Accepted Moral Principles	18:24
		Level 1 (Pre-Conventional)		19:17
			1. Obedience and Punishment Orientation -- How Can I Avoid Punishment?	19:21
			2. Self-Interest Orientation -- What's in it for Me?	19:35
		Level 2 (Conventional)		20:04
			3. Interpersonal Accord and Conformity (Good Boy/Good Girl Attitude)	20:09
			4. Authority and Social-Order Maintaining Orientation	20:38
		Level 3 (Post-Conventional)		21:36
			5. Social Contract Orientation	21:37
			6. Universal Ethics Principles (Morality of Individual Principles)	23:41
		Criticisms of Kohlberg		24:50
			Cross-Cultural, Most Are in the First 4 Stages	24:53
			Post-Conventional Seem to Be European and North American Educated Middle Class Which Values Individualism	25:02
			Collectivist Cultures' Morality Ignored/Viewed Negatively	25:28
			Carol Gilligan Was a Colleague Who Focused on Ethical Reasoning and Ethical Relationships	25:45
			Viewed Kohlberg's Work as Androcentric	25:56
			Lacked Social Justice and Cultural Neutrality	26:36
		Review		26:55
			How did Piaget, Kohlberg, and Later Researchers Describe Adolescent Cognitive and Moral Development?	26:56
			How Does Thinking Change During Childhood Into Adulthood for Piaget?	27:09
			Erikson Talks About Psychosocial Development -- Describe The Crises of Each Stage and How Positive Growth Develops From Each	27:20
			Kohlberg Examines Moral Development -- Describe How He Determined a Person Was at a Particular Stage	27:37
			Why Does Gillian Criticize Kohlberg's Work? Give Examples	27:53
	Development, Part V			43:17
		Intro		0:00
		North American Adults-Challenges		0:14
			Gould's Developmental Challenges for Adults	0:15
			Escape From Dominance (Ages 16-18)	0:18
			Leaving the Family (Ages 18-22)	0:38
			Building a Workable Life (Ages 22-28)	0:44
			Crisis of Questions (Ages 29-34)	1:00
			Crisis of Urgency (Ages 35-43)	1:16
			Attaining Stability (Ages 53-50)	1:33
			Mellowing (Ages 50 and Up)	1:49
		Emerging Adulthood		2:37
			For Some People In Modern Cultures, A Period From Late Teens to Mid-Twenties	2:38
			Bridging the Gap Between Adolescent Dependence and Full Independence and Responsible Adulthood	2:45
		Levinson's Challenges		5:24
			Early Adulthood Transition (17-22)	5:25
			Age 30 Transition (28-33)	5:36
			Midlife Transition (40-45)	6:01
			Age 50 Transition (50-55)	6:07
			Late Adult Transition (60-65)	7:04
		Female Middle Age Issues		7:15
			Menopause	7:18
			Empty Nest Syndrome	8:35
		Male Middle-Age Issues		10:08
			Climacteric	10:09
			Andropause	10:37
		Gerontology and Study of Aging		12:06
			Gerontologists Study Aging and its Effects	12:07
			Intellectual Abilities	12:20
			Fluid Abilities: Abilities Requiring Speed or Rapid Learning	12:26
			Crystallized Abilities: Learned (Accumulated) Knowledge and Skills	12:48
		Physical Development		15:13
			Our Bodies Undergo Changes in Time	15:15
			Metabolism	15:25
			Possible Weight Changes	15:51
			Lower Maximum Heart Rate (220 - Age)	15:55
			Lower Muscle Strength	17:01
			Reduced Lung Capacity	17:12
			This Means Adaptation, Not Elimination of Physical Activity	17:16
		Gerontology and Study of Aging		17:44
			Disengagement Theory: Assumes That it is Normal and Desirable for People to Withdraw from Society as They Age	17:45
			Activity Theory: People who Remain Active will Adjust Better to Aging (Productive Aging)	18:00
			Ageism: Discrimination or Prejudice Based on a Person's Age	18:34
		Physical and Cognitive Changes		19:16
			Two Theories of Aging	19:17
			Genetic Preprogramming Theory	19:21
			Wear-and-Tear Theory	19:53
			Aging and the Brain	20:06
			Dementia	20:07
			Wisdom: Expert Knowledge and Judgment About Important Issues in Life	20:51
		Research Methods in Developmental Psych		21:15
			Cross-Sectional Study - People of Different Ages are Compared With One Another	21:16
			Longitudinal Study	23:29
		Sex Development		25:49
			Sex and Gender are Often Confused	25:50
			Sex: Physical Characteristics of Male and Female (Biological)	25:58
			Primary Sex Characteristics -- Body Structures that Makes Sexual Reproduction Possible	26:09
			Secondary Sex Characteristics -- Non-Reproductive Sexual Characteristics	26:26
		Gender		26:41
			Gender: Biologically and Socially Influenced Characteristics by Which People Define Male and Female	26:42
			Gender is a Socially Defined Set of Expectations (Roles)	26:55
			Gender Identity: Sense of Being Male or Female	30:01
			Gender Typing: Acquisition of Traditional Masculine or Feminine Role	30:51
		Roles		31:19
			Roles: Set of Expectations (Norms) About a Social Position Defining Behaviors	31:20
			Gender Roles are Related to How Men and Women Should Behave	31:32
			Gender Roles Examples	31:36
		Gender Roles		32:49
			Larry/Laurie Study	32:50
			Traditional Roles Versus More Flexible and Adaptive Roles	34:15
			Social Learning Theory	34:43
			Bem Gender Role Inventory	35:17
		Bem Gender Schema Theory		37:17
			Gender Schemas Develop Through an Individual's Observation of Societal Classifications	37:23
			Males and Females Cognitively Process and Categorize New Information in Environment, Based on Maleness or Femaleness	37:41
			Self-Authorship Displayed by Individual's Categorization of, and Conformity to, Elements That Belong to Definition of Masculinity or Femininity	38:24
		Dying, Death and Bereavement		39:11
			Elizabeth Kubler-Ross	39:12
			Criticisms of Her Theory, Including Methodology and Accuracy of Stages	39:21
			Context Purposes Only	39:27
			Stages Not Universal and Not Always Followed in Order	39:40
		Stages of Reactions to Dying		39:49
			Denial and Isolation	39:50
			Anger	40:10
			Bargaining	40:20
			Depression	40:30
			Acceptance	40:38
		Bereavement and Grief		41:22
			Bereavement	41:23
			Grief	41:34
			Shock	41:38
			Pangs of Grief	41:52
			Resolution	41:59
		Review		42:26
			What is Emerging Adulthood?	42:28
			What Physical Changes Occur During Middle and Late Adulthood?	42:36
			How do Memory and Intelligence Change with Age?	42:43
			What Themes and Influences Mark Our Social Journey from Early Adulthood to Death?	42:47
			What Are Some Ways In Which Males and Females Tend to be Alike and to Differ?	42:54
			How do Nature and Nurture Together Form Our Gender?	42:59
Section 10: Personality
	Personality, Part I			29:06
		Intro		0:00
		X. Personality (5-7%)		0:14
			Personality Theories and Approaches	0:27
			Assessment Techniques	0:32
			Growth and Adjustment	0:35
			In This Section of the Course…	0:39
		Objectives		1:01
			Compare and Contrast Major Theories and Approaches to Explaining Personality (Psychoanalytic, Humanist, Cognitive, Trait, Social Learning, and Behavioral)	1:02
			Describe and Compare Research Methods (E.g., Case Studies and Surveys)	1:11
			Identify Frequently Used Assessment Strategies (MMPI, TAT)	1:15
			Speculate How Cultural Context Can Facilitate or Constrain Personality Development	1:32
			Identify Key Contributors to Personality Theory (E.g., Aldler, Bandura, Costa, McCrae, Freud, Jung, Maslow, Rogers)	1:49
		Who Are You?		2:17
			Know Thyself	2:48
			Be True to Yourself	3:41
			Each Of Use Is Really Many of Us	3:49
			He Who Knows Others is Wise; He Who Knows Himself is Enlightened	4:48
			I Am Whatever You Say I Am	5:12
		Personality Basics		5:29
			Persona	5:30
			Greek Theatre	5:35
			Do We Find the Self or Create the Self?	6:02
		Defining Some Terms		6:31
			Personality	6:32
			Character	7:02
			Temperament	7:42
		What Is Personality?		8:13
			Everything You Are, Think, Feel and Do	8:15
			An Abstract Construct	8:21
			Manifest in Behavior	9:39
			Based on Perceptions of Behavior	9:32
			We All Have Implicit Theories of Personality -- Philosophical Assumptions	10:22
			Freedom V. Determinism	10:32
			Heredity V. Environment	11:11
			Uniqueness V. Universality	11:22
			Active V. Reactive	11:59
		What is the Self?		12:40
			What is the Self?	12:41
			Can We Accurately See/Perceive Ourselves or Others?	12:51
			Self-Awareness	12:58
			Schema Issues	14:22
			Self-Knowledge	14:42
			Self-Esteem	15:11
			Self-Serving Bias	15:37
			Lake Wobegon Effect on Self	16:18
			Culture and Self - Individualistic Cultures and Collectivists Ones	17:00
		Personality: Methods of Research		18:45
			Case Study	18:46
			Survey	20:19
			Projective Tests (e.g. TAT and Rorschach)	21:10
			Personality Inventories (Myers-Briggs, MMPI, Factor Analysis Big 5)	24:47
			Observation	26:08
			Experimentation	27:20
		Review		28:12
			What is Personality?	28:13
			How is it Different from Character or Temperament?	28:20
			How is it Shown to Others?	28:23
			How do Psychologists Measure Personality?	28:27
			How Valid and Reliable are the Tools That are Used?	28:32
			What are Personality Inventories, and What are Their Strengths and Weaknesses as Trait-Assessment Tools?	28:37
	Personality, Part II			21:39
		Intro		0:00
		Overview on Personality Theories		0:09
			Personality Theory: System of Concepts, Assumptions, Ideas, and Principles Proposed to Explain Personality	0:10
			Six Perspectives	0:24
			1. Trait	0:26
			2. Psychodynamic	0:31
			3. Behavioristic	0:35
			4. Social Cognitive Theories	0:42
			5. Humanistic Theories	0:54
		Type Theories		1:02
			Four Humors Theories	1:03
			Hippocrates -- Blood, Phlegm, Black Bile, Yellow Bile	1:15
			Sheldon's Somatyping -- Endomorphs, Mesomorphs, Ectomorphs	1:51
		Gordon Allport and Traits		2:54
			A Trait Is…	3:00
			Common Traits	3:15
			Individual Traits	3:21
			Cardinal Traits	3:25
			Central Traits	3:58
			Secondary Traits	4:12
		Raymond Cattell and Traits		4:51
			Surface Traits	4:56
			Source Traits	5:03
			Cattell Created 16PF, Personality Test	5:19
			Studied Fluid and Crystallized Intelligence	7:04
			Created Culture Fair Intelligence Test	7:17
		Paul Costa & Robert McCrae		7:33
			Five Factor or Big 5 Personality Theory	7:35
			Trait Theorists	7:43
			Personality is Stable Past Age 30	7:45
			Mnemonics - OCEAN or CANOE	8:03
			Five Factors Contain All Other Personality Traits	8:31
			NEO Personality Inventory	8:46
		The Big Five Personality Factors		9:02
			Openness to Experience, Conscientiousness, Extroversion, Agreeableness, Neuroticism	9:03
			Emotional Stability (Neuroticism)	9:28
			Extraversion	10:03
			Openness	10:31
			Agreeableness	11:12
			Conscientiousness	11:35
		Eysenck		12:05
			Personality Based on Physiology and Genetics	12:06
			Focus More on Temperament Than Personality	12:13
			Eysenck Personality Questionnaire or EPQ	12:20
		Eysenck's Theory of Personality		13:31
