GENE

RAL
PSYC
HOL
OGY

It is
chiefy
concer
ned
with
what
makes
people
behave
as they
do.

It is a
science
becaus
e it is
system
atic
and
empiric
al and
it is
depend
ent
upon
measur
ement.
Students
First
Response
s/Impressi
on about
Psycholog
y

Fear
because
o!
coming
in
contact
with
somethi
ng
strange.

Indi"ere
nce
because
it is not
practical
or
!unction
al.

#esitatio
n or
reluctan
ce
because
o! the
hearsay
that the
sub$ect
is %uite
di&cult.
'#(
S#)*+,
PS(-#)+).
( /0
-1R0F*++(
*2,0RS3)
), 12,
1PPR0-I130
,4

It tells a
man what
he is what
makes a
man a
man and
not a plant
or brute.

It paves
the way
!or better
relationshi
ps among
men
because i!
a man
!ully
understan
ds himsel!
it will not
be hard
!or him to
understan
d people.

It tells him
what
powers he
has5
powers
which i!
$udiciously
developed
will
per!ect
him.
Psycholo
gy6
derived
!rom the
.reek
words
psyche
and
logos
meaning
soul and
study.

to the
.reeks
psychol
ogy is
simply a
study o!
the
soul.
Psychol
ogy is
de7ned
as the
scienti7
c study
o! the
behavio
r o!
living
organis
ms with
special
attentio
n to
human
behavio
r.

)bser
vation
o!
behavi
or
may
be
*21I,
0, or
1I,0,
with
instru
ments

/0#18
I)R6
activiti
es that
can be
observ
ed
ob$ecti
vely

It is
chiefy
concer
ned
with
what
makes
people
behave
as they
do.

It is a
science
becaus
e it is
system
atic
and
empiric
al and
it is
depend
ent
upon
measur
ement.
Students
First
Response
s/Impressi
on about
Psycholog
y

Fear
because
o!
coming
in
contact
with
somethi
ng
strange.

Indi"ere
nce
because
it is not
practical
or
!unction
al.

#esitatio
n or
reluctan
ce
because
o! the
hearsay
that the
sub$ect
is %uite
di&cult.
'#(
S#)*+,
PS(-#)+).
( /0
-1R0F*++(
*2,0RS3)
), 12,
1PPR0-I130
,4

It tells a
man what
he is what
makes a
man a
man and
not a plant
or brute.

It paves
the way
!or better
relationshi
ps among
men
because i!
a man
!ully
understan
ds himsel!
it will not
be hard
!or him to
understan
d people.

It tells him
what
powers he
has5
powers
which i!
$udiciously
developed
will
per!ect
him.
Psycholo
gy6
derived
!rom the
.reek
words
psyche
and
logos
meaning
soul and
study.

to the
.reeks
psychol
ogy is
simply a
study o!
the
soul.
Psychol
ogy is
de7ned
as the
scienti7
c study
o! the
behavio
r o!
living
organis
ms with
special
attentio
n to
human
behavio
r.

)bser
vation
o!
behavi
or
may
be
*21I,
0, or
1I,0,
with
instru
ments

/0#18
I)R6
activiti
es that
can be
observ
ed
ob$ecti
vely
Psycholog
y is a
very
practical
science

9an
uses
psycholo
gy
without
being
consciou
s o!
doing
so.

3here is
nothing
much
more
interesti
ng in
this
world
than to
study
onesel!
and
ones
!ellowm
en.

'hateve
r we say
whateve
r we
!eel6 has
a
psycholo
gical
element
INTERESTS
OF
PSYCHOL
OGISTS

,i"erenc
e
between
individua
ls

#eredity

Intelligen
ce

2ature
and
develop
ment o!
personali
ty

.roup
behavior

+earning

0motion

0nvironm
ent
HEREDITY6
is de7ned
as the
transmissi
on o! the
characteri
stics o!
parents to
their
o"spring
through
the genes.
ENVIRONM
ENT

internal
:the
lymph
fuids;

e<ternal
:air tree;

social
:includin
g the
other
human
beings;
S-#
))
+S
)F
3#
)*
.#
3

Sought
to
discover
the
physiolog
ical
bases o!
various
types o!
consciou
s
e<perien
ce with
emphasis
on the
knowledg
e o! body
structure
s.

3hey
believed
that the
mind is
made up
o!
building
blocks in
the !orms
o!
various
types o!
sensatio
n and
perceptio
n and
that
these
building
blocks
could be
discovere
d
through
introspec
tion or
looking
into
ones
own
mind.
=.
/0#18I)RI
S9

'atson
resolve
d to
make
psychol
ogy a
>respec
table?
science.
3o this
end he
insisted
that
psychol
ogists
had to
use
ob$ectiv
e
method
s and
study
observa
ble
behavio
r.

,e7nes
psychol
ogy as
the
science
o!
behavio
r and
not o!
conscio
usness.

,enies
the
e<istenc
e o!
instinct
or o!
inborn
tendenc
ies but
insists
on
learned
behavio
r.

3he
behavio
rists
believe
that
there
can be
no
respons
e
without
a
stimulu
s.
GOALS
OF
PSYCH
OLOGY

,escrib
e the
behavi
or

*nders
tand
the
behavi
or

-ontrol
the
behavi
or

Predicti
on6
desirab
le
behavi
or
Students
First
Response
s/Impressi
on about
Psycholog
y

Fear
because
o!
coming
in
contact
with
somethi
ng
strange.

Indi"ere
nce
because
it is not
practical
or
!unction
al.

#esitatio
n or
reluctan
ce
because
o! the
hearsay
that the
sub$ect
is %uite
di&cult.
Psycholo
gy6
derived
!rom the
.reek
words
psyche
and
logos
meaning
soul and
study.

to the
.reeks
psychol
ogy is
simply a
study o!
the
soul.
Psychol
ogy is
de7ned
as the
scienti7
c study
o! the
behavio
r o!
living
organis
ms with
special
attentio
n to
human
behavio
r.

)bser
vation
o!
behavi
or
may
be
*21I,
0, or
1I,0,
with
instru
ments

/0#18
I)R6
activiti
es that
can be
observ
ed
ob$ecti
vely
Psycholog
y is a
very
practical
science

9an
uses
psycholo
gy
without
being
consciou
s o!
doing
so.

3here is
nothing
much
more
interesti
ng in
this
world
than to
study
onesel!
and
ones
!ellowm
en.

'hateve
r we say
whateve
r we
!eel6 has
a
psycholo
gical
element
INTERESTS
OF
PSYCHOL
OGISTS

,i"erenc
e
between
individua
ls

#eredity

Intelligen
ce

2ature
and
develop
ment o!
personali
ty

.roup
behavior

+earning

0motion

0nvironm
ent
HEREDITY6
is de7ned
as the
transmissi
on o! the
characteri
stics o!
parents to
their
o"spring
through
the genes.
ENVIRONM
ENT

internal
:the
lymph
fuids;

e<ternal
:air tree;

social
:includin
g the
other
human
beings;
S-#
))
+S
)F
3#
)*
.#
3

Sought
to
discover
the
physiolog
ical
bases o!
various
types o!
consciou
s
e<perien
ce with
emphasis
on the
knowledg
e o! body
structure
s.

