Psy 101 Final Exam Review

00:28:35
https://www.youtube.com/watch?v=5_iGudNv2io

Sintesi

TLDRNy vidéo dia manolotra torolalana ho an'ny mpianatra amin'ny fanomanana ny fanadinana farany amin'ny psikôlôjia. Ny fanadihadiana dia ahitana vola 50, miampy fanontaniana 30 mitady fanehoan-kevitra sy 20 fanontaniana fanampiny. Ny fanadinoana sy ny fandinihana ireo mpampianatra sy ny foto-kevitra dia manan-danja amin'ny fanombanana. Ny psika, ny neurons, ny sensation, perception, ary ny fanatanjahan-tena toy ny hypnotism sy ny fanovàna fitondran-tena dia asongadiny. Tena zava-dehibe ny famakafakana ny fotodrafitrasa sy ny fanazavana ireo teori-mpanampy sy ny fomba hanovàna ny toetra, anisan'izany ny reinforcement sy punishment. Izy io dia mankaty amin'ny rafitra kognitiva sy ny dikan'ny DSM-5.

Punti di forza

  • 📚 Tena ilaina ny manomana ny fanadinana amin'ny alalan'ny fanazavana ny fitsipika.
  • 🔍 Mila mahatakatra ny maha samy hafa ny sensation sy perception.
  • 🧠 Zava-dehibe ny mahafantatra ny mombamomba ny neurons sy ny andraikitry ny neuroanatomy.
  • 🔄 Ny reinforcement sy punishment dia manan-danja amin'ny fitondran-tena.
  • 🏆 Appliqué vs basic research: manampy amin'ny fanatanjahan-tena ara-pitsaboana.
  • ✍️ DSM-5 no fitaovana fanombanana lehibe ho an'ny olana ara-tsaina.
  • 🤝 Maslow sy ny piramidan'ny filan'ny olona dia manampy amin'ny fananganana rafitra.
  • 💡 Heuristic dia fomba hanampiana ny fisafidianana sy famahana olana.
  • 🎓 Ny cognitive psychology dia mamaritra ny fomba fisainana sy ny fanapahan-kevitra.
  • 🎥 Torolalana ho an'ny mpianatra amin'ny fanomanana sy fanadiovana ireo teori-mpampianatra.

Linea temporale

  • 00:00:00 - 00:05:00

    Ity video ity dia manampy ny mpianatra hifantoka amin'ny fanomanana ny fanadinana farany, izay ahitana fanontaniana 50, anisan'izany ny 30 fanontaniana multiple-choice sy 20 fanontaniana mifandray amin'ny teôria sy ny mpanorina azy. Ny fanazavana momba ny psikolojia sy ny fikarohana dia zava-dehibe, miaraka amin'ny fanazavana momba ny fikarohana fototra sy ny fikarohana ampiharina.

  • 00:05:00 - 00:10:00

    Ny neuron dia zava-dehibe amin'ny psikolojia, miaraka amin'ny fanazavana momba ny afferent sy efferent neurons. Ny afferent neurons dia mandefa ny angon-drakitra avy amin'ny fivezivezena, raha ny efferent neurons kosa dia mitarika ny hetsika. Ny fahaiza-manao sy ny rafitra neuron dia manan-danja amin'ny fanazavana ny fomba fiasan'ny atidoha sy ny rafitra nerve.

  • 00:10:00 - 00:15:00

    Ny fahatsapana sy ny fahitana dia samy hafa, miaraka amin'ny fahatsapana manondro ny angon-drakitra tonga amin'ny vatana, ary ny fahitana manondro ny fomba fandraisan'ny atidoha izany angon-drakitra izany. Ny Gestalt dia manazava ny fomba ahafahan'ny olona mandray ny zava-misy amin'ny alalan'ny fanangonana ny singa ho an'ny iray manontolo.

  • 00:15:00 - 00:20:00

    Ny torimaso dia manan-danja amin'ny fanarenana sy ny fitadidiana, miaraka amin'ny fanazavana momba ny nofinofy sy ny fomba fiasa. Ny nofinofy dia azo zaraina ho manifest sy latent, izay manondro ny votoatin'ny nofinofy sy ny dikan'ny lalina ao ambadiky ny nofinofy.

  • 00:20:00 - 00:28:35

    Ny fanazavana momba ny fanentanana dia manasongadina ny maha-zava-dehibe ny fanentanana anatiny sy ivelany, miaraka amin'ny fanazavana momba ny teôria sy ny mpanorina ny psikolojia, toy ny Maslow sy ny rafitry ny filàna, ary ny teôria momba ny fihenjanana sy ny fitondran-tena abnormal.

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Mappa mentale

Video Domande e Risposte

  • Inona no atao hoe psikôlôjia?

    Ny psikôlôjia dia ny fianarana siantifika momba ny toetra sy ny fizotry ny saina.

  • Inona ny tena maha-samy hafa ny sensation sy perception?

    Ny sensation dia ny angon-drakitra voalohany tonga ao amin'ny ati-doha, raha ny perception kosa dia ny fanazavana sy ny fandalinana ireo angon-drakitra.

  • Inona ny diferansa misy eo amin'ny applied research sy basic research?

    Ny basic research dia mamaritra sy mandinika vaovao, raha ny applied research dia mitady ny hampihatra ny vaovao azo amin'ny fomba mahasoa.

  • Inona ny atao hoe reinforcements sy punishments ao amin'ny operant conditioning?

    Reinforcement dia afaka mitondra ho amin'ny fitomboan'ny toetra, raha punishment kosa dia manakana na manao izay hanakanana ny toetra.

  • Inona ny dikan'ny DSM-5?

    Ny DSM-5 dia fitaovam-pitsarana ankapobeny ho an'ny fanombanana ara-tsaina sy ny aretina ara-pihetseham-po.