			Eysenck's Theory of Personality Graphic Explanation	13:32
		Traits, Situations, and Biology		16:57
			Trait-Situation Interactions	16:58
			Behavioral Genetics	17:57
		Assessing the Trait Theories		19:23
			Nearly All Agree That People Can Be Described by Traits	19:24
			Disagreement as to Number of Traits That Make Up Human Personality	19:31
			Traits Often Poor Predictors of Behavior	19:56
			Situational Factors Often Run Counter to Traits	20:15
			Do Not Address How or Why Individual Differences in Personality Develop or Emerge	20:21
		Review		20:40
			What are the Primary Viewpoints that are Used to Understand Personality?	20:41
			Which Traits Seem to Provide the Most Useful Information About Personality Variation?	20:49
			Can you Distinguish Among the Different Traits that Allport Theorized?	21:05
			What is the Big 5 Factor Theory?	21:12
			What Challenges/Criticisms are There of the Trait Theories?	21:15
	Personality, Part III			38:08
		Intro		0:00
		The Psychodynamic Perspective		0:09
			Sigmund Freud, Viennese Physician Thought Patients Problems Were More Emotional than Physical	0:10
			Austria, Late 1800s, Sexually Repressed Era	0:36
			Freud Began Work by Using Hypnosis	0:57
			Medical Doctor, Treated Hysterics	1:14
			Most Psychology Was Reaction to His Work	2:09
			Freud had Many Followers	2:48
			Freud Used Cocaine and Tobacco, Died From Oral Cancer	3:02
			Work Still Influential and Controversial	3:59
		Key Freudian Terms		4:14
			Psyche	4:15
			Libido	4:27
			Eros	4:33
			Thanatos	4:36
		All is Vanity		5:04
		Freud's Theory of Mind		6:01
			Conscious Mind	6:05
			Proconsciou Mind	6:16
			Unconscious Mind	6:27
		The Id, Ego, and Superego		7:47
			Id	7:50
			Ego	8:02
			Superego	8:11
		The Id		8:23
			Innate Biological Instincts and Urges	8:24
			Works Via Pleasure Principle	8:52
			Immediate Gratification	9:05
		The Superego		10:09
			Judge or Censor for Thoughts and Actions of Ego	10:15
			Two Parts: Conscious and Ego Ideal (Parental Self or Societal Self)	10:31
		The Ego		11:34
			Executive; Directs Id Energies	11:38
			Partially Conscious and Partially Unconscious	11:51
			Works Via Reality Principle	11:56
			Best Balance is to Have the Ego Be More Dominant Than Other Two	13:22
		The Mind as an Iceberg Metaphor		15:50
		Dynamics of Personality and Anxieties		17:01
			Ego is Always Caught in the Middle of Battles Between Superego's Desires for Moral Behavior and Id's Desires for Immediate Gratification	17:09
			Neurotic Activity	17:22
			Moral Anxiety	18:27
		Levels of Awareness		19:49
			Unconscious	19:50
			Conscious	20:04
			Preconscious	20:42
		Psychosexual Personality Development		21:19
			Develops in Stages	21:24
			Majority of Personality Formed Before Age 6	21:59
			Erogenous Zone	22:14
			Fixation	22:35
		Oral Stage		23:08
			Ages 0-1	23:18
			Oral Dependent Personality and Orally Fixated Personality	23:51
		Anal Stage		25:41
			Ages 1-3	25:43
			Anal Retentive	26:53
			Anal Expulsive	27:19
		Phallic Stage		28:05
			Ages 3-6	28:06
			Can Lead to Oedipus Conflict (With Boys)	28:21
			Electra Conflict (With Girls)	31:33
			Resolution: Identification With Same-Sex Parent	31:50
		Conclusions About Stages 1-3		32:13
			Both Oedipus and Electra Conflicts are Widely Rejected Today by Most Psychologists	32:14
		Latency and Genital Stages		32:33
			Latency	32:36
			Genital Stage	33:10
		Review		35:26
			What Was Freud's View of Personality and Its Development?	35:28
			Describe the Major Issues at Each Stage of Psychosexual Development	35:36
			What Are Fixations and How do They Develop?	35:53
			Which of Freud's Ideas Did His Followers Accept or Reject?	35:57
			How do Contemporary Psychologists View Freud and the Unconscious?	36:14
	Personality, Part IV			34:01
		Intro		0:00
		Freudian Ego Defense Mechanisms		0:13
			Habitual and Unconscious Mental Processes Designed to Reduce Anxiety	0:14
		Defense Mechanisms		2:01
			Denial	2:02
			Repression	3:28
			Reaction Formation	4:43
			Displacement (Displaced Aggression)	5:23
		More Defense Mechanisms		7:40
			Projection	7:42
			Rationalization	8:32
			Fantasy	9:58
			Identification	10:26
			Regression	11:58
			Sublimation	12:48
			There Are Many More, Not All Are Agreed Upon	14:25
		Neo-Freudians		14:45
			Accepted Broad Aspects of Freud's Theory But Revised Parts of It	14:46
			Alfred Adler -- Striving for Superiority, Compensation, Creative Self…	15:02
			Karen Horney -- Basic Anxiety, Hostile World, Sense of Helplessness	17:13
			Carl Jung -- Analytic Psychology, Persona, Personal Unconscious, Collective Unconscious, Archetypes	18:18
		More Jung		23:52
			Need of Individuation	23:53
			Need for Balancing Opposites in Personality	24:30
			The Shadow Self	24:35
			Anima	25:13
			Animus	25:18
			Self Archetype	25:41
			Mandala	26:30
		The Mandala		26:43
			Image	26:44
		Impact of Psychoanalytics Theory		28:08
			Psychoanalytics Approach Still Has Influence Within Psychology	28:09
			Ideas With Impact:	28:28
		Criticisms of Psychoanalytic Theory		29:51
			Contradictory Evidence	29:53
			Lack of Solid Scientific Foundation	29:55
			Repression May Be a Myth	30:05
			Modern Unconscious Mind	30:09
		Review		32:18
			What Was Freud's View of Personality and Its Development?	32:19
			How Did Freud Think People Defended Themselves Against Anxiety?	32:27
			Which of Freud's Ideas Did His Followers Accept or Reject?	32:42
			What Are Projective Tests, and How Are They Used?	32:48
			How Do Contemporary Psychologists View Freud and the Unconscious?	33:00
	Personality, Part V			48:51
		Intro		0:00
		The Humanistic Perspective		0:12
			Approach Focuses on Human Experience, Problems, Potentials, and Ideals	0:34
			Human Nature	1:01
			Free Choice	1:13
			Subjective Experience Also Called Phenomenology	1:35
		Abraham Maslow		2:34
			The Self-Actualizing Person	2:52
			Self-Actualization	3:20
			Peak Experiences	3:37
		Characteristics of Self-Actualizers		4:45
			Efficient Perceptions of Reality	4:47
			Comfortable Acceptance of Self, Others, and Nature	5:05
			Spontaneity	5:24
			Task Centering	5:30
			Autonomy	5:42
			Continued Freshness of Appreciation	5:55
			Fellowship With Humanity	6:36
			Profound Interpersonal Relationships	7:06
			Comfort With Solitude	7:15
			Non-Hostile Sense of Humor	7:19
			Peak Experiences	7:48
		Carl Rogers		8:45
			Fully Functioning Person	8:49
			Growth Promoting Climates Include Genuineness, Acceptance and Empathy	9:29
			Unconditional Positive Regard	9:58
			Self-Concept	10:25
			Self	10:47
			Self-Image	11:08
			Incongruence	11:52
			Ideal Self	12:35
		Incongruence and Congruence		12:56
			Incongruence and Congruence Venn Diagram	12:57
		Carl Rogers		14:25
			Incongruence Occurs When There is a Mismatch Between Any of the Three Entities	14:26
			Self-Esteem Suffers When There is a Large Difference Between One's Ideals Self and Self-Image	14:43
			Anxiety and Defensiveness are Common When The Self-Image Does Not Match the True Self	15:10
			Conditions of Worth	15:38
			Positive Self-Regard	17:08
			Organismic Valuing	17:52
		Criticisms		18:52
			Not Scientific Enough	18:56
			Too Filled With Values, Vague and Subjective	18:59
			Terminology Based on Values, Not Scientifically Measurable Operational Definitions	19:05
			Naïve	19:23
			Self-Esteem Movement of the 80s -- Trophies for Participating Not Achieving	20:04
			Positive Psychology Movement -- Beginning of 1990s	22:44
		The Socio-Cognitive Perspective		23:50
			The Social Behavior Approach	23:51
			Built from Combining Social Learning Theory or Bandura and Cognitive Features	23:58
			Views Behavior as Influenced by the Interaction Between People's Traits and Their Social Context	24:16
		Reciprocal Determinism		24:54
			Reciprocal Determinism: Social-Cognitive Belief That Personality Emerges From Cognitions, Actions, and Environment	24:55
		Control		27:12
			Personal Control	27:13
			Self-Efficacy	28:23
			Locus of Control	30:11
			External Locus of Control	31:57
			Internal Locus of Control	31:49
		Individualistic and Collectivist Cultures		32:46
			Individualistic	32:47
			Collectivist Culture	34:33
			In social situations…	37:14
			High Context Vs. Low Context	37:35
		Assessing the Social-Cognitive Perspective		38:49
			Social-Cognitive Theories Can Help Understand Such Problems as Drug Abuse, Unemployment, Academic Underachievement, and Teen Pregnancy	38:50
			However…	39:45
			Less Able to Explain Behavior that is Spontaneous, Irrational, and Sparked by Unconscious Motives	40:06
		Measuring Personality		40:18
			Interview	40:23
			Unstructured Interview	40:38
			Structured Interview	40:54
			Limitations to Interviews	41:14
		More Ways to Assess Personality		42:22
			Direct Observation	42:23
			Other Types of Assessment (Behavioral Assessment, Situational Test)	42:33
		Personality Questionnaire		45:10
			Paper-And-Pencil Measure	45:13
			Minnesota Multiphasic Personality Inventory-2 (MMPI-2)	45:19
		Psychodynamic Methods		45:56
			Assessing Unconscious Processes -- Projective Tests	45:59
			Thematic Apperception Test	46:00
			Rorschach Inkblot Test	46:26
		Review		47:06
			How do the Humanists View the Creation of Personality?	47:07
			In the View of Social-Cognitive Psychologists, What Mutual Influences Shape an Individual's Personality?	47:17
			What are the Causes of Consequences of Personal Control?	47:24
			What Underlying Principle Guides Social-Cognitive Psychologists in their Assessment of People's Behavior and Beliefs?	47:37
			What has the Social-Cognitive Perspective Contributed to the Study of Personality, and What Criticisms Has it Faced?	47:50
			Does Research Support the Consistency of Personality Traits Over Time and Across Cultures?	47:57
			In the View of Social-Cognitive Psychologists, What Mutual Influences Shape an Individual's Personality?	48:22
Section 11: Testing and Individual Differences
	Testing and Individual Differences, Part I			44:48
		Intro		0:00
		Testing and Individual Differences (5-7%)		0:16
			Standardization and Norms	0:32
			Reliability and Validity	0:35
			Types of Tests	0:37
			Ethics and Standards in Testing	0:40
			Explain How Psychologists Design Tests, Including Standardization Strategies and Other Techniques to Establish Reliability and Validity	0:43
		Putting a Number on Everything		0:56
			Americans Seem to Love Measuring Things and Giving Them Numbers	0:57
			Caution in This Unit	2:23
			Numbers We Use Can Be Misunderstood and Misused	2:43
			What am I Not Measuring What I Measure This One Thing?	2:50