3hey
believed
that the
mind is
made up
o!
building
blocks in
the !orms
o!
various
types o!
sensatio
n and
perceptio
n and
that
these
building
blocks
could be
discovere
d
through
introspec
tion or
looking
into
ones
own
mind.
=.
/0#18I)RI
S9

'atson
resolve
d to
make
psychol
ogy a
>respec
table?
science.
3o this
end he
insisted
that
psychol
ogists
had to
use
ob$ectiv
e
method
s and
study
observa
ble
behavio
r.

,e7nes
psychol
ogy as
the
science
o!
behavio
r and
not o!
conscio
usness.

,enies
the
e<istenc
e o!
instinct
or o!
inborn
tendenc
ies but
insists
on
learned
behavio
r.

3he
behavio
rists
believe
that
there
can be
no
respons
e
without
a
stimulu
s.
GOALS
OF
PSYCH
OLOGY

,escrib
e the
behavi
or

*nders
tand
the
behavi
or

-ontrol
the
behavi
or

Predicti
on6
desirab
le
behavi
or
1. STR
UCT
URA
LISM
.
develo
ped in
.erma
ny in
the
@Ath
centur
y.
.
Struct
uralist
s were
primar
ily
concer
ned
with
discov
ering
the
struct
ure o!
the
mind.
.
Struct
uralist
s
thoug
ht o!
psych
ology
as a
study
o!
consci
ous
e<peri
ence.
B.
F*2-3I)
21+IS9

!ocuse
d on
the
operati
ons o!
conscio
us
activity.
:thinkin
g
learnin
g;

the
!unctio
nalists
rede7n
ed
psychol
ogy as
>the
study
o!
mans
ad$ust
ments
to his
environ
ment.

as the
center
o!
psychol
ogical
study
shi!ted
to the
*nited
States
anew
school
known
as
!unctio
nalism
arose.

3he
most
import
ant
contrib
ution o!
!unctio
nalism
was
changi
ng the
!ocus
o!
psychol
ogy to
learnin
g
motivat
ion
and
thinkin
g and
veered
away
!rom
the
structu
ralists
empha
sis on
individ
ual
percept
ion and
sensati
ons.
C.
1SS)-I1
3I)2IS9

the
theory
that
the
mind
learn
by
combi
ning
simple
irreduc
ible
eleme
nts
throug
h
associ
ation.

-oncer
ned
with
the
!actors
o!
learnin
g such
as
remem
bering
and
thinkin
g.

Starts
with
the
philoso
phical
concep
t that
learnin
g is
the
!ormati
on o!
bonds
or
connec
tions
in the
nervou
s
system
.

>man
is the
greate
st
learner
becaus
e he
makes
the
greate
st
numbe
r o!
connec
tions.?
D.
PR1.913
IS9

philoso
phical
move
ment
that
have
had a
ma$or
impact
on
1meric
an
culture
!rom
the
late
@Ath
centur
y.

Pragm
atism
calls
!or
ideas
and
theorie
s to be
tested
in
practic
e by
assessi
ng
wheth
er
acting
upon
the
idea or
theory
produc
es
desira
ble or
undesi
rable
results
.
E. .0S31+3
S-#))+

Its
!undam
ental
principl
e states
that the
whole is
more
than
the sum
o! all its
parts.

3hey
put
more
importa
nce on
the
study o!
the
over6all
pattern
o! any
e<perie
nce
than
the
speci7c
element
s which
made it
up.

9aintai
ns that
psychol
ogy
should
study
the
whole
pattern
o!
behavio
r or
e<perie
nce or
the
percepti
on o!
organiF
ed
con7gur
ation.
Psycholog
y is a
very
practical
science

9an
uses
psycholo
gy
without
being
consciou
s o!
doing
so.

3here is
nothing
much
more
interesti
ng in
this
world
than to
study
onesel!
and
ones
!ellowm
en.

'hateve
r we say
whateve
r we
!eel6 has
a
psycholo
gical
element

Sought
to
discover
the
physiolog
ical
bases o!
various
types o!
consciou
s
e<perien
ce with
emphasis
on the
knowledg
e o! body
structure
s.

3hey
believed
that the
mind is
made up
o!
building
blocks in
the !orms
o!
various
types o!
sensatio
n and
perceptio
n and
that
these
building
blocks
could be
discovere
d
through
introspec
tion or
looking
into
ones
own
mind.
=.
/0#18I)RI
S9

'atson
resolve
d to
make
psychol
ogy a
>respec
table?
science.
3o this
end he
insisted
that
psychol
ogists
had to
use
ob$ectiv
e
method
s and
study
observa
ble
behavio
r.

,e7nes
psychol
ogy as
the
science
o!
behavio
r and
not o!
conscio
usness.

,enies
the
e<istenc
e o!
instinct
or o!
inborn
tendenc
ies but
insists
on
learned
behavio
r.

3he
behavio
rists
believe
that
there
can be
no
respons
e
without
a
stimulu
s.
GOALS
OF
PSYCH
OLOGY

,escrib
e the
behavi
or

*nders
tand
the
behavi
or

-ontrol
the
behavi
or

Predicti
on6
desirab
le
behavi
or
1. STR
UCT
URA
LISM
.
develo
ped in
.erma
ny in
the
@Ath
centur
y.
.
Struct
uralist
s were
primar
ily
concer
ned
with
discov
ering
the
struct
ure o!
the
mind.
.
Struct
uralist
s
thoug
ht o!
psych
ology
as a
study
o!
consci
ous
e<peri
ence.
B.
F*2-3I)
21+IS9

!ocuse
d on
the
operati
ons o!
conscio
us
activity.
:thinkin
g
learnin
g;

the
!unctio
nalists
rede7n
ed
psychol
ogy as
>the
study
o!
mans
ad$ust
ments
to his
environ
ment.

as the
center
o!
psychol
ogical
study
shi!ted
to the
*nited
States
anew
school
known
as
!unctio
nalism
arose.

3he
most
import
ant
contrib
ution o!
!unctio
nalism
was
changi
ng the
!ocus
o!
psychol
ogy to
learnin
g
motivat
ion
and
thinkin
g and
veered
away
!rom
the
structu
ralists
empha
sis on
individ
ual
percept
ion and
sensati
ons.
C.
1SS)-I1
3I)2IS9

the
theory
that
the
mind
learn
by
combi
ning
simple
irreduc
ible
eleme
nts
throug
h
associ
ation.

-oncer
ned
with
the
!actors
o!
learnin
g such
as
remem
bering
and
thinkin
g.