  • Iza ny mpandinika manana ny teoria momba ny fanehoana sy ny fitondran-tena?

    BF Skinner no mpandinika malaza amin'ny operant conditioning.

  • Inona ny dikan'ny cognitive psychology?

    Ny cognitive psychology dia fandalinana ny fizotry ny fisainana, ny famakafakana, ny fanapahan-kevitra, ary ny fahaiza-manao.

  • Inona no atao hoe hinipan'ny fitiavana?

    Ny fitiavana dia ny faniriana hiseho sy haneho fitiavana na fihetseham-po.

  • Inona ny dikan'ny heuristic?

    Heuristic dia fitsipika na lalàna fanao ho an'ny fisafidianana sy famahana olana.

  • Inona ny maha-zava-dehibe ny torolalana Maslow?

    Maslow dia nanao fanavaozana momba ny filan'ny olona, ary namorona ny piramidan'ny filàna.

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Scorrimento automatico:
  • 00:00:00
    hey class I wanted to make this video to
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    help you really condense down the
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    information for the final exam I would
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    strongly encourage you pulling that
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    study got out really working on study
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    guide hopefully this video will help you
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    narrow down and kind of clarify some of
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    the information may be asked it is a
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    comprehensive final exam so we do have
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    50 questions thirty of those questions
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    will be matching
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    I'm sorry multiple-choice 20 those
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    questions will be matching the matching
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    piece of it is going to be for theorists
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    per set and matching them with their
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    central theme in psychology or maybe
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    their theory in psychology so we'll
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    briefly run down those but I was really
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    going to spend a lot of time on those
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    deers you can go back and look and kind
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    of identify how they're basically
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    associated with in terms of the chapter
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    and there the overall theory or theory
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    which will be pretty straightforward
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    again we're looking about 50 questions
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    multiple choice again the study guides
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    can be very beneficial for you so please
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    pull that out as we go through these
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    these areas of review the first area of
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    review is going back to defining
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    psychology the definition psychology is
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    that scientific study of behavior mental
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    processes so those two parts of the
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    definition are going to be key in terms
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    of recognizing the actual definition on
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    the actual exam and chapter 1 we also
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    covered research piece of the chapter
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    and with research we really developed
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    what's called a theory how do we support
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    our theory how to pull the data
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    collected data the information so forth
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    but the theory by definition is really
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    how separate facts fit together
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    whether they're supportive nature or
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    it's not supportive but again it's
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    really kind of piecing together and
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    supporting a hypothesis the applaud
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    versus basic research what's really
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    important to psychology for any type of
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    research is that can we apply the
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    information that we have to maybe the
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    common good for instance maybe you've
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    done the research paper and you did it
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    on depression now you know more about
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    depression by using the basic research
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    and you can apply it maybe to somebody
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    that's struggling with depression may be
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    talking about SSRI medications or how to
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    use cognitive behavioral therapy to
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    treat somebody with depression so
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    applied research is really that in the
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    definition it's applying information you
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    already know where you've researched
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    basic research
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    she's researching new information
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    something you didn't know before maybe
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    some of you chose a topic in psychology
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    do your paper on it you didn't know a
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    lot about so you had to do you know much
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    more research basic basic research to
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    really understand that topic so that's
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    what we're talking about as far as
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    applied versus basic research of
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    research also be familiar with neurons
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    now in these chapter 2 we covered
