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Lecture Comments (2)

1 answer

Last reply by: Professor Charles Schallhorn
Mon Nov 10, 2014 4:24 PM

Post by Yizhuo Shao on March 31, 2014

Very Helpful

Subfields in Psychology

  • Psychology is multifaceted
  • Basic research is pure science that aims to increase the scientific knowledge base.
  • Applied research is the scientific study that aims to solve practical problems.
  • There are more than 50 different divisions with the American Psychological Association that demonstrates this diversity
  • Psychometrics: the scientific study of the measurement of human abilities, attitudes, and traits
  • Developmental Psychology is the scientific study of physical, cognitive, and social change throughout the life span
  • Educational Psychology is the study of how psychological processes affect and can enhance teaching and learning
  • Personality Psychology is the study of an individual’s characteristic pattern of thinking, feeling, and acting—the study of the person, the whole human individual
  • Social Psychology is the scientific study of how we think about, influence, and relate to one another
  • Industrial-Organizational (I/O) Psychology is the application of psychological concepts and methods to optimizing human behavior in workplaces
  • Counseling Psychology is a branch of psychology that assists people with problems in living (often related to school, work, and marriage) and in achieving greater well-being
  • Clinical Psychology is a branch of psychology that studies, assesses, and treats people with psychological disorders.
  • Psychiatry is a branch of medicine dealing with psychological disorders; practiced by physicians who often provide medical (for example, drug) treatments as well as psychological therapy.

Subfields in Psychology

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
    • Psychology Has Many Facets
    • Psychology Has Many Facets
    • Divisions of the APA
      • Psychometrics
      • Developmental
      • Educational
      • Personality
      • Social Psychology
      • Industrial/Organizational (I/O) Psychology
      • Human Factors
      • Counseling Psychology
      • Clinical Psychology
      • Psychiatry
      • Review
      • Intro 0:00
      • Psychology Has Many Facets 0:09
        • Basic Research Aims to Increase Scientific Knowledge Base -- Pure Science
        • Ex: How Do Hormones Affect Each Other in Reaction to Eating and Sleeping?
        • Applied Research Aims to Solve Practical Problems
        • Ex: Why Has Motivation Decreased Among Public School Teachers?
        • Ex: Military Research on How to Increase Soldier Effectiveness by Reducing Need for Sleep
      • Psychology Has Many Facets 1:37
        • Biggest Group in Psychology is the American Psychological Association
        • APA Website Reflects the Many Fields within the APA Itself
        • Reflects on the History of Psychology
        • Reflects on Diversity of Psychological Offerings
      • Divisions of the APA 2:11
      • Psychometrics 4:10
        • Scientific Study of the Measurement of Human Abilities, Attitudes, and Traits
        • Uses Psychological Tests
        • Often Used in Special Education
      • Developmental 5:09
        • Study of Physical, Cognitive, and Social Changes Through Life
        • Divides Lifespan Into Seven Phases
      • Educational 5:36
        • Studies How Psychological Processes Affect and Enhance Teaching and Learning
      • Personality 6:32
        • Studies the Individual Characteristic Patterns of Thinking, Feeling, and Acting -- Looks at the Whole Human Individual
        • Most Philosophical of all Subfields -- How Did We Get That Way? Why Are We This Way?
        • Examines patterns of Emotions, Motivation, Temperament, Learning, Growth, and Development
        • Seeks to Understand What Personality Is, How it Develops, and How Stable it is Over Time
      • Social Psychology 7:37
        • Studies How We Think About, Influence, and Relate to Each Other
        • Incredibly Diverse Subfield
        • Examples of Social Psychologists Zimbardo, Asch, Lewin, and Milgram
        • Most Infamous Field in Psychology Due to Zimbardo's Research (Stanford Prison Experiment) and Milgram's Study of Obedience to Authority
        • Also Studies Concepts of Love and Attraction, and Helping Behaviors
      • Industrial/Organizational (I/O) Psychology 9:26
        • Application of Psychological Concepts and Methods to Optimize Human Behavior in the Workplace
        • Studies Workplace Satisfaction
        • Studies Incentives and Motivation
        • Ex: Consultant Character in the Movie Office Space
      • Human Factors 10:22
        • Study of How People and Machines Interact With Each Other Resulting in the Design of Machines and Environments
        • How to Design Products and Tools to Make Them Easier and Safer to Use
        • Products Designed With Users in Mind
        • Strives to Make Technology Adapt to Humans, Not Other Way Around
        • Ex: Design of Cars, Phones, Video Game Controllers, Websites, etc.
        • Can be Applied to Many Far Reaching Disciplines Like Medicine, Design, Architecture, and Engineering
      • Counseling Psychology 12:32
        • Assists People With Problems In Living (Related to School, Work, Marriage, etc.) and in Achieving Greater Sense of Well-Being
        • Subfield Most People Think of When They Think of the Word Psychology
        • Therapy -- Problems and Growth
        • Requires at Least a Master's Degree to Practice Counseling Psychology
        • Many Counselors Can Be Found in Schools as Academic Advisors and Crisis Counselors
        • In Some Aspects, Quite Similar to Social Work
      • Clinical Psychology 14:12
        • Studies, Assesses, and Treats People With Psychological Disorders
        • Deals With More Serious Disorders (Ex: Schizophrenia and Bipolar Disorder)
        • Found Working in Private Practices, Hospitals, and Universities
        • Requires a Ph.D. to Enter Field
      • Psychiatry 17:06
        • Branch of Medicine Dealing With Psychological Disorders, Practiced by Physicians Who Often Provide Medical Treatment as Well as Psychological Therapy
        • Requires an MD License
        • Able to Prescribe Drugs
      • Review 17:59
        • Which Kind of Psychology Deals With…

      Related Books

      Charles Schallhorn

      Charles Schallhorn

      Subfields in Psychology

      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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