Starts
with
the
philoso
phical
concep
t that
learnin
g is
the
!ormati
on o!
bonds
or
connec
tions
in the
nervou
s
system
.

>man
is the
greate
st
learner
becaus
e he
makes
the
greate
st
numbe
r o!
connec
tions.?
D.
PR1.913
IS9

philoso
phical
move
ment
that
have
had a
ma$or
impact
on
1meric
an
culture
!rom
the
late
@Ath
centur
y.

Pragm
atism
calls
!or
ideas
and
theorie
s to be
tested
in
practic
e by
assessi
ng
wheth
er
acting
upon
the
idea or
theory
produc
es
desira
ble or
undesi
rable
results
.
E. .0S31+3
S-#))+

Its
!undam
ental
principl
e states
that the
whole is
more
than
the sum
o! all its
parts.

3hey
put
more
importa
nce on
the
study o!
the
over6all
pattern
o! any
e<perie
nce
than
the
speci7c
element
s which
made it
up.

9aintai
ns that
psychol
ogy
should
study
the
whole
pattern
o!
behavio
r or
e<perie
nce or
the
percepti
on o!
organiF
ed
con7gur
ation.
G.
PS(-#)1
21+(SIS

this
school
which
Freud
started
e<erte
d
much
infuen
ce on
person
ality
theory
and on
metho
ds o!
treatin
g
person
ality
disord
ers.

9etho
d o!
treatm
ent
called
>psych
oanaly
sis?
that
empha
siFes
detecti
ng an
individ
uals
uncons
cious
motiva
tion.

Cognii!"
A##$o%ch H
0mphasiFes
the
importance
o! receiving
storing and
processing
in!ormation.

It also
!ocuses on
thinking
reasoning
and using
language to
understand
human
behavior.

Cogniion H
thinking and
memory.
I.
#*912I
S3I-
S-#))+

a
!airly
recent
devel
opme
nt in
psych
ology
is a
point
o!
view
know
n as
huma
nism.

#uma
nism
is
somet
imes
called
the
>third
!orce?
in
psych
ology

Its
!undame
ntal
principle
states
that the
whole is
more
than the
sum o!
all its
parts.

.estalt
psycholo
gists
contribut
ed much
to the
understa
nding o!
learning
memory
and
problem6
solving.

&iologic%l
A##$o%ch H
0<amines
how
comple<
chemical
and
biological
processes
within the
nervous and
endocrine
systems are
related to
the behavior
o!
organisms.

9uch
research is
being done
today using
this
approach H
/rain based
research.

E!ol'ion%
$y
A##$o%ch H
1ttempts to
e<plain
behavior
patterns as
adaptations
naturally
selected to
increase
reproductive
success.

3his
approach
uses
,arwins
theory o!
natural
selection as
a basis.

,arwin
wrote Origin
of Species.
=.
/0#18I)RI
S9

'atson
resolve
d to
make
psychol
ogy a
>respec
table?
science.
3o this
end he
insisted
that
psychol
ogists
had to
use
ob$ectiv
e
method
s and
study
observa
ble
behavio
r.

,e7nes
psychol
ogy as
the
science
o!
behavio
r and
not o!
conscio
usness.

,enies
the
e<istenc
e o!
instinct
or o!
inborn
tendenc
ies but
insists
on
learned
behavio
r.

3he
behavio
rists
believe
that
there
can be
no
respons
e
without
a
stimulu
s.
1. STR
UCT
URA
LISM
.
develo
ped in
.erma
ny in
the
@Ath
centur
y.
.
Struct
uralist
s were
primar
ily
concer
ned
with
discov
ering
the
struct
ure o!
the
mind.
.
Struct
uralist
s
thoug
ht o!
psych
ology
as a
study
o!
consci
ous
e<peri
ence.
B.
F*2-3I)
21+IS9

!ocuse
d on
the
operati
ons o!
conscio
us
activity.
:thinkin
g
learnin
g;

the
!unctio
nalists
rede7n
ed
psychol
ogy as
>the
study
o!
mans
ad$ust
ments
to his
environ
ment.

as the
center
o!
psychol
ogical
study
shi!ted
to the
*nited
States
anew
school
known
as
!unctio
nalism
arose.

3he
most
import
ant
contrib
ution o!
!unctio
nalism
was
changi
ng the
!ocus
o!
psychol
ogy to
learnin
g
motivat
ion
and
thinkin
g and
veered
away
!rom
the
structu
ralists
empha
sis on
individ
ual
percept
ion and
sensati
ons.
C.
1SS)-I1
3I)2IS9

the
theory
that
the
mind
learn
by
combi
ning
simple
irreduc
ible
eleme
nts
throug
h
associ
ation.

-oncer
ned
with
the
!actors
o!
learnin
g such
as
remem
bering
and
thinkin
g.

Starts
with
the
philoso
phical
concep
t that
learnin
g is
the
!ormati
on o!
bonds
or
connec
tions
in the
nervou
s
system
.

>man
is the
greate
st
learner
becaus
e he
makes
the
greate
st
numbe
r o!
connec
tions.?
D.
PR1.913
IS9

philoso
phical
move
ment
that
have
had a
ma$or
impact
on
1meric
an
culture
!rom
the
late
@Ath
centur
y.

Pragm
atism
calls
!or
ideas
and
theorie
s to be
tested
in
practic
e by
assessi
ng
wheth
er
acting
upon
the
idea or
theory
produc
es
desira
ble or
undesi
rable
results
.
E. .0S31+3
S-#))+

Its
!undam
ental
principl
e states
that the
whole is
more
than
the sum
o! all its
parts.

3hey
put
more
importa
nce on
the
study o!
the
over6all
pattern
o! any
e<perie
nce
than
the
speci7c
element
s which
made it
up.

9aintai
ns that
psychol
ogy
should
study
the
whole
pattern
o!
behavio
r or
e<perie
nce or
the
percepti
on o!
organiF
ed
con7gur
ation.
G.
PS(-#)1
21+(SIS

this
school
which
Freud
started
e<erte
d
much
infuen
ce on
person
ality
theory
and on
metho
ds o!
treatin
g
person
ality
disord
ers.

9etho
d o!
treatm
ent
called
>psych
oanaly
sis?
that
empha
siFes
detecti
ng an
individ
uals
uncons
cious
motiva
tion.
I.
#*912I
S3I-
S-#))+

a
!airly
recent
devel
opme
nt in
psych
ology
is a
point
o!
view
know
n as
huma
nism.

#uma
nism
is
somet
imes
called
the
>third
!orce?
in
psych
ology

Its
!undame
ntal
principle
states
that the
whole is
more
than the
sum o!
all its
parts.

.estalt
psycholo
gists
contribut
ed much
to the
understa
nding o!
learning
memory
and
problem6
solving.

E!ol'ion%
$y
A##$o%ch H
1ttempts to
e<plain
behavior
patterns as
adaptations
naturally
selected to
increase
reproductive
success.