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    afferent efferent and even interneurons
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    we even talked about mirror neurons
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    which is more research into you know
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    part of that motor part of the empathy
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    type of neuron system but primarily what
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    we're going to see in this chapter or on
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    this exam is what's the difference wean
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    afferent with an A and efferent with an
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    e afferent with an ASR sensory neurons
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    for smell taste touch and so forth the
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    efferent neurons kind of just that it's
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    making an effort so if we think of a
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    word think of you know making an effort
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    those are the neurons are responsible
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    for movement pretty straightforward the
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    basic functions of structures of a
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    neuron so understand that we have
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    millions up to billions of tree of
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    synapses that's being sent throughout
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    our brain throughout our spinal cord
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    throughout our central nervous system
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    but we break it down to one cell of a
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    neuron whether it's an afferent or an
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    efferent neuron part of that system we
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    were really broken out into some basic
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    parts one of the parts is the cell body
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    the cell body is the nucleus to power
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    supply that it's the life of the cell it
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    sends off the messages we think of the
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    dendrites event rates are those finger
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    like extensions the finger like
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    extensions are kind of grabbing on to so
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    that's part of the receiver structure of
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    that neuron and in the accidents that
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    tail like extension till I extension
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    it's sending information 1 to 2
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    milliseconds on to the next into the
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    next and 2 next to wherever pathway it's
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    going the bilateral function also known
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    as lateralization in the chapter we
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    covered lateralization as far as if I'm
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    moving the right side of my body it's
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    actually the left hemisphere if I'm
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    moving the left side of my body it's
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    actually the right hemisphere we have a
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    corpus callosum that is a band of fibers
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    that connects the left and right
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    hemispheres that allows for
  • 00:04:12
    lateralization
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    so be familiar of bodily latter ization
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    more than anything from this chapter and
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    then for this test question goes
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    sensation versus perception Strait
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    definition question difference between
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    sensation perception there's another
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    chapter we cover
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    early on and we think of sensation
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    that's that raw material that's coming
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    in maybe there's an odor in the room you
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    haven't quite picked up what that smell
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    is but it's the actual odor itself as
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    that sensation aspect maybe you walked
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    outside this morning and yeah it kind of
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    your skin just kind of was taken back by
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    whether it's too hot or too cold
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    initially the perception part wasn't
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    there it was just the initial tactile
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    information that was coming in so the
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    initial information comes in whether
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    it's odor whether it's light whether
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    it's volume wavelengths and so forth
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    that is the sensation part the
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    perception is your brain actually
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    telling you what it is what you're
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    smelling what you're feeling what you're
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    seeing and experiencing it's the end
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    product and we think of perception all
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    of our cells sensory cells they're
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    responsible for sending information that
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    are found whether it's in the skin with
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    it into the olfactory system or their
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    channel system whether it's in the
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    auditory system visual system we all
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    have cell specialized cells that send