			Does This Test Give Me All the Information I Need About The Group and/or Individual?	3:18
			What is the Construct? Does it Reflect What it Needs to? What it Should Measure?	3:53
		Terms		4:47
			Norm	4:51
			Standardization	5:36
			Normal Curve	8:45
			The Flynn Effect	9:24
			Reliability	10:30
			Validity	11:05
		Validity		12:33
			Validity: Ability of Test to Measure What it is Purported to Measure	12:35
			Content Validity	12:42
			Criterion Validity (Also Known As Predictive Validity)	13:17
			Construct Validity	14:45
		Reliability		15:56
			Reliability: Reliable Test Should Give Same Score Each Time Same Person Takes It	15:57
			Test-Retest	16:40
			Split-Half	16:55
		Types of Tests		17:16
			Achievement Tests	17:18
			Aptitude Tests	18:36
		More Tests		20:48
			Speed Tests	20:50
			Power Tests	21:13
			Individual Tests	21:45
			Group Tests	22:05
		More IQ Terms		22:47
			Deviation IQ	22:53
			IQ Scores Are Not Dependable Until Child Reaches Age 6	23:35
			Terminal Decline	23:48
		IQ Curve		24:10
			IQ Curve Chart and Explanation	24:11
		Are IQ Tests Culturally Biased?		26:15
			Score Will Be Different With Less Experience With Culture in Which Test Was Developed	26:21
			Supporters of IQ Tests Claim Tests Provide Accurate Measure of Success in School and Some Occupations	26:51
		Reaction to Bias		27:45
			Stereotype Threat -- Being At Risk of Confirming a Negative Stereotype About One's Group	27:48
		Nature, Nurture and Intelligence		29:52
			Heritability	29:55
			Correlations of IQ and Genetics	30:15
		Challenges		31:09
			Identical Twins Often Treated Similarly if Together	31:11
			If Apart, Often Put In Similar Environments	31:38
			Some Argue for Genetic Causes -- However, Socioeconomic Issues and Test Bias Confound Issue	31:56
			Programs Like Head Start Help Overcome Poverty Issue	32:17
		Environmental Influences		33:32
			Early Environmental Influences (Tutored Human Enrichment, Targeted Training)	33:33
			Schooling and Intelligence (Project Head Start, Preschool)	33:53
		Alfred Binet		34:32
			French Psychologist	34:36
			Created First Intelligence Test for Children	34:40
			Goal To Create Tool to Identify Children Who Need Special Help	34:43
			Louis Terman Took His Work and Translated into English -- Stanford-Binet Intelligence Test	35:26
		Sir Francis Galton		35:42
			Many Roles	35:45
			Created Correlation and Regression Toward the mean	35:52
			Intelligence Studies -- Founded Psychometrics	35:57
			Coined Term Nature Versus Nurture	36:11
			Eugenics	36:29
		Charles Spearman		39:23
			Statistics-Factor Analysis	39:26
			Creator of Spearman's Rank Correlation Coefficient (-1 to +1)	39:30
			Intelligence Theories	39:48
			General Intelligence or G-Factor	40:06
			Much of Intelligence Is Heritable	40:18
		Lewis Terman		40:28
			Stanford Psychologist	40:32
			Translated Binet's Test	40:34
			Studied Gifted Children in Genetic Studies of Genius	40:35
			Longitudinal Study	40:40
			Gifted Children	41:00
		David Wechsler		42:15
			Intelligence Testing	42:17
			Opposed Stanford-Binet's Narrow Definition	42:20
			Created WISC and WAIS	42:35
			Flynn Effect Makes Decennial Updating Necessary	42:46
		Review		43:07
			When and Why Were Intelligence Tests Created?	43:08
			What's the Difference Between Aptitude and Achievement Tests, and How Can We Develop and Evaluate Them?	43:18
			How Stable Are Intelligence Scores Over the Life Span?	43:34
			What Are the Traits of Those at the Low and High Intelligence Extremes?	43:51
			What does Evidence Reveal About Heredity and Environmental Influences on Intelligence?	44:08
			How Are the Contributors to Testing in America?	44:14
			How does the Flynn Effect Change IQ Scores?	44:20
	Testing and Individual Differences, Part II			25:00
		Intro		0:00
		History		0:12
			Sir Francis Galton	0:13
		Binet and Others		0:41
			Created Test of Verbal Abilities to Determine Mental Retardation and School Readiness in French School Children	0:42
			Henry Goddard Translated Original Binet-Simon Test	1:14
			Lewis Terman of Stanford Modified Test to Create Stanford-Binet Intelligence Scales	1:25
		What is Intelligence?		1:57
			Different Definitions of Intelligence	2:08
		Intelligence		3:07
			Operational Definition	3:08
			Sociology - Any Ability That Allows Individual to be Successful in One's Environment	3:25
			Game Shows	4:41
			Reality Shows	5:21
		Some Terms		5:56
			Aptitude	5:59
			Special Aptitudes Test	6:08
			Multiple Aptitude Test	6:18
			General Intelligence Test	6:30
			General intelligence (G-Factor)	6:37
		Is Intelligence One or Many Abilities?		7:05
			Spearman's General Intelligence	7:10
			Raymond Cattell	7:14
		Stanford-Binet		8:39
			Stanford-Binet Intelligence Scale, Fifth Edition (SB5)	8:40
			Measures: Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, Working Memory	8:52
		Determining IQ		9:29
			Chronological Age	9:31
			Mental Age	9:36
			Intelligence Index Formula	9:47
		IQ Curve		11:54
			IQ Curve Graph	11:55
		IQ Research		14:04
			Men and Women Do Not Appear to Differ in Overall Intelligence	14:05
			Strong Correlation Between IQ and School Grades	14:12
		Wechsler Test		14:21
			Wechsler Adult Intelligence Test, 3rd Edition (WAIS-III)	14:26
			Wechsler Intelligence Scale for Children, 4th Edition (WISC-IV)	14:41
			Performance Intelligence: Nonverbal Intelligence	14:58
			Verbal Intelligence: Language or Symbol-Oriented Intelligence	15:03
		Howard Gardner		15:19
			Theory of Multiple Intelligences (1980s)	15:22
			Seen Often in Schools and Teacher Trainings	15:32
			IQ is Too Limiting	15:36
			Gardner's Eight Intelligences	15:48
			Gardner's Eight Intelligences: Linguistics	15:58
			Gardner's Eight Intelligences: Logical-Mathematical	16:21
			Gardner's Eight Intelligences: Musical	16:48
			Gardner's Eight Intelligences: Spatial	17:02
			Gardner's Eight Intelligences: Bodily-Kinesthetic	17:18
			Gardner's Eight Intelligences: Intrapersonal	18:12
			Gardner's Eight Intelligences: Interpersonal	18:53
			Gardner's Eight Intelligences: Naturalist	19:33
		Sternberg		21:10
			Robert Sternberg's	21:11
			Prolific Psychologist	21:13
			Intelligence - A More Cognitive Approach	21:35
			Three Intelligences (aka Triarchic Theory) - Analytical, Creative, and Practical	21:40
		Review		23:57
			What is Intelligence?	23:58
			How is IQ Calculated?	24:11
			What Contributions Did Binet, Terman and Wechsler Give to the Study of Intelligence?	24:25
			How Can We Use a Normal Curve to Understand IQ and Comparing People?	24:31
			How do Gardner and Sternberg View Multiple Intelligences?	24:47
	Testing & Individual Differences, Part III			30:23
		Intro		0:00
		Other Aspects of Intelligence		0:11
			Reflective Intelligence	0:15
			Metacognitive Skills	0:23
			Speed of Processing	3:31
			Inspection Time	4:56
			Neural Intelligence	5:38
			Experiential Intelligence	5:50
		Emotional Intelligence		7:26
			Daniel Goleman	7:29
			EQ Roughly Connected to Gardner's Intrapersonal and Interpersonal Intelligences	7:32
			Argues Need for Both IQ and EQ	7:44
			Need to Understand Own and Other's Emotions to Gain Success	10:06
			Wrote Social Intelligence	10:23
		Giftedness and Range of IQ		10:55
			Having a High IQ (>130) or Special Talents or Abilities	11:01
			IQ Chart Levels -- Very Superior, Superior, Bright Normal, Average, Dull Normal, Borderline, Mentally Challenged	11:26
		Intellectual Disability (Formerly MR)		15:01
			Presence of Developmental Disability and an IQ Score Below 70	15:17
			Categories	16:33
		Organic Causes of Intellectual Disability		19:33
			Related to Physical Disorders	19:37
			Birth Injuries	19:49
			Fetal Damage	19:56
			Metabolic Disorders	20:03
			Genetic Abnormalities	20:17
		Phenylkenuria (PKU)		21:02
			Genetic Disease in Which Child Lacks an Important Enzyme	21:07
		More Organic Causes		22:30
			Microcephaly	22:35
			Hydrocephaly	23:03
			Cretinism	23:34
		Down Syndrome		23:55
			Genetic Disorder Caused by Presence of Extra Chromosome	24:00
		Fragile X Syndrome		26:41
			Genetic Form of Disability Caused by Defect in X Chromosome	26:44
		Heredity and Environment		27:38
			Eugenics	27:41
			Genetics Seems to Put Upper Limit on Intelligence and Environment Pushes, Allows, or Limits What Eventual Intelligence Will Become	28:34
		Review		29:29
			What is Emotional Intelligence, and How Can it Help or Hinder Someone Who Has High IQ?	29:30
			Describe Some of the Different Aspects of Intelligence and Other Cognitive Skills?	29:39
			Describe the Limitations on Intelligence That Appear in Mentally Challenged Individuals.	29:56
			Describe Some of the Possible Reasons for Intellectual Disability.	30:02
Section 12: Abnormal Behavior
	Abnormal Psychology, Part I			49:59
		Intro		0:00
		XII. Abnormal Behavior (7-9%)		0:18
			Definitions of Abnormality	0:32
			Theories of Psychopathology	0:34
			Diagnosis of Psychopathology	0:36
			Types of Disorders	0:43
			In This Portion of the Course…	0:56
		Defining Psychological Disorders		1:28
			How Should We Define a Disorder?	1:31
			How Can and Should We Understand Disorders?	1:50
			How Should We Classify Psychological Disorders?	2:02
			Duration of Symptoms	2:39
			Intensity of Symptoms	2:49
			Warning -- Psychology Student Syndrome	3:06
		What is Normal?		6:29
			Psychopathology	6:41
			Subjective Discomfort	6:56
			Statistical Abnormality	7:40
			Social Nonconformity	9:12
			Situational Context	9:39
			Cultural Relativity	10:48
			Definitions Can Vary By Context and Culture	13:44
		Defining Psychological Disorders		13:53
			Atypical Behavior	13:55
			Violation of Cultural Norms	13:59
			Maladaptive Behavior	14:02
			Personal Distress	14:04
			Maladaptive Behavior	14:06
			Mental Disorders	15:11
			Those With Mental Illness Lose Ability to Adequately Control Thoughts, Behaviors, or Feelings	15:21
		Why Were People Behaving Strangely?		15:52
			Fascinating History	15:55
			Ancient Greeks	16:07
			Under Influence of Magics or Sorcery	16:46
			Possession	17:02
			Influenced by God	17:08
			Witchcraft	17:22
			End of 17th Century, Seen as Physical Phenomenon	17:29
		Pinel and the Medical Model		18:08
			Philippe Pinel (1745-1826)	18:10
			Created More Humane Psychological Approach for Care and Treatment of Psychiatric Patients	18:13
			Advanced Categorizing of Mental Disorders	19:03
			Father of Modern Psychiatry	19:20
			Wrote of Dementia Praecox (Now Schizophrenia)	19:23
			Medical Model Definition	19:38
		Disorders: Biopsychosocial Approach		20:27
			Interaction of Nature and Nurture	20:38