3his
approach
uses
,arwins
theory o!
natural
selection as
a basis.

,arwin
wrote Origin
of Species.
1s time
progressed
more people
were traveling
and visiting
other cultures.
Psychologists
soon
recogniFed the
di"erence in
cultural
gestures body
language and
spoken
language.
Socio(
c'l'$%l
A##$o%ch H
0<amines the
cultural
di"erences in
an attempt to
understand
predict and
control
behavior.
Psychology is a
broad 7eld
3here are many
$obs available
with a
psychology
degree
#istorically
though this
wasnt always
the case.
Psychology saw
a huge boom
a!ter 'orld 'ar
II.
9any
opportunities
arose in clinical
and counseling
psychology.
In addition
school
psychology
started to
become more
popular as
researchers data
indicated that
children per!orm
better when
they are taught
using their
respective
learning style:s;.
E)'c%ion%l
Psychologiss H
Focus on how
e"ective teaching
and learning take
place.
:consultants;
Fo$"nsic
Psychologiss H
1pply
psychological
principles to legal
issues. :crimes;
H"%lh
Psychologiss H
-oncentrate on
biological
psychological and
social !actors
associated with
health and illness.
:hospitals;
In)'s$i%l*O$g%ni
+%ion%l
Psychologiss H
1im to improve
productivity and
the %uality o! work
li!e by applying
psychological
principles and
methods to the
workplace.
:Panera;
Soci%l
Psychologis
s H Focus on
how a persons
mental li!e and
behavior are
shaped by
interactions
with other
people. :can
be workplace
related;
S#o$s
Psychologis
s H #elp
athletes re7ne
their !ocus on
competition
goals increase
motivation
and deal with
an<iety and
!ear o! !ailure.
:Pro!essional
1thletes;

3he most
widely
used
psycholo
gical
approach
today is
eclectic

Ecl"cic
H 2o one
perspecti
ve can
best
e<plain
all
human
behavior

SoJ
0clectic
psycholo
gists use
a
combinat
ion o! all
the
approach
es
Clinic%l
Psychologiss H
0valuate and
treat mental
emotional and
behavioral
disorders. :)-,
SchiFophrenia;
Co'ns"ling
Psychologiss H
#elp people
adapt to change
or make
changes in their
li!estyle.
:1nalyFe 3his;
D"!"lo#,"n%l
Psychologiss H
Study
psychological
development
throughout a
li!espan. :Piaget;
Engin""$ing
Psychologiss H
,o research on
how people
!unction best
with machines.
:assembly lines;
B.
F*2-3I)
21+IS9

!ocuse
d on
the
operati
ons o!
conscio
us
activity.
:thinkin
g
learnin
g;

the
!unctio
nalists
rede7n
ed
psychol
ogy as
>the
study
o!
mans
ad$ust
ments
to his
environ
ment.

as the
center
o!
psychol
ogical
study
shi!ted
to the
*nited
States
anew
school
known
as
!unctio
nalism
arose.

3he
most
import
ant
contrib
ution o!
!unctio
nalism
was
changi
ng the
!ocus
o!
psychol
ogy to
learnin
g
motivat
ion
and
thinkin
g and
veered
away
!rom
the
structu
ralists
empha
sis on
individ
ual
percept
ion and
sensati
ons.
C.
1SS)-I1
3I)2IS9

the
theory
that
the
mind
learn
by
combi
ning
simple
irreduc
ible
eleme
nts
throug
h
associ
ation.

-oncer
ned
with
the
!actors
o!
learnin
g such
as
remem
bering
and
thinkin
g.

Starts
with
the
philoso
phical
concep
t that
learnin
g is
the
!ormati
on o!
bonds
or
connec
tions
in the
nervou
s
system
.

>man
is the
greate
st
learner
becaus
e he
makes
the
greate
st
numbe
r o!
connec
tions.?
G.
PS(-#)1
21+(SIS

this
school
which
Freud
started
e<erte
d
much
infuen
ce on
person
ality
theory
and on
metho
ds o!
treatin
g
person
ality
disord
ers.

9etho
d o!
treatm
ent
called
>psych
oanaly
sis?
that
empha
siFes
detecti
ng an
individ
uals
uncons
cious
motiva
tion.
I.
#*912I
S3I-
S-#))+

a
!airly
recent
devel
opme
nt in
psych
ology
is a
point
o!
view
know
n as
huma
nism.

#uma
nism
is
somet
imes
called
the
>third
!orce?
in
psych
ology
Psychology is a
broad 7eld
3here are many
$obs available
with a
psychology
degree
#istorically
though this
wasnt always
the case.
Psychology saw
a huge boom
a!ter 'orld 'ar
II.
9any
opportunities
arose in clinical
and counseling
psychology.
In addition
school
psychology
started to
become more
popular as
researchers data
indicated that
children per!orm
better when
they are taught
using their
respective
learning style:s;.
E)'c%ion%l
Psychologiss H
Focus on how
e"ective teaching
and learning take
place.
:consultants;
Fo$"nsic
Psychologiss H
1pply
psychological
principles to legal
issues. :crimes;
H"%lh
Psychologiss H
-oncentrate on
biological
psychological and
social !actors
associated with
health and illness.
:hospitals;
In)'s$i%l*O$g%ni
+%ion%l
Psychologiss H
1im to improve
productivity and
the %uality o! work
li!e by applying
psychological
principles and
methods to the
workplace.
:Panera;

3he most
widely
used
psycholo
gical
approach
today is
eclectic

Ecl"cic
H 2o one
perspecti
ve can
best
e<plain
all
human
behavior

SoJ
0clectic
psycholo
gists use
a
combinat
ion o! all
the
approach
es
Clinic%l
Psychologiss H
0valuate and
treat mental
emotional and
behavioral
disorders. :)-,
SchiFophrenia;
Co'ns"ling
Psychologiss H
#elp people
adapt to change
or make
changes in their
li!estyle.
:1nalyFe 3his;
D"!"lo#,"n%l
Psychologiss H
Study
psychological
development
throughout a
li!espan. :Piaget;
Engin""$ing
Psychologiss H
,o research on
how people
!unction best
with machines.
:assembly lines;
N"'$o(
#sychologiss H
0<plore the
relationship
between
brain/nervous
systems and
behavior.
:+aboratory
research;
Psycho,"$ici%n
s H Focus on
methods !or
ac%uiring and
analyFing
psychological
data. :research
based;
R"h%-ili%ion
Psychologiss H
#elp clients with
mental
retardation
developmental
disabilities and
disabilities
resulting !rom
neurological in$ury.
:stroke;
School
Psychologiss H
1ssess and
counsel students
consult with
educators and
parents and
per!orm behavioral
intervention when
necessary. :9rs.
'aikem;
.reek
natural
ist and
philoso
pher
who
theoriF
ed
about
learnin
g
memor
y
motiva
tion
emotio
n
percep
tion
and
person
ality.

