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Social Psychology, Part II

  • Need to Affiliate: Desire to associate with other people; appears to be a basic human trait
  • Social Comparison: Making judgments about ourselves by comparing ourselves to others. E.g. comparing our feelings and abilities to those of other people
  • Interpersonal attraction includes not only the chemical/hormonal aspects, but also the social factors of physical proximity, similarity, and competence of the other person.
  • Social Exchange Theory: Rewards must exceed costs for relationships to endure; we unconsciously weigh social rewards and costs
  • Assertiveness, aggressiveness and passiveness are three approaches to dealing with others in order to get own needs met
  • Values, norms, roles and sanctions are the four key ideas used to understand how a culture works
  • The power of roles (and masks/uniforms) is demonstrated in the Prison Study done at Stanford University in 1971 by Zimbardo, et al
  • Roles can lead to expectation changes creating self-fulfilling prophecies
  • Links:

Social Psychology, Part II

Lecture Slides are screen-captured images of important points in the lecture. Students can download and print out these lecture slide images to do practice problems as well as take notes while watching the lecture.

  1. Intro
    • Affiliation
    • Interpersonal Attraction
    • Self-Disclosure
    • Social Exchange Theory
    • Love
    • Assertiveness, Aggressiveness, and Passiveness
    • Comparison of Three Approaches
    • Values, Norms, Roles and Sanctions
    • Roles and Role-Playing
    • Role-Playing and Attitudes
    • Self-Fulfilling Prophecy and Roles
    • Review
    • Intro 0:00
    • Affiliation 0:11
      • Need to Affiliate
      • Social Comparison
      • Downward Comparison
      • Upward Comparison
    • Interpersonal Attraction 3:31
      • Social Attraction to Another Person
      • Physical Proximity
      • Physical Attractiveness
      • Similarity
      • Competence
      • Zimbardo Human Zoo Video Clip
      • Halo Effect
      • Homogamy
    • Self-Disclosure 10:12
      • Process of revealing Private Thoughts, Attitudes, Feelings and One's History to Others
      • Overdisclosure
      • Dinner Conversation Video Clip
    • Social Exchange Theory 11:26
      • Social Exchange Theory
      • Comparison Level
      • Relationship Needs to be Profitable Enough to Maintain It
      • Reciprocity: Return in Kind; Reciprocal Exchange
    • Love 14:16
      • Romantic Love
      • Liking
      • Mutual Absorption
      • Is Liking Someone Different Than Loving Someone?
      • M. Scott Peck
    • Assertiveness, Aggressiveness, and Passiveness 16:48
      • Assertiveness Training
      • Self-Assertion
      • Aggression
      • Broken Record Technique
    • Comparison of Three Approaches 20:31
      • Actor Vs. Receiver of Behavior
      • Non-Assertive Behavior
      • Aggressive Behavior
      • Assertive Behavior
    • Values, Norms, Roles and Sanctions 22:16
      • Diagram of Relationship
    • Roles and Role-Playing 28:03
      • Formal Roles
      • Informal Roles
    • Role-Playing and Attitudes 31:04
      • Halloween Season or Friends Who Are Actors
      • Phil Zimbardo, Craig Haney and Others -- Stanford Prison Study
      • 1971 Stanford University
      • Random Assignment to Two Groups
      • 6 Days Vs. Two Weeks
      • Escalation
      • Playing into the Expected Roles
      • Real Life -- Iraqi Prison Run By American Soldiers
    • Self-Fulfilling Prophecy and Roles 37:47
      • What Are Roles? -> Expectations
      • How Do Expectations Change Behavior For Both Better and Worse?
    • Review 42:00
      • Why Are We Attracted to Each Other?
      • Why Do We Befriend or Fall in Love With Some People but Not Others?
      • How Does Romantic Love Typically Change as Time Passes?
      • How Do Roles Impact Behavior?
      • What Was Zimbardo's Prison Experiment?

    Related Books

    Charles Schallhorn

    Charles Schallhorn

    Social Psychology, Part II

    Slide Duration:

    Table of Contents

    Section 1: Introduction
    What is Psychology?

    16m 30s

    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

    23m 18s

    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

    22m 47s

    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

    20m 55s

    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

    38m 16s

    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

    20m 16s

    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

    49m 16s

    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

    12m 38s

    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

    36m 20s

    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

    37m 16s

    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

    23m 37s

    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

    56m 59s

    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

    40m 38s

    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

    36m 10s

    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

    54m 3s

    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

    52m 22s

    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

    29m 57s

    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

    38m 51s

    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

    23m 59s

    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

    28m 7s

    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

    48m 7s

    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

    36m 21s

    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

    33m 26s

    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

    21m 57s

    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

    31m 1s

    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

    31m 22s

    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

    34m 1s

    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

    51m 3s

    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

    27m 44s

    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

    31m 56s

    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

    31m 2s

    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

    27m 1s

    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

    16m 36s

    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

    25m 52s

    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

    28m 8s

    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

    28m 28s

    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

    47m 10s

    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

    34m 36s

    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

    29m 30s

    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

    28m 31s

    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

    28m 20s

    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

    43m 17s

    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

    29m 6s

    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

    21m 39s

    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

    38m 8s

    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

    34m 1s

    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

    48m 51s

    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

    44m 48s

    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

    25m

    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

    30m 23s

    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

    49m 59s

    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

    23m 26s

    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

    37m 10s

    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

    33m 45s

    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

    28m 56s

    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

    27m 13s

    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

    34m 38s

    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

    31m 53s

    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

    35m 8s

    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

    20m 22s

    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

    52m 59s

    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

    43m 45s

    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

    36m 5s

    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

    53m 5s

    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

    50m 53s

    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

    49m 40s

    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

    38m 2s

    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

    40m 6s

    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
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