			Influence of Culture on Disorders	20:43
			Other Cultural Disorders/Maladies -- Amok, Koro, Locura...	21:21
		Classifying Disorders		23:06
			Diagnostic and Statistical Manual of Mental Disorders (DSM) of the American Psychiatric Association	23:08
			DSM V (June 2013)	23:26
			International Classification of Diseases (ICD-10)	24:06
			Criticisms of the DSM	24:27
		The DSM Axes		28:43
			Axis I	28:49
			Axis II	28:59
			Axis III, Axis IV, and Axis V	29:09
			It Should be Noted That With the DSM-5, the Axis System has Been Eliminated	29:47
		Axis I -- Clinical Syndrome		30:33
			Disorders Usually First Diagnosed In Infancy, Childhood, and Adolescence	30:37
			Delirium, Dementia, Amnesia, and Other Cognitive Disorders	30:56
			Mental Disorders Due to General Medial Condition	31:06
			Substance-Related Disorders	31:14
			Schizophrenia and Other Psychotic Disorders	31:23
			Mood Disorders	31:28
			Anxiety Disorders	31:32
			Somatoform Disorders	31:36
			Factitious Disorders (Intentionally Faked)	31:39
		Clinical Disorders, Continued		31:50
			Dissociative Disorders	31:52
			Eating Disorders	31:55
			Sexual Disorders and Gender Identity Disorder	31:56
			Sleep Disorders	32:00
			Impulse-Control Disorders Not Classified Elsewhere	32:02
			Adjustment Disorders	32:05
			Other Conditions That May be a Focus of Clinical Attention	32:07
		General Risk Factors for Mental Illness		33:05
			Social Conditions	33:13
			Family Factors	33:28
			Psychological Factors	34:13
			Biological Factors	34:35
		Labeling Psychological Disorders		37:34
			Rosenhan's Study	37:36
			Power of Labels	40:24
			Insanity Label	42:09
			Stereotypes of the Mentally Ill	42:17
			Self-Fulfilling Prophecy	44:07
		Insanity		45:15
			Definition of Insanity -- Legal Term	45:18
		Levels of Disorders		48:09
			DSM -- Category -- Disorders -- Symptoms	48:12
		Review		49:13
			How Should We Draw the Line Between Normality and Disorder?	49:14
			What Perspectives Can Help Understand Psychological Disorders?	49:18
			How and Why Do Clinicians Classify Psychological Disorders?	49:22
			Why Do Some People Criticize the Use of Diagnostic Labels?	49:26
			What is Insanity? Is it Psychological?	49:36
	Abnormal Psychology, Part II			23:26
		Intro		0:00
		Levels of Disorders		0:10
			DSM -- Category (Anxiety) -- Disorders -- Symptoms	0:12
		Anxiety Disorders		0:31
			Anxiety	0:37
			Adjustment Disorders	0:44
			Generalized Anxiety Disorder (GAD)	1:20
			Panic Disorder Without Agoraphobia	2:14
			Panic Disorder With Agoraphobia	4:33
			Agoraphobia (With Panic Disorder)	4:42
			Agoraphobia (Without Panic Disorder)	6:36
			Specific Phobias	6:52
			Social Phobia	8:47
			Obsessive-Compulsive Disorder (OCD)	9:40
			Obsessive-Compulsive Disorder -- Obsessions	10:17
			Obsessive-Compulsive Disorder -- Compulsions	10:49
			Stress Disorders	12:58
			Acute Stress Disorders	13:32
			Post-Traumatic Stress Disorder (PTSD)	14:02
		Understanding Anxiety Disorders		17:11
			The Learning/Behavioral Perspective -- Fear Conditioning/Observational Learning	17:14
			The Biological Perspective -- Anxiety Genes	18:47
		Anxiety Disorders, Continued		20:45
			Famous Sufferers of Anxiety Disorders	20:46
		Review		22:15
			What Are Anxiety Disorders, and How Do They Differ From Ordinary Worries and Fears?	22:17
			What Produces the Thoughts and Feelings that Mark Anxiety Disorders?	22:37
			How Do Duration and Intensity of Symptoms Distinguish the Various Anxiety Disorders?	22:45
			How is Panic Attack, the Symptom Different From Panic Disorder?	22:52
	Abnormal Psychology, Part III			37:10
		Intro		0:00
		Levels of Disorders		0:09
			DSM -- Category (Personality) -- Disorders -- Symptoms	0:11
		Somatoform Disorders		0:39
			Soma -- Comes from Greek Word Meaning Body	0:42
			These are Disorders of the Body, With No Organic Cause for Symptoms	0:49
			Origins of Disorders Appear to be Psychological	0:55
		Hypochondriasis		1:22
			Also Known as Hypochondria	1:25
			Person is Preoccupied with Having Serious Illness or Disease	1:32
		Somatization Disorder		3:08
			Person Expresses Anxieties Through Numerous Physical Complaints	3:09
		Pain Disorder		4:07
			Pain That Has No Identifiable Organic Physical Cause	4:09
		Conversion Disorder		4:57
			Severe Emotional Conflicts Are Converted Into Physical Symptoms or Physical Disability	5:01
		Dissociative Disorders		7:03
			Dissociative Disorders Are Psychological Disorders in Which Conscious Awareness Becomes Separated From Previous Memories, Including One's Identity	7:08
			Dissociative Amnesia	13:24
			Dissociative Fugue	13:37
			Dissociative Identity Disorder (DID) -- Previously Multiple Personality Disorder	13:52
		The Curious Case of Dissociative Disorders		17:07
			Possible Causes	17:09
			Understanding the Disorder	17:14
		Personality Disorders		18:38
			May Impair Lives of Those Who Suffer Them	18:53
			Not Usually Considered Psychoses	19:03
			Deep-Seated Maladaptive Patterns of Relating to Others	19:17
			Personality Disorders Usually Fail to Produce High Levels of Guilt and Anxiety	19:37
			Disturbed Person May Not Recognize He or She Has Disorder	19:50
			Problem Behaviors Deeply Ingrained in Core Personality	19:58
			Little Desire to Change Ways	20:29
		Antisocial Personality Disorder		20:42
			Person Who Lacks Conscience	20:49
			Many Are Delinquents or Criminals (Not Usually Murderers Displayed on Television)	21:14
			Create Good First Impression, Often Charming	21:35
			Cheat Way Through Life	21:39
			The Sociopath Next Door	22:04
		Antisocial Personality Disorder		23:23
			Possible Causes	23:27
			Very Difficult to Effectively Treat -- Likely Manipulate Their Way Through Therapy	24:28
		Types of Personality Disorders		24:54
			Paranoid	25:03
			Schizoid	25:15
			Schizotypal	25:29
			Antisocial	26:01
			Borderline	26:08
			Histrionic	29:48
			Narcissistic	30:19
			Avoidant	32:57
			Dependent	33:16
			Obsessive-Compulsive	34:17
		Review		35:50
			What Are Somatoform Disorders?	35:51
			What Are Dissociative Disorders, and Why Are They Controversial?	36:01
			What Characteristics are Typical of Personality Disorders?	36:07
			What Stereotypes Do We Have About Antisocial Personality Disorder?	36:17
			How Common are Dissociative Disorders?	36:28
			Are Multiple Personalities and Schizophrenia the Same Thing?	36:30
	Abnormal Psychology, Part IV			33:45
		Intro		0:00
		Understanding Mood Disorders		0:13
			Many Behavioral and Cognitive Changes Accompany Depression	0:15
			Depression is Widespread	0:32
			Compared With Men, Women Are 2x Vulnerable to Major Depression	0:45
			Most Major Depressive Episodes Self-Terminate	1:01
			Stressful Events Related to Work, Marriage, and Close Relationships Often Precede Depression	1:08
			With Each New Generation, Depression is Striking Earlier and Affecting More People	1:21
			What Depression is NOT…	1:43
		Mood (Affective) Disorders		2:37
			Major Disturbances in Emotion	2:41
			Depressive Disorders	2:59
			Bipolar Disorders	3:14
			Dysthymic Disorder	3:23
			Cyclothymic Disorder	3:46
		Major Mood Disorders		4:15
			Lasting Extremes of Mood or Emotion and Sometimes With Psychotic Features	4:17
			Major Depressive Disorder	5:09
		Bipolar Disorders		6:15
			Bipolar I Disorder	6:18
			Bipolar II Disorder	7:01
		Mood Disorders Spectrum		7:21
			Mood Disorders Spectrum Graph Explanation	7:24
		Maternity Blues		11:41
			Mild Depression That Lasts One to Two Days After Childbirth	11:44
		Postpartum Depression		12:04
			Moderately Severe Depression that Begins Within Three Months Following Childbirth	12:05
		Seasonal Affective Disorder (SAD)		13:18
			Depression Only Occurs During Fall and Winter	13:29
		Suicide: Major Risk Factors		15:40
			Drug or Alcohol Abuse	17:36
			Prior Suicide Attempt	17:50
			Depression or Other Mood Disorder	17:59
			Availability of a Firearm	18:05
			Severe Anxiety or Panic Attacks	18:55
			Family History of Suicidal Behavior	19:01
			Shame, Humiliation, Failure or Rejection	19:07
		Characteristics of Suicidal Thoughts/Feelings		21:26
			Escape	21:30
			Unbearable Psychological Pain	21:35
			Frustrated Psychological Needs	21:47
			Constriction of Options	22:01
		The Biological Perspective		22:17
			Depression that Seems to be Produced From Inside the Body	22:18
			Genetic Influences	22:34
			The Depressed Brain	23:46
			Biochemical Influences	23:49
			Over and Under Activity in the Brain With Mania and Depressed States	24:42
		The Socio-Cognitive Perspective		25:13
			Negative Thoughts and Moods Interact	25:16
			Cycle of Depression	26:51
			Stressful Experience > Negative Explanatory Style > Depressed Mood > Cognitive and Behavioral Changes > Creates More Stressful Life Experiences	26:55
		Famous Sufferers of Major Depression		28:13
		Famous Sufferers of Bipolar Disorder		30:03
		Review		31:48
			What Are Mood Disorders, and What Forms Do They Take?	31:58
			Distinguish Among Severe Depression and Dysthymia	32:06
			What Causes Mood Disorder, and What Might Explain the Western World's Rising Incidence of Depression Among Youth and Young Adults?	32:16
			Why is Depression Known as The Common Cold of Mental Illness?	33:12
			Compare/Contrast the Approaches to Understanding Why Depression May Occur	33:16
	Abnormal Psychology, Part V			28:56
		Intro		0:00
		Psychotic Disorders		0:08
			Psychosis	0:14
			Delusions	0:53
			Hallucinations	1:11
		More Common Psychotic Symptoms		3:11
			Flat Affect	3:12
			Disturbed Verbal Communication	3:34
			Personality Disintegration	3:59
		Other Psychotic Disorder		5:17
			Organic Psychosis	5:18
			Dementia	5:25
			Alzheimer's Disease	5:55
		Delusional Disorders		6:37
			Marked By Presence of Deeply Held False Beliefs (Delusions)	6:41
			Paranoid Psychosis	8:12
		Schizophrenia: The Cancer of Mental Illness		9:19
			Psychotic Disorder Characterized By Hallucinations, Delusions, Apathy, Thinking Abnormalities, and Split Between Thoughts and Emotions	9:28
		Schizophrenia: Rule of Quarters		11:21
			1/4 Severe Enough to Be Permanently Hospitalized	11:28
			1/4 In and Out of Hospital With Treatment/Meds	11:44
			1/4 Have Mild Enough Form of Disorder to Live As Close to a Normal Life as One Could	11:59
			1/4 Who Receives Diagnosis Will Recover and Never Show Symptoms Again	12:09
		Types of Schizophrenia		12:31
			Paranoid	12:40
			Undifferentiated	12:58
			Catatonic	13:12
			Disorganized	13:31
			Residual (Asymptomatic)	13:47
		Possible Factors in Schizophrenia		14:47
			Psychological Trauma	14:49
			Disturbed Family Environment	15:01