)riginate
d the
concept
o!
,ualism

viewed
mind and
body as

interactiv
e
machine
s.

Stated
that the
mind
could
!ollow
body
and vice
versa.

Proposed
the idea
o! both
voluntary
and
involunta
ry
behavior.

Ruled out
areas
other
than the
brain
!or
mental
!unctioni
ng.

Studie
d the
evoluti
on

o!
7nche
s and
e<pan
ds
his
study
to
includ
e
human
s.

)ppos
ed
religio
us
teachi
ngs o!
the
time
by
sugge
sting
that
man
was a
comm
on
ancest
or to
lower
specie
s.

9ost o!
his
e<perim
ents on

sensatio
n and
percepti
on.

,id not
think
that
high
order
mental
process
es could
be
studied
e<perim
entally.

3rained
in
medicin
e and
philosop
hy.

'rote
many
books
about
psychol
ogy
philosop
hy
ethics
and
logic.
.reek
natural
ist and
philoso
pher
who
theoriF
ed
about
learnin
g
memor
y
motiva
tion
emotio
n
percep
tion
and
person
ality.

)riginate
d the
concept
o!
,ualism

viewed
mind and
body as

interactiv
e
machine
s.

Stated
that the
mind
could
!ollow
body
and vice
versa.

Proposed
the idea
o! both
voluntary
and
involunta
ry
behavior.

Ruled out
areas
other
than the
brain
!or
mental
!unctioni
ng.

Studie
d the
evoluti
on

o!
7nche
s and
e<pan
ds
his
study
to
includ
e
human
s.

)ppos
ed
religio
us
teachi
ngs o!
the
time
by
sugge
sting
that
man
was a
comm
on
ancest
or to
lower
specie
s.

9ost o!
his
e<perim
ents on

sensatio
n and
percepti
on.

,id not
think
that
high
order
mental
process
es could
be
studied
e<perim
entally.

3rained
in
medicin
e and
philosop
hy.

'rote
many
books
about
psychol
ogy
philosop
hy
ethics
and
logic.

+ook
ing
inwa
rd at
one
s
own
men
tal
proc
esse
s.

/eca
use
it is
not
ob$e
ctive
it
!ails
mise
rably
.

Knowle
dge
should
be

ac%uir
ed by
care!ul
observ
ation.

2o
innate
ideasL
all
knowle
dge
comes
!rom
e<peri
ence
or
refecti
on.

9ind is
a
blank
slate
written
on by
e<peri
ence
:tabula
rasa;.

@GEAL
+eipFi
g
.erma
ny.

Intend
ed to
make
psych
ology
a
reputa
ble
scienc
e.

9any
1meri
can
psych
ologist
s
eventu
ally
went
on to
study
in
+eipFei
g.
3his is
becu
seae
the
huam
mn
mnid
deos
not
raed
ervey
lteter
by
istle!
but
the
word
as a
wloh
e.
1mFa
nig
huh4

'undt
s
student
.

3aught
at
-ornell
*nivers
ity.
Studied
nature
o!
mental
e<perie
nces.

Structu
ralismL
1nalyF
e
sensati
ons
images
and
!eeling
s into
their
most
basic
elemen
ts.

Studie
d the
evoluti
on

o!
7nche
s and
e<pan
ds
his
study
to
includ
e
human
s.

)ppos
ed
religio
us
teachi
ngs o!
the
time
by
sugge
sting
that
man
was a
comm
on
ancest
or to
lower
specie
s.

9ost o!
his
e<perim
ents on

sensatio
n and
percepti
on.

,id not
think
that
high
order
mental
process
es could
be
studied
e<perim
entally.

3rained
in
medicin
e and
philosop
hy.

'rote
many
books
about
psychol
ogy
philosop
hy
ethics
and
logic.

+ook
ing
inwa
rd at
one
s
own
men
tal
proc
esse
s.

/eca
use
it is
not
ob$e
ctive
it
!ails
mise
rably
.

Knowle
dge
should
be

ac%uir
ed by
care!ul
observ
ation.

2o
innate
ideasL
all
knowle
dge
comes
!rom
e<peri
ence
or
refecti
on.

9ind is
a
blank
slate
written
on by
e<peri
ence
:tabula
rasa;.

@GEAL
+eipFi
g
.erma
ny.

Intend
ed to
make
psych
ology
a
reputa
ble
scienc
e.

9any
1meri
can
psych
ologist
s
eventu
ally
went
on to
study
in
+eipFei
g.
3his is
becu
seae
the
huam
mn
mnid
deos
not
raed
ervey
lteter
by
istle!
but
the
word
as a
wloh
e.
1mFa
nig
huh4

'undt
s
student
.

3aught
at
-ornell
*nivers
ity.
Studied
nature
o!
mental
e<perie
nces.

Structu
ralismL
1nalyF
e
sensati
ons
images
and
!eeling
s into
their
most
basic
elemen
ts.

-laimed
that
searchin
g !or
building

blocks
was a
waste o!
time

because
brain and
mind are
constantl
y
changing
L
!ocused
on
!unction.

Function
alism.
*nderlyin
g causes
and
practical
conse%u
ences o!
certain
behavior
s and
mental
strategie
sL
>Stream
o!
-onsciou
sness.?

0<pande
d
psycholo
gy to
animal
behavior.
Found
ed in
@GABL


the
gover
ning
body
o! all
resea
rch
not
cond
ucted
by
unive
rsitie
s.

*tiliFing
o!
diverse
theories
and
schools
o!
thought.

9osaic
no
single
approac
h can
create
the
whole
picture.

*nlikely
!or
psychol
ogy to
ever
have a
uni!ying
paradig
m.

.rand
theories
replace
d by
more
speci7c
ones.

Ivan
Pavlov
@GCA6
@A=I.

Russian
e<peri
menter
who
showed
automa
tic/invo
luntary
behavi
or in
learned
respon
ses to
speci7c
stimuli
in the
environ
ment.

-reate
d
>-lassi
cal

-onditi
oning.?
Publis
hed


class
ic
studi
es
on
mem
ory
nons
ense
sylla
bles
learn
ing
curv
e.

First
preside
nt o!
the
1P1
establi
shed
the
7rst
psychol
ogical
lab in
the
*.S.
in
@GG=
at

Mohns
#opkin
s
*nivers
ity.

Started
the
1meric
an
Psychol
ogical
Mournal
:@GGE;
now
the

1meric
an
Mournal
o!
Psychol
ogy.

Knowle
dge
should
be

ac%uir
ed by
care!ul
observ
ation.

2o
innate
ideasL
all
knowle
dge
comes
!rom
e<peri
ence
or
refecti
on.

9ind is
a
blank
slate
written
on by
e<peri
ence
:tabula
rasa;.

@GEAL
+eipFi
g
.erma
ny.