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    those messages remember back to the eyes
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    it's the rods and cones remember back to
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    the nose the olfactory system it's the
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    olfactory bulbs the taste is just a
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    tional it's those papal aides on the
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    tongue within our inner ears his hair
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    like cells is responsible for audition
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    within our skin is of course our nerve
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    cells that we fire pleasure and pain so
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    those are the specialized cells that's
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    responsible for sending messages to the
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    brain for the perception purposes
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    Gestalt now there is upcoming test
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    question that looks at perceptual
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    puzzling so we talked about the end
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    product being perception but how we tend
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    to kind of coorporate things as parts to
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    a whole was really what's Gestalt means
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    it's German for parts to a whole the
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    question is kind of written into how the
  • 00:06:05
    study guide refers to it as
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    figure-ground similarity and
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    connectedness are all part of this
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    perceptual puzzle under Gestalt theory
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    so really the study guys giving the
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    answers to that question so you're
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    welcome
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    just be familiar that those are the
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    three different functions of the gestalt
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    principles of perception the functions
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    of sleep let's really think about what's
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    the importance of sleep that was a
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    chapter that we covered as far as sleep
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    the altered states of consciousness
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    sleep is important for restorative
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    consolidation of memory for overall
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    health to keep us safe
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    type of things functions basic functions
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    of sleep be familiar with the dreams
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    Sigmund Freud knew what we just covered
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    Sigmund Freud in the previous chapter
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    Sigmund Freud uses techniques of like
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    free association transference he'll also
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    use dream analysis to really tap into
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    the unconsciousness that we talked about
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    before if we're using dream analysis
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    we're really breaking down that dream
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    into two basic functions we either have
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    a manifest function or the contour the
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    latent content of the dream the manifest
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    is the main dream so if you're going to
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    ask your patient a Sigmund Freud would
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    do this
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    ask his patient what was your dream and
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    if you recall your dream I don't know
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    somebody was chasing down the road or
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    you're in my dream there was a bunch of
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    birds or my teeth were falling out or
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    something like that that is the actual
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    manifest or main part of that dream kind
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    of think of that way manifest main the
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    latent content is the underlining
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    meaning what does it mean of your teeth
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    falling out what does it mean if you're
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    being chased what does it mean if you're
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    living in a glass house what if what
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    does it mean when you see certain people
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    in your dreams
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    the certain objects in your dreams that
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    is from more of a dream analysis aspect
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    your dream Encyclopedia that really
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    projects onward as far as what that
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    really means in a cot and a conscious
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    level not just an unconscious not
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    fortunately the dreams kind of really
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    dug into some loaves led unconsciousness
  • 00:08:02
    why they still hold on to dream analysis
  • 00:08:05
    as a viable technique when exploring the
  • 00:08:08
    unconscious realms so should have that
  • 00:08:11
    no problems with the hidden meaning the
  • 00:08:12
    actual dream the latent versus the
  • 00:08:14
    manifest stream function the dream
  • 00:08:15
    activation synthesis hypothesis
  • 00:08:17
    activation senses hypothesis is
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    exploring more or less how dreams work
  • 00:08:23
    you know it's instead of taking it from
  • 00:08:25
    really a Freudian base that we
  • 00:08:27
    understand basically it's just random
  • 00:08:28