			Deviant Communications Patterns	15:16
		Biochemical Causes		15:30
			Biochemical Abnormality	15:36
			Dopamine	15:46
			Dopamine Overactivity in Brain May Be Related to Schizophrenia	16:02
			Glutamate	16:54
			MRIs Show Brains of Schizophrenics Have Larger Ventricles	17:07
			PET Scans -- Activity Level is Low in Frontal Lobes of Schizophrenics	17:51
		Stress-Vulnerability Model		18:04
			Combination of Environmental Stress and Inherited Susceptibility Cause Schizophrenic Disorders	18:07
			Brain Abnormalities	20:41
		Psychological Factors		21:42
			Possible Warning Signs	21:44
		Famous Sufferers of Psychotic Disorders		22:27
		Rates of Disorders		23:41
			Percentage of American Reporting Disorders	23:46
			Generalized Anxiety -- 3.1%	23:52
			Social Phobia -- 6.8%	24:11
			Phobia of Specific Object -- 8.7%	24:18
			Mood Disorder -- 9.5%	24:24
			OCD -- 1%	24:37
			Schizophrenia -- 1.1%	24:41
			PTSD -- 3.5%	24:47
			ADHD -- 4.1%	24:51
			Any Mental Disorder -- 26.2%	24:57
		Final Thoughts		25:37
			Mental Illness and Stigma	25:39
			Active Minds	26:48
			Bring Change to Mind	26:57
		Review		27:37
			How Are Psychotic Disorders Distinguished From Most Other Disorders?	27:39
			What Patterns of Thinking, Perceiving, Feeling, and Behaving Characterize Schizophrenia?	27:51
			What Factors Are Theorized to be Possible Causes of Schizophrenia?	28:05
Section 13: Treatment of Abnormal Behavior
	Treatment of Abnormal Behavior, Part I			27:13
		Intro		0:00
		Treatment of Abnormal Behavior (5-7%)		0:16
			Treatment Approaches	0:27
			Modes of Therapy	1:12
			Community and Preventive Approaches	1:17
			This Section of the Course…	1:33
		Challenge of Therapy		1:54
			How Many Psychologists Does it Take to Change a Light Bulb?	1:56
		What is Psychotherapy?		3:03
			Any Psychological Technique Used to Facilitate Positive Changes in an Individual's Personality, Behavior, Adjustment	3:05
		Who Offers Treatment?		3:36
			Psychotherapy is…	3:40
			Biomedical Therapy is…	4:05
			Psychiatrists	4:19
			Social Workers	4:24
			Psychologists	4:33
			The Team Approach	4:39
			Eclectic Approach Therapy	5:06
		Why Do People Seek Therapy?		5:41
			Personal Growth	5:43
			Couples Counseling	6:02
			Crisis Intervention	6:16
			Court Mandated	6:35
			Obstacles To Seeking Help	7:32
			The Client as Active Partner	7:36
			Cultural Groups and Therapy	8:07
			Cultural Training and Therapy	8:41
		History of Treatment		9:31
			Trepanning	9:34
			Demonology -- Exorcism	10:49
			Philippe Pinel	11:22
			Dorothea Dix	11:39
			Transorbital and Cranial Lobotomies	12:21
			Dr. Walter Freeman and Dr. James W. Watts Image	13:09
		Helping Behaviors		13:34
			Behaviors that Help	13:37
			Behaviors that Hinder	14:51
		Characteristics of Good Therapists		16:02
			Enthusiastic Learners	16:07
			Draw on Their Experience With Similar Problems	16:20
			Value Complexity and Ambiguity	16:36
			Are Emotionally Open	16:44
			Are Mentally Healthy and Mature	16:50
			Nurture Their Own Well-Being	17:18
			Realize That Their Own Emotional Health Affects Their Work	17:28
			Have Strong Social Skills	17:36
			Cultivate a Working Alliance	17:46
			Expertly Use Social Skills in Therapy	18:01
		Basic Counseling Skills		18:12
			Active Listening	18:18
			Clarify the Problem(s)	18:29
			Focus on the Feelings	19:12
			Avoid Giving Advice	19:28
			Accept the Client's Frame of Reference	19:54
			Reflect Thoughts and Feelings	20:15
			Silence	20:18
			Asking Open-Ended Questions	21:14
			Maintain Confidentiality	21:20
		Types of Psychotherapy		23:14
			Individual	23:16
			Group	24:11
			Insight	25:10
			Directive	25:30
			Time-Limited	25:59
		Review		26:26
			How Have Therapies Changed from Pre-Scientific Times Until Now?	26:28
			What are Personal Characteristics of Therapists that Contribute to Successful Therapy?	26:37
			What Basic Counseling Skills are Needed to Become a Good Therapists?	26:42
			Describe the Basic Kinds of Therapeutic Contexts.	26:48
	Treatment of Abnormal Behavior, Part II			34:38
		Intro		0:00
		Types of Psychotherapy		0:14
			Individual	0:16
			Group	0:21
			Insight	0:26
			Directive	0:42
			Time-Limited	0:47
		The Psychological Therapies		1:01
			Psychoanalysis and Behavioral Therapies This Segment	1:03
		Psychoanalysis: Freud		1:14
			Hysteria	1:15
			Cause of Hysterias	1:57
			Main Goal of Psychoanalysis	2:17
			Talk Therapy Became Popularized in WWI	2:32
		Techniques of Psychoanalysis		3:35
			Free Association	3:38
		Dream Analysis		4:42
			Dreams Express Forbidden Desires and Unconscious Feelings	4:48
			Manifest Content	4:56
			Latent Content	5:14
			Dream Symbols	6:05
		More Freudian Concepts		6:39
			Resistance	6:40
			Transference	7:09
		Modern Psychoanalysis		8:30
			Brief Psychodynamic Therapy	8:31
			Spontaneous Remission	9:21
		Behavior Therapy		9:56
			Use of Learning Principles to Make Constructive Changes in Behavior	10:00
			Behavior Modification	10:36
		Counterconditioning		12:10
			Behavior Therapy Procedure	12:14
			Aversive Conditioning -- Conditioned Aversion -- Aversion Therapy	12:39
		Counterconditioning Techniques		15:08
			Aversive Conditioning	15:11
			Desensitization	15:23
			Operant Conditioning	17:10
		Desensitization Therapy		19:27
			Mary Cover Jones	19:30
			Mother of Behavior Therapy	19:49
			Desensitization Therapy	19:58
			Peter (3-Year-Old) and His Fear of Rabbits	20:35
		Systematic Desensitization		20:47
			Joseph Wolpe	20:48
			Hierarchy	21:06
			Reciprocal Inhibition	21:13
			Vicarious Desensitization	21:24
			Model	22:51
			Virtual Reality Exposure	22:59
		Sample Desensitization Hierarchy		23:26
			Sample Desensitization Hierarchy Chart and Explanation	23:29
		Operant Conditioning		25:21
			Learning Based on Consequences of Making a Response	25:23
			Positive Reinforcement	25:27
			Nonreinforcement	25:37
			Extinction	25:46
			Punishment	25:54
		More Operant Conditioning Techniques		26:10
			Shaping	26:14
			Stimulus Control	28:24
			Time Out	29:05
		Reinforcement and Token Economies		29:57
			Token Economy	30:00
			Tokens	30:34
			Target Behaviors	32:17
		Review		32:46
			What are the Assumptions and Techniques of the Behavior Therapies?	32:48
			What are the Goals and Techniques of the Psychodynamic Therapies?	33:14
			Describe Counterconditioning.	33:59
			Describe How Desensitization Therapy Works and How it Differs From Systematic Desensitization.	34:10
	Treatment of Abnormal Behavior, Part III			31:53
		Intro		0:00
		Types of Psychotherapy		0:12
			Individual	0:14
			Group Insight	0:20
			Insight	0:22
			Directive	0:30
			Time-Limited	0:37
		Cognitive Therapies		0:55
			Cognitive Therapies	0:56
			Humanistic Therapy	2:15
			Cognitive Therapy	2:24
			Cognitive Behavior Therapy	2:26
			Rational Emotive Behavior Therapy (REBT)	2:32
		Insight Therapies		3:53
			Focus more on:	3:57
			Client-Centered Therapies	5:06
		Humanistic Therapies		6:36
			Client-Centered (Person-Centered) Therapy (Rogers)	6:40
			Effective Therapist Must Have Four Basic Conditions	8:06
			Four Basic Conditions: Unconditional Positive Regard	8:13
			Four Basic Conditions: Empathy	8:43
			Four Basic Conditions: Authenticity	9:49
			Four Basic Conditions: Reflection	10:05
		Existential Therapy		10:55
			Existential Therapy Definition	10:58
			Free Will	12:27
			Logotherapy	13:01
			Confrontation	15:44
		Gestalt Therapy (Fritz Perls)		16:10
			Focuses on Immediate Experience and Awareness to Help Clients	16:14
		Cognitive Therapy		17:25
			Aaron Beck -- Father of Cognitive Therapy	17:29
		Cognitions		20:32
			I've Lost My Job -> Depression	20:35
			I've Lost My Job -> No Depression	20:52
			The Beliefs, Cognitions, Thoughts We Have Contribute to Both Our Mental Health and Our Mental Illness	21:13
		Rational Emotive Behavior Therapy		22:42
			Formerly RET -- Albert Ellis Created This	22:43
			Rational Emotive Therapy (RET)	22:56
			Rough, Confrontational Style of Therapy	23:48
		An Idea is Irrational If		24:33
			It Distorts Reality	24:36
			It Is Illogical	24:38
			It Prevents You From Reaching Your Goals	24:45
			It Leads to Unhealthy Emotions	24:56
			It Leads to Self-Defeating Behavior	25:13
		Irrational Ideas		27:02
			Idea That it is Dire Necessity for Adult Human Being to be Loved or Approved By Virtually Every Significant Other Person in His Community	27:05
			Idea That One Should Be Thoroughly Competent, Adequate, and Achieving in All Possible Respects If One is to Consider Oneself Worthwhile	27:17
			Idea That Certain People are Bad, Wicked, or Villainous and That They Should Be Severely Blamed and Punished for Their Villainy	27:26
			Idea That It is Awful and Catastrophic When Things Are Not The Way One Would Very Much Like Them to Be	27:36
			Idea That Human Unhappiness is Externally Caused and People Have Little or No Ability to Control Their Sorrows and Disturbances	28:25
			Idea That if Something is Or May Be Dangerous or Fearsome One Should Be Terribly Concerned About it and Should Keep Dwelling on the Possibility of Its Occurring	28:43
			Idea That it is Easier to Avoid That to Face Certain Life Difficulties and Self-Responsibilities	29:58
			Idea That One Should Become Quite Upset Over Other People's Problems and Disturbances	30:13
		Review		30:59
			What are the Primary Goals of Cognitive Therapies?	31:01
			How Do Cognitive Therapists Change the Thoughts of Their Clients?	31:05
			How Do Irrational Thoughts Change Our Lives For the Worse?	31:18
			Describe The Various Community Mental Health Solutions.	31:30
			How Does Ethnicity Fit Into the Therapy Scenario?	31:33
			How Might People Find Some Relief From Depression?	31:36
			What is the Rationale for Preventative Mental Health Programs?	31:40
	Treatment of Abnormal Behavior, Part IV			35:08
		Intro		0:00
		Types of Psychotherapy		0:12
			Individual	0:14
			Group	0:17
			Insight	0:21
			Directive	0:24
			Time-Limited	0:33
		Psychodrama		0:41
			Clients Act Out Personal Conflicts and Feelings With Others Who Play Supporting Roles	0:45
			Role Playing	0:57
			Role Reversal	2:03
			Mirror Technique	2:52
		Family Therapy		3:40
			Family Therapy Definition	3:46
		Group Awareness Training		6:48
			Sensitivity Groups	6:51
			Encounter Groups	7:25
			Large-Group Awareness Training	7:49
			Therapy Placebo Effect	8:33
		Hospitalization		9:05
			Mental Hospitalization	9:10
			Partial Hospitalization	10:30
			Deinstitutionalization	10:51
		Half-Way Houses		11:55
			Short-Term Group Living Facilities for Individuals Making the Transition From an Institution to Independent Living	11:57