Intend
ed to
make
psych
ology
a
reputa
ble
scienc
e.

9any
1meri
can
psych
ologist
s
eventu
ally
went
on to
study
in
+eipFei
g.
3his is
becu
seae
the
huam
mn
mnid
deos
not
raed
ervey
lteter
by
istle!
but
the
word
as a
wloh
e.
1mFa
nig
huh4

'undt
s
student
.

3aught
at
-ornell
*nivers
ity.
Studied
nature
o!
mental
e<perie
nces.

Structu
ralismL
1nalyF
e
sensati
ons
images
and
!eeling
s into
their
most
basic
elemen
ts.

-laimed
that
searchin
g !or
building

blocks
was a
waste o!
time

because
brain and
mind are
constantl
y
changing
L
!ocused
on
!unction.

Function
alism.
*nderlyin
g causes
and
practical
conse%u
ences o!
certain
behavior
s and
mental
strategie
sL
>Stream
o!
-onsciou
sness.?

0<pande
d
psycholo
gy to
animal
behavior.
Found
ed in
@GABL


the
gover
ning
body
o! all
resea
rch
not
cond
ucted
by
unive
rsitie
s.

*tiliFing
o!
diverse
theories
and
schools
o!
thought.

9osaic
no
single
approac
h can
create
the
whole
picture.

*nlikely
!or
psychol
ogy to
ever
have a
uni!ying
paradig
m.

.rand
theories
replace
d by
more
speci7c
ones.

Ivan
Pavlov
@GCA6
@A=I.

Russian
e<peri
menter
who
showed
automa
tic/invo
luntary
behavi
or in
learned
respon
ses to
speci7c
stimuli
in the
environ
ment.

-reate
d
>-lassi
cal

-onditi
oning.?
Publis
hed


class
ic
studi
es
on
mem
ory
nons
ense
sylla
bles
learn
ing
curv
e.

First
preside
nt o!
the
1P1
establi
shed
the
7rst
psychol
ogical
lab in
the
*.S.
in
@GG=
at

Mohns
#opkin
s
*nivers
ity.

Started
the
1meric
an
Psychol
ogical
Mournal
:@GGE;
now
the

1meric
an
Mournal
o!
Psychol
ogy.
/ehavior
istic
theoryL
0<pand
ed
psychol
ogy
into
many
groups
that
could
not be
studied
by
introsp
ection.
1ll
behavi
or is
observ
able
and
measur
able.
1bando
ned
mentali
sm !or
behavi
orism.

Mohn
'atson
@A@=.

Psychol
ogy
can
never
be as
ob$ecti
ve as
chemis
try or
biology.

-onsci
ousnes
s is not
that
easy.

>I can
take a
child
and
make
him
into
anythin
g a
beggar
a
doctor
a
thie!.?

/.F.
Skinner
@ADNs.

,ismiss
ed
importa
nce o!
inherite
d
traits
and
instincts
about
human
behavio
r.
Private
events
can be
studied
as long
as they
are
treated
as a
!orm o!
behavio
r many
e<perim
ents
with
learning
and
memory
.

/elieve
d that
all
behavio
r is a
result o!
rewards
and
punish
ments
in the
past.

1ll
behav
ior is
meani
ng!ul
and
much
o! it is
contro
lled
by
diggin
g
below
the
sur!ac
e to
uncov
er the
roots
o!
perso
nality.

Sigmu
nd
FreudO
OO :,a
912O;

Psychoan
alysisL
Freuds
method
!or
treating
people
with
emotiona
l
problems
!ree
associati
on.

*nconsci
ousL
2early all
o! our
impulses
are
se<ual
and
aggressiv
e in
nature.
/ecause
we
cannot
accept
them in
our
consciou
s
thoughts
7nd their
e<pressio
n in
dreams
slips o!
the
tongue
that
appear
as
accidents
and
even
$okes.

-laimed
that
searchin
g !or
building

blocks
was a
waste o!
time

because
brain and
mind are
constantl
y
changing
L
!ocused
on
!unction.

Function
alism.
*nderlyin
g causes
and
practical
conse%u
ences o!
certain
behavior
s and
mental
strategie
sL
>Stream
o!
-onsciou
sness.?

0<pande
d
psycholo
gy to
animal
behavior.

*tiliFing
o!
diverse
theories
and
schools
o!
thought.

9osaic
no
single
approac
h can
create
the
whole
picture.

*nlikely
!or
psychol
ogy to
ever
have a
uni!ying
paradig
m.

.rand
theories
replace
d by
more
speci7c
ones.

First
preside
nt o!
the
1P1
establi
shed
the
7rst
psychol
ogical
lab in
the
*.S.
in
@GG=
at

Mohns
#opkin
s
*nivers
ity.

Started
the
1meric
an
Psychol
ogical
Mournal
:@GGE;
now
the

1meric
an
Mournal
o!
Psychol
ogy.
/ehavior
istic
theoryL
0<pand
ed
psychol
ogy
into
many
groups
that
could
not be
studied
by
introsp
ection.
1ll
behavi
or is
observ
able
and
measur
able.
1bando
ned
mentali
sm !or
behavi
orism.

Mohn
'atson
@A@=.

Psychol
ogy
can
never
be as
ob$ecti
ve as
chemis
try or
biology.

-onsci
ousnes
s is not
that
easy.

>I can
take a
child
and
make
him
into
anythin
g a
beggar
a
doctor
a
thie!.?

/.F.
Skinner
@ADNs.

,ismiss
ed
importa
nce o!
inherite
d
traits
and
instincts
about
human
behavio
r.
Private
events
can be
studied
as long
as they
are
treated
as a
!orm o!
behavio
r many
e<perim
ents
with
learning
and
memory
.

/elieve
d that
all
behavio
r is a
result o!
rewards
and
punish
ments
in the
past.

1ll
behav
ior is
meani
ng!ul
and
much
o! it is
contro
lled
by
diggin
g
below
the
sur!ac
e to
uncov
er the
roots
o!
perso
nality.

Sigmu
nd
FreudO
OO :,a
912O;

Psychoan
alysisL
Freuds
method
!or
treating
people
with
emotiona
l
problems
!ree
associati
on.

*nconsci
ousL
2early all
o! our
impulses
are
se<ual
and
aggressiv
e in
nature.
/ecause
we
cannot
accept
them in
our
consciou
s
thoughts
7nd their
e<pressio
n in
dreams
slips o!
the
tongue
that
appear
as
accidents
and
even
$okes.

#idde
n
,esire
sL
Freud
stated
that
people
are
>cessp
ools o!
hidden
desire
s.?

*nres
olved
-onfic
tsL I!
these
occur
in
childh
ood
this
will
cause
7<atio
ns in
later
li!e.
:Stage
s;

Social
+earnin
g
3heoryL
#ow
people
ac%uire
new
behavio
rs by
observi
ng and
imitatin
g others
:modeli
ng;.