    firings in our brain so if you're
  • 00:08:30
    dreaming about a co-worker you're
  • 00:08:31
    dreaming about someone event in your
  • 00:08:33
    life more likely it's something that's
  • 00:08:35
    occurring presently in your life that
  • 00:08:37
    it's just a lot of activity that's going
  • 00:08:39
    on the brain especially during the REM
  • 00:08:41
    level where our brain is relatively
  • 00:08:42
    active it's trying to piece together
  • 00:08:44
    almost like a puzzle or computer a story
  • 00:08:46
    like quality so it's gonna take bits and
  • 00:08:48
    pieces of information that's there
  • 00:08:50
    piece them together into a story like
  • 00:08:52
    quality
  • 00:08:52
    that's known as the activation synthesis
  • 00:08:54
    hypothesis it's the most accepted theory
  • 00:08:56
    when we think of dreams from a
  • 00:08:58
    scientific level understand of the
  • 00:09:00
    hypnotized theories we get into the
  • 00:09:02
    altered states chapters we talked about
  • 00:09:03
    hypnosis so that power of suggestion and
  • 00:09:06
    there's several different theories as
  • 00:09:08
    far as how that actually works one is
  • 00:09:10
    the role play which is the most accepted
  • 00:09:12
    theory role-playing theory really kind
  • 00:09:15
    of guides into that well if you're
  • 00:09:16
    you're a good candidate if you really
  • 00:09:17
    believe in hypnosis if you believe that
  • 00:09:19
    I go through hypnosis training and I can
  • 00:09:21
    stop smoking or I can stop overeating
  • 00:09:23
    that you're more likely to do well and
  • 00:09:26
    hit that hypnosis aspect those success
  • 00:09:29
    rates for those type of elements are
  • 00:09:30
    relatively low we've known of people
  • 00:09:32
    have been successful through hypnosis
  • 00:09:35
    again the altered state that power
  • 00:09:37
    suggestion from the hypnotist but how
  • 00:09:39
    important is to believe it's actually
  • 00:09:40
    gonna work if you believe a bunch of
  • 00:09:42
    baloney it doesn't really work or
  • 00:09:43
    considered a bad candidate and
  • 00:09:45
    specifically through the role-playing
  • 00:09:47
    realm that you're not really part of
  • 00:09:49
    that you're not gonna be reaching that
  • 00:09:51
    level of hypnosis when successful
  • 00:09:53
    because you initially don't believe in
  • 00:09:54
    it we also have the Neo disassociative
  • 00:09:56
    theory then you get this associative
  • 00:09:58
    theory is that splitting off between
  • 00:10:00
    planning and monitoring functions so the
  • 00:10:02
    American Medical Association American
  • 00:10:04
    Medical Association identify hypnosis is
  • 00:10:06
    successful in ways of like maybe minor
  • 00:10:09
    pain control or possibly birthing
  • 00:10:12
    without any type of medicines that we're
  • 00:10:14
    using hypnosis as this kind of
  • 00:10:16
    dissection or sleight of sleight of hand
  • 00:10:19
    kind of aspect where the hypnotist would
  • 00:10:21
    come in and basically take hold of your
  • 00:10:23
    planning function planning function is
  • 00:10:25
    that you know I am out on an island
  • 00:10:28
    somewhere on a beach Sun is hitting me
  • 00:10:31
    in the face I hear the waves kind of
  • 00:10:33
    roaring up on me as the marketing
  • 00:10:35
    function is yeah I'm actually in a an
  • 00:10:37
    office room right now a doctor's office
  • 00:10:39
    and they're pulling stitches out of my
  • 00:10:40
    leg so it's really kind of that split
  • 00:10:42
    that I'm going to take hold of your your
  • 00:10:44
    planning function though your monitoring
  • 00:10:46
    function is still present and again it's
  • 00:10:48
    just come at slides at neo
  • 00:10:50
    disassociating dissociation in between
  • 00:10:52
    two different parts of the mind to the
  • 00:10:54
    hypnosis then we have fooled this
  • 00:10:56
    associative theory full disassociative
  • 00:10:58
    theory is basically hypnotist is going
  • 00:11:00
    to come in and take full control of your
  • 00:11:02
    executive function there's no support to
  • 00:11:04
    this that
  • 00:11:05
    that's more of that theory maybe it's
  • 00:11:07
    more if this kind of pseudo
  • 00:11:08
    entertainment that we sometimes see
  • 00:11:10
    where I don't know hypnotist would put
  • 00:11:12
    somebody in this trance-like state and
  • 00:11:14
    they would start barking like a dog or
  • 00:11:17
    running around like a chicken or maybe
  • 00:11:19
    even do something like grab poop and rub
  • 00:11:21
    it on somebody's face I mean that's
  • 00:11:23
    ridiculous
  • 00:11:25
    it's the it's kind of this again belief
  • 00:11:27
    that hypnotist has so much power that
  • 00:11:30
    they can take over your full executive
  • 00:11:31
    function which of all this statistics
  • 00:11:33
    all the research has been done that that
  • 00:11:36
    is a myth but it is a theory that's out
  • 00:11:38
    there that that power of suggestion
  • 00:11:40
    could be so powerful that can possibly
  • 00:11:42
    do this type of things but again there's
  • 00:11:43
    not a whole lot of research supporting
  • 00:11:45
    they're definitely familiar with the
  • 00:11:47
    role playing also known as social
  • 00:11:49
    cognitive theory of hypnosis and the neo
  • 00:11:52
    disassociate fear that is really the two
  • 00:11:54
    that you're really looking for as far as
  • 00:11:55
    that question goes two important
  • 00:11:58
    concepts of opera condition remember
  • 00:12:00
    opera condition we have BF Skinner a BF
  • 00:12:02
    Skinner that was conditioning pigeons
  • 00:12:05
    and other animals so forth to increased
  • 00:12:08
    behavior decrease behavior slowdown
  • 00:12:11
    behaviors realize that you know the two
  • 00:12:13
    concepts that are most important towards
  • 00:12:15
    modifying behavior is using
  • 00:12:17
    reinforcement whether it's positive or
  • 00:12:19
    negative reinforcement it's going to
  • 00:12:20
    increase behavior and Punishment
  • 00:12:23
    punishment is going to basically slow
  • 00:12:26
    down behavior but it never really
  • 00:12:27
    extinguishes it so that's important
  • 00:12:28
    piece to note as far as how punishment
  • 00:12:31
    works so again positive negative
  • 00:12:33
    reinforcement that's one and then
  • 00:12:34
    punishment is this the second most
  • 00:12:36
    important concept in operant
  • 00:12:38
    conditioning and specific behavior
  • 00:12:39
    modification understand the concept
  • 00:12:42
    positive and negative reinforcement so
  • 00:12:43
    going back to one of the major concepts
  • 00:12:46
    of operant conditioning is reinforcement
  • 00:12:48
    positive reinforcement is I'm going to
  • 00:12:50
    give something to someone that that they
  • 00:12:51
    want if you do really well on this exam
  • 00:12:54
    you're going to get an A in the class if
  • 00:12:57
    you do very well at the sport event
  • 00:13:00
    maybe and we win afterwards we want to
  • 00:13:03
    go get ice cream if you study hard or I
  • 00:13:07
    don't clean up your room then I'm going
  • 00:13:10
    to give you $20
  • 00:13:11
    anything that is reinforced in a
  • 00:13:13
    positive way something that something is
  • 00:13:15
    wanting they're going to increase their
  • 00:13:16
    behavior in order to achieve that
  • 00:13:19
    that is part of positive reinforcement
  • 00:13:21
    negative reinforcement is a condition
  • 00:13:23