		Community Mental Health Centers		14:07
			Offer Many Health Services	14:10
			Paraprofessional	15:14
		Self-Management		15:53
			Covert Sensitization	15:57
			Thought Stopping	16:35
			Covert Reinforcement	16:50
			Tension Release Method	17:02
		Other Therapeutic Options		17:57
			Peer Counselor	17:59
			Self-Help Group	18:45
		Ethnicity and Treatment		20:09
			Collectivist Cultures Tend to Eschew Therapy	20:11
			SES Tends to Reduce Therapeutic Opportunities	20:50
			Helpful if Therapists is of Same Ethnicity as Patient	21:16
			Therapists Underestimate Racial/Ethnic Issues and Often Do Not Bring Them Up	21:24
			Early Termination Factors	23:14
			Often Patients/Clients Leave Before Seeing Significant Progress	24:30
		Approaches to Therapy Review		24:39
			Approaches to Therapy Review Chart and Explanations	24:41
		Life-Style Changes As Therapy		26:38
			Integrated From Bio-Psych-Social Views	26:44
			Steps to Improve One's Life	26:48
			Prevention	28:10
		Evaluating a Therapist		29:21
			Therapist Makes Sexual Advances	29:30
			Therapist Makes Repeated Verbal Threats or is Physically Aggressive	29:36
			Therapist is Excessively Hostile, Controlling, Blaming, or Belittling	29:42
			Therapist Talks Repeatedly About His/Her Own Problems	29:48
			Therapist Encourages Prolonged Dependence On Him/Her	30:03
			Therapist Demands Absolute Trust or Tells Client Not to Discuss Therapy With Anyone Else	30:20
			Interpersonal Issues Between Client and Therapist -- Context I Give People About Therapeutic Relationships	30:32
		Review		31:50
			Describe the Various Community Mental Health Solutions.	31:51
			How Does Ethnicity Fit Into the Therapy Scenario?	31:55
			How Might People Find Some Relief From Depression?	32:01
			What is the Rationale for Preventive Mental Health Programs?	33:13
	Biomedical Treatment of Disorders			20:22
		Intro		0:00
		Biomedical Therapy		0:24
			Drugs	0:26
			Electroconvulsive Therapy	0:27
			Magnetic Impulses	0:31
			Psychosurgery	0:35
			Psychiatrists	0:37
		Drug Therapies		0:46
			Psychopharmacology	0:48
			Psychopharmacology/Pharmacotherapy	1:12
			Three Major Classes -- Anxiolytics, Antidepressants, Antipsychotics	1:23
			Factors to Consider With Drug Therapy	1:35
		Anxiolytics		2:29
			Produce Relaxation or Reduce Anxiety	2:31
			CNS Depressants	2:34
			Tranquilizers	2:43
			Benzodiazepines	2:47
			Examples	2:54
		Antidepressant Medications for Anxiety		3:41
			Many Medications Originally Approved for the Treatment of Depression Have Been Found to Relieve Symptoms of Anxiety	3:47
		Antidepressants		4:30
			Elevate Mood and Combat Depression	4:33
			Stress, Depression, and Lack of Sleep Have Been Implicated in a Lack of Neurogenesis n the Hippocampus	4:37
		Tricyclic Antidepressants (TCAs)		5:04
			Among the First Antidepressants Used to Treat Depression	5:08
			Primarily Affect Levels of Neurotransmitters, Norepinephrine and Serotonin	5:14
			Although Drugs Are Effective in Treating Depression, They Have More Side Effects'	5:22
		TCAs -- Examples		5:36
			List of Tricyclic Antidepressants	5:41
		Monoamine Oxidase Inhibitors (MAOIs)		6:09
			Most Effective in People With Depression Who Do Not Respond to Other Treatments	6:15
			People Must Adhere to Strict Dietary Restrictions	6:26
			Antidepressants Also Aren't Usually the First Drugs Used	6:47
		MAOI Examples		6:56
			List of MAOI Examples	7:01
		Reuptake Inhibitors		7:16
			Selective Serotonin Reuptake Inhibitors (SSRIs)	7:20
			Prevent Reuptake of Chemical by Sending Neuron	7:26
			Work by Altering the Amount Serotonin	8:25
		SSRI Examples		8:58
			List of Common SSRIs	9:01
		Reuptake Inhibitors		9:46
			Serotonin and Norepinephrine Reuptake Inhibitors (SNRIs)	9:47
			Newer Form of Antidepressant Medicine	10:05
			Treat Depression by Increasing Availability of the Brain Chemicals Serotonin and Norepinephrine	10:08
		SNRI Examples		10:39
			List of SNRI Examples	10:41
		Antipsychotics		10:58
			AKA Neuroleptics	11:03
			Tranquilize and Also Reduce Hallucinations and Delusions in Larger Dosages	11:06
			Block Dopamine Pathways	11:12
		Antipsychotic Examples		11:37
			Haldol and Thorazine	11:38
			There Are Many More Examples	11:49
		Issues With Drug Therapies		11:58
			Side Effects	11:59
			Many For Each Medication	12:41
			Close Regulation Required	13:14
			Too Many Patients Do Not Follow the Regimen for Medications	13:54
		Shock Therapy		14:21
			Electroconvulsive Therapy (ECT)	14:24
			Views on ECT	15:27
		Psychosurgery		15:59
			Any Surgical Alteration of Brain Designed to Bring Out Desired Behavioral or Emotional Changes	16:01
			Prefrontal Lobotomy	16:09
			Deep Lesioning	16:54
			Deep Brain Stimulation	17:10
			Repetitive Transcranial Magnetic Stimulation (rTMS)	17:25
		Review		18:16
			What are the Drug Therapies?	18:18
			What Criticisms Have Been Leveled Against Drug Therapies?	18:22
			How Effective is Electroconvulsive Therapy, and What Other Brain-Stimulation Options May Offer Relief From Severe Depression?	19:21
			What is Psychosurgery? What are the Different Kinds?	19:49
Section 14: Social Psychology
	Social Psychology, Part I			52:59
		Intro		0:00
		Social Psychology (8-10%)		0:10
			Group Dynamics	0:23
			Attribution Processes	0:26
			Interpersonal Perception	0:34
			Conformity, Compliance, Obedience	0:40
			Attitudes and Attitude Change	0:42
			Organizational Behavior	0:48
			Aggression/Antisocial Behavior	0:49
			Cultural Influences	0:53
			This Part of the Course Focuses on…	0:55
		Overview		1:18
			Social Psychology	1:19
			Social Thinking	1:27
			Social Influence	1:40
			Social Relations	1:47
			Deception	2:22
			Avril Lavigne	3:29
		Avril Lavigne: Complicated		3:44
			Lyrics	3:48
		Some Definitions in Social Psychology		6:02
			Social Psychology	6:05
			Culture	6:23
			Social Role	7:08
			Ascribed Role	8:24
			Achieved Role	9:04
			Role Conflict	9:45
		Groups		11:17
			Group Structure	11:19
			Group Cohesiveness	12:17
			Status	13:05
			Norm	14:23
			In-Group	14:53
			Out-Group	15:00
		Personal Space		15:27
			Personal Space/Norms -- Edward T. Hall	15:33
			Area Surrounding Body Defined as Private and Subject to Personal Control	15:49
		Spatial Norms		16:07
			Proxemics	16:14
			Used for Communication of Intent, Territoriality, Attitude, Etc.	17:51
		Intimate Distance		21:19
			Most Private Space Immediately Surrounding Body; 18 Inches From Skin	21:24
			Differs From Culture to Culture	21:50
		Other Distance Zones		23:17
			Personal Distance	23:19
			Social Distance	23:27
			Public Distance	23:36
		Social Cognition		25:05
			A Story About a Woman Who Crosses a River	25:30
			Ranking the Responsibility	27:59
			Outcomes That are Typical	28:58
			Blaming	30:06
			Just-World Hypothesis	30:39
			Woman Who Crosses the River	34:30
			Recognizing Oneself in the Woman's Situation or Seeing Her as Member of Outgroup	34:33
			Defensive Attribution	34:41
			Blaming the Victim	34:29
			Just-World Hypothesis/Phenomenon	36:29
		Attribution Theory		37:25
			Attribution	37:29
			Consistency	37:35
			Distinctiveness	37:44
		Attribution Square		38:03
			Attribution Theory: How We Explain People's Behavior	38:09
		Attribution Examples		41:44
			Explanations of Sports Teams We Support and Their Success or Failure	41:47
			Our Explanations of Why We Did Not Get Into College	42:33
			Explanations of Why People of Our Own Gender or Ethnic Group Are Successful or Not	44:40
			Parent's Explanations of Their Own Child's Trouble in Class Versus the Other Children's	44:57
		Social Perception Terms		45:56
			Actor: Person of Interest	45:59
			Object	46:03
			Setting	46:07
			Situational Demands	46:14
			Discounting	46:28
			Consensus	46:43
		Self-Handicapping		47:19
			Arranging to Perform Under Conditions that Usually Impair Performance	47:24
			Self-Sabotage	47:52
		More Attribution Concepts		49:11
			Fundamental Attribution Error	49:13
			Actor-Observer Bias	50:20
		Review		50:40
			How Do We Tend to Explain Others' Behavior and Our Own?	50:42
			How Predictable Are Our Explanations of People's Behavior?	51:05
			Does What We Think Affect What We Do? Does What We Do Affect What We Think?	51:33
			How is Our Behavior Affected By the Presence of Others or By Being Part of a Group?	51:55
			How Does Distance Between People Impact Their Communication?	52:12
	Social Psychology, Part II			43:45
		Intro		0:00
		Affiliation		0:11
			Need to Affiliate	0:13
			Social Comparison	0:38
			Downward Comparison	1:45
			Upward Comparison	2:00
		Interpersonal Attraction		3:31
			Social Attraction to Another Person	3:35
			Physical Proximity	3:50
			Physical Attractiveness	4:56
			Similarity	5:43
			Competence	6:36
			Zimbardo Human Zoo Video Clip	6:43
			Halo Effect	7:51
			Homogamy	8:30
		Self-Disclosure		10:12
			Process of revealing Private Thoughts, Attitudes, Feelings and One's History to Others	10:14
			Overdisclosure	10:39
			Dinner Conversation Video Clip	10:50
		Social Exchange Theory		11:26
			Social Exchange Theory	11:31
			Comparison Level	12:36
			Relationship Needs to be Profitable Enough to Maintain It	12:45
			Reciprocity: Return in Kind; Reciprocal Exchange	13:00
		Love		14:16
			Romantic Love	14:23
			Liking	14:31
			Mutual Absorption	14:47
			Is Liking Someone Different Than Loving Someone?	15:21
			M. Scott Peck	15:35
		Assertiveness, Aggressiveness, and Passiveness		16:48
			Assertiveness Training	17:08
			Self-Assertion	17:13
			Aggression	19:03
			Broken Record Technique	19:33
		Comparison of Three Approaches		20:31
			Actor Vs. Receiver of Behavior	20:32
			Non-Assertive Behavior	20:36
			Aggressive Behavior	21:09
			Assertive Behavior	21:33
		Values, Norms, Roles and Sanctions		22:16
			Diagram of Relationship	22:28
		Roles and Role-Playing		28:03
			Formal Roles	28:05
			Informal Roles	28:39
		Role-Playing and Attitudes		31:04
			Halloween Season or Friends Who Are Actors	31:10
			Phil Zimbardo, Craig Haney and Others -- Stanford Prison Study	32:02
			1971 Stanford University	32:10
			Random Assignment to Two Groups	32:16
			6 Days Vs. Two Weeks	32:55
			Escalation	33:03
			Playing into the Expected Roles	34:31
			Real Life -- Iraqi Prison Run By American Soldiers	35:50
		Self-Fulfilling Prophecy and Roles		37:47
			What Are Roles? -> Expectations	37:51
			How Do Expectations Change Behavior For Both Better and Worse?	37:55
		Review		42:00
			Why Are We Attracted to Each Other?	42:01
			Why Do We Befriend or Fall in Love With Some People but Not Others?	42:08
			How Does Romantic Love Typically Change as Time Passes?	42:19