-riticis
msL
0<clude
d all
behavio
r that
cannot
be seen.
1ll
behavio
r cannot
be
e<plaine
d by
rewards
and
punish
ments.
3reats
people
like
robots
as i!
they
have no
!ree6
will.

Sigmund
Freud
@GDI6
@A=A.

Studied
neurolog
y but
wanted
to
be a
medical
research
er
!orced

into
being a
private
physician
.

/ecame
convince
d that
patients
di&cultie
s were
due to
mental
rather
than
physical
problems
.

Proposed
that
distress
due to
problems
that
dated
back to
childhoo
d.

Interpret
ation o!
,reams
@ANN.

Sold INN
copies in
G years5
today
sells
millions
every
year.

1ggressi
ve
energyL
/asic
human
instinct
lodged in
unconsci
ous5 the
duty o!
society
is to get
people to
channel
their
aggressiv
e energy
into
productiv
e activity.
I! not
aggressi
on is
released
and
violent
activities
occur.

Freuds
StagesL
)ral
:/irth 6 @
yr.;

anal :@
yr.;
phallic :C
yrs. 6
separate
s
males/!e
males;
latency
:Puberty;
genital
:adult;

=
Personali
tiesL Id
0go
Superego
L

IdL
'ants/,e
sires
/asic
primal
instincts.
>Pleasure
Principle?

0goL
>Reality
Principle?

Superego
L
-onsciou
s mind.
>,o the
right
thing.?
/ehavior
istic
theoryL
0<pand
ed
psychol
ogy
into
many
groups
that
could
not be
studied
by
introsp
ection.
1ll
behavi
or is
observ
able
and
measur
able.
1bando
ned
mentali
sm !or
behavi
orism.

Mohn
'atson
@A@=.

Psychol
ogy
can
never
be as
ob$ecti
ve as
chemis
try or
biology.

-onsci
ousnes
s is not
that
easy.

>I can
take a
child
and
make
him
into
anythin
g a
beggar
a
doctor
a
thie!.?

/.F.
Skinner
@ADNs.

,ismiss
ed
importa
nce o!
inherite
d
traits
and
instincts
about
human
behavio
r.
Private
events
can be
studied
as long
as they
are
treated
as a
!orm o!
behavio
r many
e<perim
ents
with
learning
and
memory
.

/elieve
d that
all
behavio
r is a
result o!
rewards
and
punish
ments
in the
past.

1ll
behav
ior is
meani
ng!ul
and
much
o! it is
contro
lled
by
diggin
g
below
the
sur!ac
e to
uncov
er the
roots
o!
perso
nality.

Sigmu
nd
FreudO
OO :,a
912O;

Psychoan
alysisL
Freuds
method
!or
treating
people
with
emotiona
l
problems
!ree
associati
on.

*nconsci
ousL
2early all
o! our
impulses
are
se<ual
and
aggressiv
e in
nature.
/ecause
we
cannot
accept
them in
our
consciou
s
thoughts
7nd their
e<pressio
n in
dreams
slips o!
the
tongue
that
appear
as
accidents
and
even
$okes.

#idde
n
,esire
sL
Freud
stated
that
people
are
>cessp
ools o!
hidden
desire
s.?

*nres
olved
-onfic
tsL I!
these
occur
in
childh
ood
this
will
cause
7<atio
ns in
later
li!e.
:Stage
s;

Social
+earnin
g
3heoryL
#ow
people
ac%uire
new
behavio
rs by
observi
ng and
imitatin
g others
:modeli
ng;.

-riticis
msL
0<clude
d all
behavio
r that
cannot
be seen.
1ll
behavio
r cannot
be
e<plaine
d by
rewards
and
punish
ments.
3reats
people
like
robots
as i!
they
have no
!ree6
will.

Sigmund
Freud
@GDI6
@A=A.

Studied
neurolog
y but
wanted
to
be a
medical
research
er
!orced

into
being a
private
physician
.

/ecame
convince
d that
patients
di&cultie
s were
due to
mental
rather
than
physical
problems
.

Proposed
that
distress
due to
problems
that
dated
back to
childhoo
d.

Interpret
ation o!
,reams
@ANN.

Sold INN
copies in
G years5
today
sells
millions
every
year.

1ggressi
ve
energyL
/asic
human
instinct
lodged in
unconsci
ous5 the
duty o!
society
is to get
people to
channel
their
aggressiv
e energy
into
productiv
e activity.
I! not
aggressi
on is
released
and
violent
activities
occur.

Freuds
StagesL
)ral
:/irth 6 @
yr.;

anal :@
yr.;
phallic :C
yrs. 6
separate
s
males/!e
males;
latency
:Puberty;
genital
:adult;

=
Personali
tiesL Id
0go
Superego
L

IdL
'ants/,e
sires
/asic
primal
instincts.
>Pleasure
Principle?

0goL
>Reality
Principle?

Superego
L
-onsciou
s mind.
>,o the
right
thing.?

,oes not
!ocus on
observab
le
behavior
negative
viewpoin
t o!
mankind
because
actions
are
provoked
by
unconsci
ous
thoughts
cannot
be
scienti7c
ally
proven
or
disprove
n.

Ignores
political
and
social
e<planati
ons o!
peoples
problems
.

-urrently
!ocuses
on
perceptio
ns
memorie
s and
thinking
in our
unconsci
ous
:Psychod
ynamic
theory;.

1braha
m
9aslowL

#ierarch
y o!
2eedsL

Peoples
struggle
is to be

the
best
they
possibly
can

known
as sel!6
actualiF
ation.

-arl
RogersL
Former
minister
5
believed
all
people
strive
!or
per!ecti
on5
some
interrup
ted
by a
bad
environ
ment.

Seeks to
understa
nd the
nervous
system.
1ll
actions
!eelings
associate
d with
the
nervous
system.

'ilhelm
'undtL
0<pected
psycholo
gy to rest
almost
solely on
1natomy
and
/iology.
Intereste
d in how
bodily
events
interact
with
events in
the
e<ternal
environm
ent to
produce
perceptio
ns
memory
and
behavior.
Roger
Sperry
won
2obel6
PriFe !or
his Split6
/rain
research.

3hinkingL
how
mental
thoughts
a"ect
behavior.

#umanis
m gives
rise to
the
-ognitive
3heory.
Studies
how we
attend
perceive
think
rememb
er solve
problems
and
arrive at
belie!s.
Know
whats
going on
in
peoples
heads
7rst
then

applies it
to their
behavior.

Mean
PiagetL
studies
children
s
cognitive
develop
ment.

#idde
n
,esire
sL
Freud
stated
that
people
are
>cessp
ools o!
hidden
desire
s.?

*nres
olved
-onfic
tsL I!
these
occur
in
childh
ood
this
will
cause
7<atio
ns in
later
li!e.
:Stage
s;

Social
+earnin
g
3heoryL
#ow
people
ac%uire
new
behavio
rs by
observi
ng and
imitatin
g others
:modeli
ng;.