    that's put in place where you increase
  • 00:13:26
    your behavior to remove it I don't know
  • 00:13:28
    think about waking up every morning to
  • 00:13:31
    alarm clock that literally you're waking
  • 00:13:32
    up you're getting up out of bed most
  • 00:13:34
    likely he's reaching over they hit the
  • 00:13:36
    alarm clock for snooze order turn and
  • 00:13:38
    offer to get up if you're walking across
  • 00:13:41
    the campus and you happen to get a rock
  • 00:13:42
    in your shoe you know you want to stop
  • 00:13:45
    take the time to remove that stone or
  • 00:13:48
    rock that's in your shoe these are some
  • 00:13:50
    of the examples of negative
  • 00:13:51
    reinforcement where there's a situation
  • 00:13:53
    of consequence it's in place but you're
  • 00:13:55
    going to still increase your behavior to
  • 00:13:57
    remove it another example may be their
  • 00:14:00
    little seatbelt signal that's that beeps
  • 00:14:02
    and chimes and blinks on you're in your
  • 00:14:05
    car on your your panel of the car if
  • 00:14:08
    you're not wearing your seat belts when
  • 00:14:09
    Catina do it until you do so most likely
  • 00:14:11
    so you know taking the time put your
  • 00:14:14
    seat belt on to remove that stimulus is
  • 00:14:16
    another example of negative
  • 00:14:18
    reinforcement both cases when you use a
  • 00:14:20
    word reinforcement or this positive
  • 00:14:21
    negative it's still increasing behaviors
  • 00:14:23
    that's important to note
  • 00:14:24
    behavior modification is a term used by
  • 00:14:27
    using classical conditioning operant
  • 00:14:28
    conditioning observational learning
  • 00:14:30
    which was banned or any way we can
  • 00:14:32
    modify behavior that we can increase
  • 00:14:34
    most likely encourage the good behavior
  • 00:14:37
    and try to minimize reduce to bad
  • 00:14:39
    behaviors and it's kind of really taking
  • 00:14:41
    to the definition of providing different
  • 00:14:44
    types of learning different types of
  • 00:14:46
    modifications and words to modify the
  • 00:14:48
    behavior if you're in working in
  • 00:14:50
    elementary ed or your thing about going
  • 00:14:52
    into teaching you know especially
  • 00:14:53
    younger children that there is this real
  • 00:14:55
    need for behavior modification you know
  • 00:14:58
    you had a little Johnny in the back room
  • 00:14:59
    that's no spitting on people then
  • 00:15:01
    there's something you need to do in
  • 00:15:03
    terms of you know behaviorally to help
  • 00:15:05
    move that behavior away from Johnny if
  • 00:15:09
    he's doing something that's good then we
  • 00:15:11
    want to encourage that by using possibly
  • 00:15:12
    most likely positive reinforcement so
  • 00:15:15
    there's different ways of doing that and
  • 00:15:16
    that chapter really kind of covers
  • 00:15:17
    different ways of modifying behavior but
  • 00:15:20
    either way behavior modification is
  • 00:15:22
    using different techniques to change
  • 00:15:23
    behavior to modify behavior in terms of
  • 00:15:25
    the definition what are the components
  • 00:15:28
    of the banks of memory now we do have
  • 00:15:29
    encoding storage and retrieval as the
  • 00:15:32
    kind
  • 00:15:32
    somatic process of our memory but the
  • 00:15:34
    question is on gear back towards the
  • 00:15:35
    Atkins shipper model of the banks of
  • 00:15:37
    memory remember we have sensory memory
  • 00:15:39
    which is the most shortest we have
  • 00:15:42
    short-term memory and which is more of
  • 00:15:44
    our working memory than we have our
  • 00:15:45
    long-term area which is more of a
  • 00:15:46
    storage warehouse of memory those are
  • 00:15:48
    three banks I can ship for model banks
  • 00:15:51
    of memory what is it heuristic we talked
  • 00:15:54
    about in a heuristic as an aka rule of
  • 00:15:57
    thumb
  • 00:15:58
    based on previous experiences that and
  • 00:16:00
    will make a decision to this or I'm
  • 00:16:01
    going to solve a problem by encountering
  • 00:16:04
    before you know good or bad I'm gonna
  • 00:16:06
    make that decision based on my
  • 00:16:07
    experiences so and either way when think
  • 00:16:10
    of heuristics whether it's making a
  • 00:16:11
    decision or problem solver use them both
  • 00:16:13
    ways in that chapter a heuristic again
  • 00:16:15
    rule of thumb is really based on our
  • 00:16:17
    experiences what are the components I'm
  • 00:16:21
    sorry what are the cognitive psychology
  • 00:16:23
    cognitive psychology is a field of study
  • 00:16:25
    that studies cognition cognition which
  • 00:16:28
    we even covered clear back to chapter
  • 00:16:29
    one cognition is our ability to think
  • 00:16:32
    problem solving decision making but
  • 00:16:34
    really it's thinking it's at frontal
  • 00:16:35
    lobes of the brain so a cognitive
  • 00:16:37
    psychologist would study literally that
  • 00:16:39
    we had a whole section on intelligence
  • 00:16:41
    we looked at different parts of
  • 00:16:43
    intelligence how to test intelligence
  • 00:16:44
    that was all driven from a cognitive
  • 00:16:46
    psychology perspective you'll also be
  • 00:16:49
    asked to string between interpersonal
  • 00:16:51
    general naturalistic intelligence so
  • 00:16:52
    digging little bit further into that
  • 00:16:54
    chapter how do we assess intelligence
  • 00:16:55
    interesting enough that IQ score Charles
  • 00:16:58
    Spearman G factor general ability really
  • 00:17:02
    obscures more than it really reveals so
  • 00:17:03
    we look at the whole person they have
  • 00:17:06
    different areas of intelligence that we
  • 00:17:08
    maybe have an assess before one of those
  • 00:17:10
    areas is the interpersonal intrapersonal
  • 00:17:12
    intelligence that's our ability really
  • 00:17:14
    connect to other people if you are a
  • 00:17:16
    social worker or you're a counselor or
  • 00:17:19
    you're working in a human service field
  • 00:17:21
    we are encountering people on a regular
  • 00:17:23
    basis how important is they have that
  • 00:17:25
    interpersonal and intrapersonal type of
  • 00:17:27
    intelligence generalized intelligence is
  • 00:17:30
    just your overall G factor general
  • 00:17:32
    intelligence maybe your attitude score
  • 00:17:33
    maybe your IQ score it's just what you
  • 00:17:36
    you know across the board and the
  • 00:17:38
    naturalistic telogen system or of this
  • 00:17:40
    survival common sense type of
  • 00:17:42
    intelligence usually based on our own
  • 00:17:44
    Frances survival experiences our ability
  • 00:17:48
    to connect with nature and so forth so
  • 00:17:50
    be able to kind of divide up and
  • 00:17:51
    understand those different aspects the
  • 00:17:54
    importance of having a higher level of
  • 00:17:56
    interpersonal intrapersonal intelligence
  • 00:17:57
    for just naturalistic intelligence
  • 00:17:59
    versus the general intelligence or G
  • 00:18:04
    factor building onto intelligence is
  • 00:18:06
    looking at fluid vs crystal loss
  • 00:18:08
    intelligence fluid intelligence think of
  • 00:18:10
    the word fluid it's kind of like water
  • 00:18:12
    and if we take up to speed of water the
  • 00:18:14
    flexibility of water when we're younger
  • 00:18:16
    we're more likely taking more
  • 00:18:18
    information at a quicker rate fluid
  • 00:18:23
    intelligence think of again with a