			How Do Roles Impact Behavior?	42:48
			What Was Zimbardo's Prison Experiment?	43:04
	Social Psychology, Part III			36:05
		Intro		0:00
		Social Influence		0:11
			Explains How Individuals Respond to Expectations of Others	0:13
			Behavior is Contagious	0:21
			Changes in Person's Behavior Induced By Other Person	1:10
			Conformity	2:40
		Solomon Asch's Experiment		2:54
			You Must Select The Line That Most Closely Matches the Standard Line	3:01
		Factors That Increase Conformity		5:39
			One is Made to Feel Incompetent or Insecure	5:42
			The Group Has At Least Three People	5:49
			The Group is Unanimous	5:53
			One Admires the Group's Status or Achievements	6:09
			One Has Made No Prior Commitment to Any Response	6:54
			One's Culture Strongly Encourages Respect for Social Standards	7:01
		Group Factor in Conformity		7:26
			Groupthink	7:29
			Group Sanctions	10:06
		More Reasons for Conformity		11:50
			Normative Social Influence	11:52
			Informational Social Influence	13:55
		Power		15:11
			Social Power	15:13
			Reward Power	15:24
			Coercive Power	15:36
			Legitimate Power	15:56
			Referent Power	16:19
			Expert Power	16:53
		Obedience (Stanley Milgram)		17:42
			Conformity to Demands of Authority	17:52
			Would You Shock a Man With a Known Heart Condition who is Screaming and Asking to be Released?	18:54
			Milgram Experiment	19:29
		Obedience Study Set Up		20:05
		Milgram Results: Graphically		24:48
		Milgram Results		25:49
			Learner Screamed and Provided No Further Answers Once 3000 Volts Was Reached	25:51
			65% Obeyed By Going All the Way to 450	25:57
			Group Support Can Reduce Destructive Obedience	26:06
			Variations Showed Obedience Highest When…	26:10
			Real Life Situation - Louisville, KY, McDonald's Manager Obeyed Orders Over Phone	26:38
		Implications of Milgram's Research		28:07
			Everyday People Capable of Evil	28:10
			Gradual Changes Allow People to Justify and Continue Increasingly Severe Behavior	28:31
			Strong Social Situations Can Make People Conform to Untruths or Give In To Malice	28:46
		Other Social Influence Ideas		29:25
			Compliance	29:30
			Foot-In-The-Door Effect	29:39
			Door in the Face Technique	30:30
			Low-Ball Technique	31:19
			Passive Compliance	31:46
			Social Facilitation	31:51
		Even More Social Influence		32:18
			Social Loafing	32:19
			Deindividuation	32:44
			Group Polarization	34:01
		Review		34:35
			What Do Experiments on Conformity and Compliance Reveal About the Power of Social influence?	34:37
			How is Our Behavior Affected by the Presence of Others or by Being Part of a Group?	34:48
			What Are Group Polarization and Groupthink?	34:56
			How Do Cultural Norms Affect our Behavior?	35:11
			How Much Power Do we Have as Individuals?	35:15
			Can a Minority Sway a Majority?	35:18
	Social Psychology, Part IV			53:05
		Intro		0:00
		Attitudes		0:10
			Learned Tendency to Respond to People, Objects or Institutions	0:12
			Belief Component	0:35
			Emotional Component	0:56
			Action Component	1:09
			Is This Tripartite View Accurate?	1:18
			Oversimplification Alert	2:13
			Where Do We Get Our Attitudes?	2:50
			We Learn Them Along With Classical and Operant Conditioning, Observational Learning	2:51
			Mere Exposure Effect (Zajonc)	3:43
			Cognitive Dissonance	5:55
		Issue: Affirmative Action		6:09
			For/Against -- Three Attitude Components	7:14
		Where Do We Get Our Attitudes?		9:35
			Direct Contact	9:37
			Interaction with others	10:22
			Child Rearing	11:04
			Group Membership	11:52
			Mass Media	14:31
			Mean Worldview	15:33
		Attitude Measurement and Change		16:10
			Chance Conditioning	16:13
			Social Distance Scale	16:31
			Attitude Scale	19:25
			Reference Group	19:57
		Persuasion		20:51
			Deliberate Attempt to Change Attitudes or Beliefs with Information and Arguments	21:10
			Three Parts of Persuasion: Communicator -- Message -- Audience	21:22
			Central Route to Persuasion	23:55
			Peripheral Route to Persuasion	24:33
		Cognitive Dissonance		26:59
			Leon Festinger	27:09
			Contradicting or Clashing Thoughts, Beliefs, Attitudes, or Perceptions Cause Discomfort	27:44
			Justification	28:47
			Original Research -- Boring Task, $2 or $20 to Like About How Enjoyable it Was	29:25
			Dissonance Increases With…	32:04
			To Reduce Dissonance…	32:38
		Justification of Effort		35:11
			Cognitive Dissonance	35:13
			Justification of Effort	36:35
		Related Examples of Cognitive Dissonance		41:51
			Example 1	41:53
			Example 2	42:06
			Example 3 -- Confirmation Bias	42:49
			Example 4	44:59
		Brainwashing		45:44
			Engineered or Force Attitude Change Requiring a Captive Audience	45:59
			Generally Three Steps to Brainwash Someone -- Unfreezing, Change, Refreezing	46:09
		Cults		47:50
			Group That Professes Great Devotion to a Person or People and Follows That Person/People Almost Without Question	47:52
			Ideal Cult Targets	49:08
		Review		52:04
			What Are Attitudes and How Do We Obtain Them?	52:05
			Distinguish Between Central Route and Peripheral Route to Persuasion	52:13
			What is Cognitive Dissonance?	52:25
			What Factors Contribute to Cognitive Dissonance?	52:27
			Describe an Example of Justification of Effort That You Have Experienced?	52:33
	Social Psychology, Part V			50:53
		Intro		0:00
		Group Antagonism		0:23
			Prejudice	0:33
			Racism	0:47
			Sexism	1:22
			Ageism	1:31
		More on Group Antagonism		1:55
			Discrimination	1:57
			Displaced Aggression	2:14
			Personal Prejudice	2:48
			Group Prejudice	3:50
		Prejudiced Personality		4:23
			Authoritarian Personality	4:26
			Ethnocentrism	5:26
			Dogmatism	7:39
		Some Distinctions		8:52
			Race as a Social Construct	8:55
			Ethnicity	12:20
			Nationality	14:36
			Religion	15:15
			Language	15:19
		Social Roots of Prejudice		16:51
			Social Inequalities	16:53
			Ingroups and Outgroups	17:11
			Ingroup	17:24
			Outgroup	17:34
			Ingroup Bias	19:22
			Scapegoat Theory	20:13
		Intergroup Conflict		22:16
			Social Stereotypes	22:20
			Symbolic Prejudice	23:18
			Status Inequalities	26:34
		Ways to Reduce Prejudice		30:13
			Equal-Status Contact	30:15
			Superordinate Goal	30:27
			Mutual Interdependence	30:46
			Jigsaw Classroom	31:07
		Overcoming the Negative		32:57
			Multiculturalism	32:59
			Seek Individuating Information	33:43
			Don't Believe Just-World Beliefs	34:09
			Note Self-Fulfilling Prophecies	35:15
			Different Does Not Mean Inferior	35:40
			Understand Race is a Social Construction, Find Commonalities and Set a Positive Example	36:20
		Social Learning Theory and Television		37:52
			Social Learning Theory	37:56
			Disinhibition	39:07
			Television Seems to be Able to Cause Desensitization to Violence	39:39
			Connection to Porn	40:33
		Helping Behavior		42:42
			Do we Help or Not?	42:44
			Decision Points -- Noticing, Defining Emergency, Taking Responsibility, Diffusion of Responsibility, Course of Action	42:49
			Bystander Apathy	45:39
			Darley and Latane Study as Seen in Discovering Psychology Series	47:30
		Review		49:01
			What is Prejudice?	49:03
			What are the Social and Emotional Roots of Prejudice?	49:10
			What are the Cognitive Roots of Prejudice?	49:14
			When are we Most and Least Likely to Help?	49:19
			How do Social Traps and Mirror Image Perceptions Fuel Social Conflict?	49:22
			How Can We Transform Feelings of Prejudice, Aggression, and Conflict into Attitudes That Promote Peace?	49:41
Section 15: AP Practice Exam
	AP Practice Exam: Multiple Choice, Part I			49:40
		Intro		0:00
		Multiple Choice		0:21
			Multiple Choice 1	6:43
			Multiple Choice 2	7:32
			Multiple Choice 3	8:31
			Multiple Choice 4	9:25
			Multiple Choice 5	10:08
			Multiple Choice 6	10:37
			Multiple Choice 7	11:00
			Multiple Choice 8	12:40
			Multiple Choice 9	13:24
			Multiple Choice 10	14:42
			Multiple Choice 11	16:05
			Multiple Choice 12	17:05
			Multiple Choice 13	17:48
			Multiple Choice 14	18:59
			Multiple Choice 15	20:33
			Multiple Choice 16	21:57
			Multiple Choice 17	22:35
			Multiple Choice 18	24:26
			Multiple Choice 19	25:12
			Multiple Choice 20	26:03
			Multiple Choice 21	26:36
			Multiple Choice 22	27:38
			Multiple Choice 25	28:13
			Multiple Choice 26	28:47
			Multiple Choice 27	29:31
			Multiple Choice 28	29:54
			Multiple Choice 29	30:31
			Multiple Choice 30	31:07
			Multiple Choice 31	32:24
			Multiple Choice 32	34:45
			Multiple Choice 33	35:13
			Multiple Choice 34	36:11
			Multiple Choice 35	37:18
			Multiple Choice 36	38:20
			Multiple Choice 37	39:06
			Multiple Choice 38	39:48
			Multiple Choice 39	41:00
			Multiple Choice 40	41:19
			Multiple Choice 41	42:03
			Multiple Choice 42	43:01
			Multiple Choice 43	43:31
			Multiple Choice 44	44:18
			Multiple Choice 45	44:55
			Multiple Choice 46	45:28
			Multiple Choice 47	46:04
			Multiple Choice 48	46:49
			Multiple Choice 49	47:40
			Multiple Choice 50	48:22
	AP Practice Exam: Multiple Choice, Part II			38:02
		Intro		0:00
		Multiple Choice		0:15
			Multiple Choice 51	0:16
			Multiple Choice 52	0:44
			Multiple Choice 53	1:22
			Multiple Choice 54	1:44
			Multiple Choice 55	2:07
			Multiple Choice 56	2:33
			Multiple Choice 57	3:09
			Multiple Choice 58	3:36
			Multiple Choice 59	4:31
			Multiple Choice 60	5:16
			Multiple Choice 61	6:13
			Multiple Choice 62	7:04
			Multiple Choice 63	7:30
			Multiple Choice 64	8:20
			Multiple Choice 65	9:09
			Multiple Choice 66	9:55
			Multiple Choice 67	10:51
			Multiple Choice 68	11:22
			Multiple Choice 69	12:05
			Multiple Choice 70	13:03
			Multiple Choice 71	13:22
			Multiple Choice 72	14:10
			Multiple Choice 73	14:47
			Multiple Choice 74	15:51
			Multiple Choice 75	16:45
			Multiple Choice 76	17:32
			Multiple Choice 77	17:59
			Multiple Choice 78	18:29
			Multiple Choice 79	18:57
			Multiple Choice 80	20:01
			Multiple Choice 81	20:47
			Multiple Choice 82	21:21
			Multiple Choice 83	22:03
			Multiple Choice 84	22:38
			Multiple Choice 85	23:05
			Multiple Choice 86	23:55
			Multiple Choice 87	24:49
			Multiple Choice 88	25:26
			Multiple Choice 89	26:18
			Multiple Choice 90	27:47
			Multiple Choice 91	28:21
			Multiple Choice 92	28:40
			Multiple Choice 93	29:17
			Multiple Choice 94	29:40
			Multiple Choice 95	30:22
			Multiple Choice 96	31:10
			Multiple Choice 97	32:36
			Multiple Choice 98	33:08
			Multiple Choice 99	34:02
			Multiple Choice 100	34:11
	AP Practice Exam: Free Response			40:06
		Intro		0:00
		Free Response		0:13
			Free Response Question 1	5:58
			Free Response Question 2	18:33
			Free Response Question 3	28:42