  • 00:18:25
    jungler younger generation that it's
  • 00:18:26
    much easier to learn a secondary
  • 00:18:28
    language when you're younger versus when
  • 00:18:30
    you're older our brain is much more
  • 00:18:32
    flexible it's moldable we could take in
  • 00:18:34
    again a large amount of information and
  • 00:18:37
    really process a little bit faster than
  • 00:18:38
    when we get older we get older we start
  • 00:18:40
    building on the crystallized
  • 00:18:41
    intelligence aspect crystallized
  • 00:18:44
    intelligence would think of a crystal
  • 00:18:46
    which is hardened this is knowledge us
  • 00:18:47
    to build over time but you can have more
  • 00:18:49
    experience in life maybe you've learned
  • 00:18:52
    on off a YouTube video how to change oil
  • 00:18:54
    in your car or how to change a tire on
  • 00:18:57
    your car I don't know maybe you're 18 19
  • 00:19:00
    years of age now fast-forward to tape
  • 00:19:03
    when you're 40 years of age and how many
  • 00:19:05
    opportunities you've had to change a
  • 00:19:06
    tire or possibly changeable and you're
  • 00:19:07
    in your car your experience which is the
  • 00:19:11
    crystallized intelligence is usually a
  • 00:19:12
    stronger and more developed
  • 00:19:14
    understanding of the concepts even
  • 00:19:17
    though when you're younger you're more
  • 00:19:18
    flexible as far as initially
  • 00:19:19
    understanding it with age comes wisdom
  • 00:19:21
    this kind of really comes in with the
  • 00:19:23
    crystallized intelligence that's the big
  • 00:19:24
    difference between those two terms in
  • 00:19:25
    terms of telogen s-- intrinsic versus
  • 00:19:28
    extrinsic motivation again intrinsically
  • 00:19:30
    motivated is that's inwardly it's
  • 00:19:32
    something you want to do that I want to
  • 00:19:34
    spend that time understand this because
  • 00:19:36
    it's important it's something I enjoy
  • 00:19:37
    doing I am motivated inwardly extra
  • 00:19:41
    externally or outside of ourselves is
  • 00:19:44
    usually based on consequences so maybe
  • 00:19:46
    you're watching this video right now and
  • 00:19:48
    you're you're filling out your study
  • 00:19:49
    guide you're really working hard reading
  • 00:19:51
    through the chapter it's going back and
  • 00:19:52
    so forth and the importance there is
  • 00:19:54
    that I want to do well on this final
  • 00:19:55
    exam I really need
  • 00:19:56
    do well on the Solano exam doing well on
  • 00:19:59
    the final exam yes may has some
  • 00:20:00
    intrinsic value to you but overall it's
  • 00:20:02
    a great
  • 00:20:03
    so that great and how you interpret that
  • 00:20:05
    grade in doing well is usually more
  • 00:20:06
    external I don't know after this class
  • 00:20:09
    is over are you gonna go back and watch
  • 00:20:10
    this video would be surprised but if
  • 00:20:16
    there was some kind of evaluation later
  • 00:20:18
    on maybe you would do that but it may be
  • 00:20:19
    outside of ourselves in terms of
  • 00:20:21
    external there's a test questions a
  • 00:20:24
    three-part test question upcoming
  • 00:20:26
    linking the theorists with the theory of
  • 00:20:28
    sexual response cycle that was masters
  • 00:20:30
    and Johnson's sexual response cycle the
  • 00:20:33
    drive reduction theory was Clark Hall
  • 00:20:34
    looking at homeless statius and when we
  • 00:20:36
    ever have that internal draw we want to
  • 00:20:37
    resolve that drive like thirst like the
  • 00:20:41
    need to eliminate waste and so forth
  • 00:20:43
    body temperature our primary needs those
  • 00:20:47
    needs when they come up they arise then
  • 00:20:50
    we're going to be motivated to move and
  • 00:20:52
    to reduce those drops and that is in
  • 00:20:53
    Clark Hall straw production theory and
  • 00:20:56
    then we have the hierarchy of needs the
  • 00:20:57
    heart give needs we've covered several
  • 00:20:59
    different times and that's Abraham
  • 00:21:00
    Maslow so we would like Abraham Maslow
  • 00:21:02
    to the hierarchy of needs within that
  • 00:21:04
    question defining stress straight
  • 00:21:06
    definition question of stress and it's
  • 00:21:08
    anything that really challenges us or
  • 00:21:10
    motivated motivates us to deal with it
  • 00:21:12
    or to accommodate in some cases maybe do
  • 00:21:15
    nothing at all but again we initially
  • 00:21:18
    define stress and for you know this
  • 00:21:21
    question is just make sure you recognize
  • 00:21:22
    parts of that definition you should have
  • 00:21:25
    no problems with it the founder of the
  • 00:21:27
    general ab deputation syndrome a stress
  • 00:21:28
    that will sell as SEL ye should be a
  • 00:21:33
    problem there we didn't cover a whole
  • 00:21:34
    lot of that we're simple determinism of
  • 00:21:38
    personality simple determinism and at
  • 00:21:41
    personality chapters where we looked at
  • 00:21:42
    Albert bandura again now bandura says
  • 00:21:45
    our cognitive factors are based on
  • 00:21:46
    environmental factors based on our
  • 00:21:48
    behavior and they all kind of go and you
  • 00:21:50
    know not a specific order but they kind
  • 00:21:52
    of just flow off each other I think I
  • 00:21:54
    use the example of getting a speeding
  • 00:21:56
    ticket that you're going way too far of
  • 00:21:58
    the the speed limit and maybe you're
  • 00:22:01
    doing so because nobody's ever getting
  • 00:22:02
    tickets everybody tends to do that so
  • 00:22:05
    your thinking is I
  • 00:22:06
    can drive faster I don't have any
  • 00:22:07
    worries about getting a ticket there's
  • 00:22:09
    no consequence there but once you get a
  • 00:22:11
    ticket reaches to see somebody else
  • 00:22:12
    doing so now your cognitive changes
  • 00:22:14
    based on the environment that place are
  • 00:22:17
    now giving tickets and your behavior is
  • 00:22:20
    gonna change so that's kind of a example
  • 00:22:23
    I used before to illustrate that that
  • 00:22:25
    part of Pandora and again remember
  • 00:22:27
    bandura was also that social cognitive
  • 00:22:30
    observational learning theorist what are
  • 00:22:33
    the questions that are asked is termed
  • 00:22:34
    an abnormal behavior and this is one of
  • 00:22:36
    the last pieces of the chapters that we
  • 00:22:38
    did cover that we want to look at in oh
  • 00:22:41
    is the is the behavior norm within that
  • 00:22:43
    culture is it maladjusted is it time
  • 00:22:46
    consuming is it harmful to that
  • 00:22:48
    individual there was a series of those
  • 00:22:50
    five questions you should want to recall
  • 00:22:51
    back from that chapter that really looks
  • 00:22:53
    at how do we define abnormal behavior
  • 00:22:56
    and even in the seriousness of that
  • 00:22:57
    behavior shouldn't be too difficult the
  • 00:23:00
    diagnostic tool that's used all today
  • 00:23:02
    put out by the WHO organization and the
  • 00:23:05
    APA is the dsm-5 we're currently in the
  • 00:23:08
    fifth edition every couple years or so
  • 00:23:11
    they may update the edition change may
  • 00:23:13
    be a little bit of the criteria or maybe
  • 00:23:14
    add something to it
  • 00:23:16
    but that it's a diagnostic tool that's
  • 00:23:17
    used by clinicians in the United States
  • 00:23:19
    and worldwide that I really sets and we
  • 00:23:22
    kind of think of it's a clinical Bible
  • 00:23:23
    if you're gonna diagnose somebody with
  • 00:23:25
    depressive disorder generalized anxiety
  • 00:23:26
    disorder schizophrenia medical disorders
  • 00:23:30
    that this is the criteria that need to
  • 00:23:31
    be in place in order to fulfill that
  • 00:23:33
    criteria lead so it's a pretty lengthy
  • 00:23:37
    clinical guide but it is the one that's
  • 00:23:40
    most widely used in the United States
  • 00:23:42
    and across the world for diagnostic
  • 00:23:44
    purposes so just be familiar with that
  • 00:23:46
    the dsm-5 they'll understand
  • 00:23:49
    psychotherapy versus biological
  • 00:23:51
    therapies that was one of the last
  • 00:23:52
    chapters in the textbook and when we
  • 00:23:54
    think of psychotherapy that is talk
  • 00:23:55
    therapy so Sigmund Freud Carl Rogers
  • 00:23:59
    back Ellis
  • 00:24:03
    Gestalt these are all more psychotherapy
  • 00:24:07
    styles we're going to talk to our
  • 00:24:09
    patients or clients and we're going to
  • 00:24:10
    try to move them into the direction of
  • 00:24:12
    fulfilling or at least satisfying the
  • 00:24:15
    needs or kind of over
  • 00:24:16
    the amount of Justin type of behaviors
  • 00:24:18
    it's talk therapy if we're using
  • 00:24:21
    anything different than talk therapy
  • 00:24:23
    then we're looking more of a biological
  • 00:24:24
    therapy biological therapy is
  • 00:24:27
    prescribing medications which is
  • 00:24:28
    typically done by psychiatrists or a
  • 00:24:30
    clinical nurse or a doctor maybe don't
  • 00:24:35
    psycho surgeries whether we're talking
  • 00:24:36
    about electrical faults of therapy or
  • 00:24:38
    some type of neuropsychology or surgery
  • 00:24:42
    this would be more of the biomedical or
  • 00:24:44
    the medical type of therapy that could
  • 00:24:47
    be used many cases it's interchangeable
  • 00:24:50
    sometimes that the medicines will help
  • 00:24:52
    along with psychotherapy but there are
  • 00:24:55
    two different types of techniques and
  • 00:24:56
    solutions to solving any type of problem
  • 00:24:59
    also gonna find some of the techniques
  • 00:25:02
    used by Sigmund Freud that was another
  • 00:25:03
    questions you'll see upcoming we've
  • 00:25:05
    already talked about before was the
  • 00:25:07
    dream analysis the free association on
  • 00:25:09
    the need for transference and
  • 00:25:11
    understanding transference when a client
  • 00:25:13
    is starting to resist treatment that
  • 00:25:15
    that may be the key area of needing to
  • 00:25:17
    really kind of wrap ramp up the therapy
  • 00:25:19
    sessions so different techniques afford
  • 00:25:22
    use we also use hypnosis for a very
  • 00:25:25
    brief period of time he also used drug
  • 00:25:28
    therapies like even cocaine to increase
  • 00:25:30
    that euphoria and the aphrodesia parts
  • 00:25:33
    of that sexual response and the client
  • 00:25:36
    that'll eat be no energy but he also
  • 00:25:38
    discontinued using that so primer we're
  • 00:25:40
    looking at transference resistance free
  • 00:25:43
    association dream analysis those are the
  • 00:25:46
    big key components of Sigmund Freud and
  • 00:25:48
    even today psycho Freudian or
  • 00:25:51
    psychoanalytic dynamic theorists will
  • 00:25:53
    still utilize those type of techniques
  • 00:25:54
    the last part of the chapter which is 20
  • 00:25:57
    questions is looking at matching
  • 00:26:00
    matching the theorists with its theory
  • 00:26:02
    or central theme we have Sigma forward
  • 00:26:04
    which I talked about the importance of
  • 00:26:05
    the unconscious you have Watson on the
  • 00:26:07
    little Albert experiment we have Wilhelm
  • 00:26:09
    wundt we kinda initially gonna find
  • 00:26:11
    target with being kind of the father of
  • 00:26:12
    psychology using introspection as
  • 00:26:14
    technique Abraham Maslow is a humanistic
  • 00:26:17
    theorists it was also talking about self
  • 00:26:19
    actualization and their pyramid we have
  • 00:26:21
    Pavlov which of course going back to the
  • 00:26:23
    salvaging dog and classical conditioning
  • 00:26:25
    Thorndike the
  • 00:26:27
    a cat in a box experiment a law of
  • 00:26:29
    effect and consequences he's also known
  • 00:26:32
    as a behaviorist band or observational
  • 00:26:35
    learning social cognitive theorists BF
  • 00:26:37
    Skinner was that operant conditioning we
  • 00:26:40
    looked at positive negative
  • 00:26:41
    reinforcement and Punishment Charles
  • 00:26:43
    Spearman we're kind of covering into the
  • 00:26:44
    G factor an S factor that generalized
  • 00:26:46
    intelligence versus specific
  • 00:26:47
    intelligence Sternberg with a hierarchy
  • 00:26:49
    theory of intelligence Jean Piaget
  • 00:26:52
    studied that cognitive development of
  • 00:26:55
    intelligence by Koski used more of that
  • 00:26:57
    zone of proximal development or the
  • 00:27:00
    scaffolding effect and the importance of
  • 00:27:01
    interdependent and learning new teachers
  • 00:27:04
    the caregivers you need parents they're
  • 00:27:08
    helping that individual really learn the
  • 00:27:10
    Kohlberg was that moral development
  • 00:27:13
    theorist remember of Kohlberg using the
  • 00:27:15
    Heinz Dylan I would you steal the drug
  • 00:27:16
    not still a drug and so forth
  • 00:27:19
    Erik Erikson was that true life span
  • 00:27:21
    psyche a social perspective that was
  • 00:27:23
    looking at these crises that would take
  • 00:27:25
    place throughout periods of our lives
  • 00:27:26
    and how we tend to overcome those areas
  • 00:27:28
    or possibly not unfortunately Elisabeth
  • 00:27:31
    kubler-ross stages of death and dying
  • 00:27:32
    Henry Murray was the remote associates
  • 00:27:35
    testing that was testing of personality
  • 00:27:38
    to some degrees looking to remotes
  • 00:27:40
    Association projection type of testing
  • 00:27:43
    Carl Jung was one of those near 40 along
  • 00:27:46
    with Adler catalysis 16pf Rogers was the
  • 00:27:49
    person-centered unconditional positive
  • 00:27:51
    regard theorist so as you see on the
  • 00:27:53
    study guide as they broken down even and
  • 00:27:55
    drew lines under each for as you see
  • 00:27:58
    them on the study guys how they're gonna
  • 00:27:59
    be on the final exam so it doesn't get
  • 00:28:00
    much easier than that so just be
  • 00:28:02
    familiar with those pull into your notes
  • 00:28:04
    kind of they'll identify you know you
  • 00:28:06
    know if you kinda hate to say this but
  • 00:28:08
    even Google that name you'll probably
  • 00:28:10
    come up as far as the most important
  • 00:28:11
    aspects of who they are if you happen to
  • 00:28:13
    know three out of the four right by
  • 00:28:16
    process of elimination you know three
  • 00:28:18
    out of four and that set hopefully you
  • 00:28:19
    can get the four out of four of the set
  • 00:28:21
    right kind of makes sense so if you have
  • 00:28:23
    any question you need further
  • 00:28:24
    clarification please let me know
  • 00:28:26
    hopefully this is a useful video for you
  • 00:28:28
    in terms of preparation for the final
  • 00:28:30
    exam I wish you the best and hopefully
  • 00:28:32
    we'll be seeing you guys around campus
Tag
  • psicôlôjia
  • fanadinana
  • sensation
  • perception
  • reinforcement
  • punishment
  • teoria
  • neurons
  • hypnotism
  • DSM-5