Duration: 39 hours, 04 minutes

Number of Lessons: 68

Although directed at AP test-takers, Introductory Psychology students both in high school and college will find this course useful in understanding concepts. This course ends with a fully worked out Advanced Placement test complete with step-by-step explanation to help you get that 5.

Additional Features:

Free Sample Lessons
Closed Captioning (CC)
Practice Questions
Downloadable Lecture Slides
Study Guides
Instructor Comments

Topics Include:

History & Approaches
Correlation
Biological Bases of Behavior
Senses & Perception
States of Consciousness
Classical Conditioning
Memory
Motivation & Emotion
Development
Personality
Abnormal Psychology
Social Psychology
Sample AP Exam

Charles Schallhorn, M.Ed., has been teaching AP Psychology, Sociology, and Government for 30+ years. His blog "Teaching High School Psychology" was recently named a Top 30 Blog in Psychology. He has also written an AP Psychology prep book available here-https://www.perfectionlearning.com/social-studies/advanced-placement/psychology-ap-exam-prep.html

Student Testimonials:

“Why thank you very much this indeed helped greatly. Thank You” — Farhan M.

“I am enjoying this course very much and like your teaching style.” — Bart V.

“Really enjoying these lectures; you're very humorous and great at explaining the concepts :). I love the links you make to reality through personal experiences.” — Tina C.

“Thanks Prof, wonderfully and clearly presented.” — Chudamuni D.

Visit Charles Schallhorn’s page

Student Feedback

4.6

12 Reviews

67%

33%

By Kimia Yousefpour•September 6, 2015

Just purchased it! Thank you for your help :)

By Kimia Yousefpour•September 2, 2015

Hi! Thank you for your amazing lectures. Which one of the prep books that you've included in the "Related Books" section would you really recommend if I'm only going to use one review book + the Barron's flashcards? :)

By Smriti Sharan•December 22, 2015

Ooh, that's a good demonstration, do you have any demonstrations which would use any reflexes? Thank you so much!!

By Smriti Sharan•January 2, 2016

haha its not too late at all! Thank you so much! that will work with the class participation! :) Thank you so much for all the help Mr. Schallhorn!

By Johnny He•December 4, 2016

Wow, that makes so much sense!

Related Courses:

Course Overview:

Level Upper Intermediate
68 Lessons (39hr : 04min)
6,197 already enrolled!
4.6 382 Ratings & 12 Reviews
Audio: English

Enroll Today!

See Membership Benefits

Full Access To All Courses. 24/7.
Searchable Lessons.
Get Answers & Community Support.
Downloadable Lecture Notes.
Study Guides, Worksheets and Extra Example Lessons.
Anywhere, Anytime!

Have 5 students or more?
See Multiple Users & Institutional plans.

AP Psychology Online Course Charles Schallhorn, M.Ed.
Facebook Twitter
More

Table of Contents

Section 1: Introduction

Section 2: Research Methods

Section 3: Biological Bases

Section 4: Senses and Perception

Section 5: States of Consciousness

Section 6: Learning

Section 7: Cognition

Section 8: Motivation and Emotion

Section 9: Developmental Psychology

Section 10: Personality

Section 11: Testing and Individual Differences

Section 12: Abnormal Behavior

Section 13: Treatment of Abnormal Behavior

Section 14: Social Psychology

Section 15: AP Practice Exam

Student Testimonials:

Student Feedback

Related Courses:

Start Learning Now

Membership Overview

AP Psychology Online Course Charles Schallhorn, M.Ed. Facebook Twitter More

Table of Contents

Section 1: Introduction

Section 2: Research Methods

Section 3: Biological Bases

Section 4: Senses and Perception

Section 5: States of Consciousness

Section 6: Learning

Section 7: Cognition

Section 8: Motivation and Emotion

Section 9: Developmental Psychology

Section 10: Personality

Section 11: Testing and Individual Differences

Section 12: Abnormal Behavior

Section 13: Treatment of Abnormal Behavior

Section 14: Social Psychology

Section 15: AP Practice Exam

Student Testimonials:

Student Feedback

Related Courses:

Skills Keywords

Available 24/7. Unlimited Access to Our Entire Library.

Searchable Lessons

Get Answers & Community Support

Downloadable Lecture Notes

Study Guides, Worksheets and Extra Example Lessons

Start Learning Now

Membership Overview

AP Psychology Online Course Charles Schallhorn, M.Ed.
Facebook Twitter
More