-riticis
msL
0<clude
d all
behavio
r that
cannot
be seen.
1ll
behavio
r cannot
be
e<plaine
d by
rewards
and
punish
ments.
3reats
people
like
robots
as i!
they
have no
!ree6
will.

Sigmund
Freud
@GDI6
@A=A.

Studied
neurolog
y but
wanted
to
be a
medical
research
er
!orced

into
being a
private
physician
.

/ecame
convince
d that
patients
di&cultie
s were
due to
mental
rather
than
physical
problems
.

Proposed
that
distress
due to
problems
that
dated
back to
childhoo
d.

Freuds
StagesL
)ral
:/irth 6 @
yr.;

anal :@
yr.;
phallic :C
yrs. 6
separate
s
males/!e
males;
latency
:Puberty;
genital
:adult;

=
Personali
tiesL Id
0go
Superego
L

IdL
'ants/,e
sires
/asic
primal
instincts.
>Pleasure
Principle?

0goL
>Reality
Principle?

Superego
L
-onsciou
s mind.
>,o the
right
thing.?

,oes not
!ocus on
observab
le
behavior
negative
viewpoin
t o!
mankind
because
actions
are
provoked
by
unconsci
ous
thoughts
cannot
be
scienti7c
ally
proven
or
disprove
n.

Ignores
political
and
social
e<planati
ons o!
peoples
problems
.

-urrently
!ocuses
on
perceptio
ns
memorie
s and
thinking
in our
unconsci
ous
:Psychod
ynamic
theory;.

1braha
m
9aslowL

#ierarch
y o!
2eedsL

Peoples
struggle
is to be

the
best
they
possibly
can

known
as sel!6
actualiF
ation.

-arl
RogersL
Former
minister
5
believed
all
people
strive
!or
per!ecti
on5
some
interrup
ted
by a
bad
environ
ment.

Seeks to
understa
nd the
nervous
system.
1ll
actions
!eelings
associate
d with
the
nervous
system.

'ilhelm
'undtL
0<pected
psycholo
gy to rest
almost
solely on
1natomy
and
/iology.
Intereste
d in how
bodily
events
interact
with
events in
the
e<ternal
environm
ent to
produce
perceptio
ns
memory
and
behavior.
Roger
Sperry
won
2obel6
PriFe !or
his Split6
/rain
research.

3hinkingL
how
mental
thoughts
a"ect
behavior.

#umanis
m gives
rise to
the
-ognitive
3heory.
Studies
how we
attend
perceive
think
rememb
er solve
problems
and
arrive at
belie!s.
Know
whats
going on
in
peoples
heads
7rst
then

applies it
to their
behavior.

Mean
PiagetL
studies
children
s
cognitive
develop
ment.
@ADNs6
INsL
0mpha
siFe
!ree6
will
people
not
comple
tely
ruled
by
environ
ment or
past
e<perie
nce
able to
control
ones
own
choices
and
destinie
s to
achieve
!ull
human
potenti
al.
:0<iste
ntialism
;

#uman
Potenti
alL
0veryo
ne
striving
to
reach
their
highest
potenti
al.

-riticis
msL
/elieve
s all
people
are
good
and
that
people
have
the
ability
to heal
themse
lves.
3oo
vague
more
o! a
philoso
phy !or
li!e
than a
psychol
ogy.

2ervous
SystemL
Responsi
ble !or
our
behavior5

Speci7cal
ly
abnormal
and
immediat
e
response
s.

1natomy
//iologyL
Solely
responsi
ble !or
human
behavior.

-riticism
sL
Ignores
mental
processe
s.
0<plains
too little
o! human
behavior
re$ects
environm
ental
infuence
s.

3hought
Process
esL -an
in!er
mental
process
es !rom
observa
ble
behavio
r.

.estalt
Psychol
ogyL
means
>pattern
? or
>con7gu
ration.?
Studies
how
people
interpre
t
sensory
in!ormat
ion in
order to
ac%uire
knowled
ge.

>3he
whole is
larger
than the
sum o!
its
parts?

,oes not
!ocus on
observab
le
behavior
negative
viewpoin
t o!
mankind
because
actions
are
provoked
by
unconsci
ous
thoughts
cannot
be
scienti7c
ally
proven
or
disprove
n.

Ignores
political
and
social
e<planati
ons o!
peoples
problems
.

-urrently
!ocuses
on
perceptio
ns
memorie
s and
thinking
in our
unconsci
ous
:Psychod
ynamic
theory;.

1braha
m
9aslowL

#ierarch
y o!
2eedsL

Peoples
struggle
is to be

the
best
they
possibly
can

known
as sel!6
actualiF
ation.

-arl
RogersL
Former
minister
5
believed
all
people
strive
!or
per!ecti
on5
some
interrup
ted
by a
bad
environ
ment.

Seeks to
understa
nd the
nervous
system.
1ll
actions
!eelings
associate
d with
the
nervous
system.

'ilhelm
'undtL
0<pected
psycholo
gy to rest
almost
solely on
1natomy
and
/iology.
Intereste
d in how
bodily
events
interact
with
events in
the
e<ternal
environm
ent to
produce
perceptio
ns
memory
and
behavior.
Roger
Sperry
won
2obel6
PriFe !or
his Split6
/rain
research.

3hinkingL
how
mental
thoughts
a"ect
behavior.

#umanis
m gives
rise to
the
-ognitive
3heory.
Studies
how we
attend
perceive
think
rememb
er solve
problems
and
arrive at
belie!s.
Know
whats
going on
in
peoples
heads
7rst
then

applies it
to their
behavior.

Mean
PiagetL
studies
children
s
cognitive
develop
ment.
@ADNs6
INsL
0mpha
siFe
!ree6
will
people
not
comple
tely
ruled
by
environ
ment or
past
e<perie
nce
able to
control
ones
own
choices
and
destinie
s to
achieve
!ull
human
potenti
al.
:0<iste
ntialism
;

#uman
Potenti
alL
0veryo
ne
striving
to
reach
their
highest
potenti
al.

-riticis
msL
/elieve
s all
people
are
good
and
that
people
have
the
ability
to heal
themse
lves.
3oo
vague
more
o! a
philoso
phy !or
li!e
than a
psychol
ogy.

2ervous
SystemL
Responsi
ble !or
our
behavior5

Speci7cal
ly
abnormal
and
immediat
e
response
s.

1natomy
//iologyL
Solely
responsi
ble !or
human
behavior.

-riticism
sL
Ignores
mental
processe
s.
0<plains
too little
o! human
behavior
re$ects
environm
ental
infuence
s.

3hought
Process
esL -an
in!er
mental
process
es !rom
observa
ble
behavio
r.

.estalt
Psychol
ogyL
means
>pattern
? or
>con7gu
ration.?
Studies
how
people
interpre
t
sensory
in!ormat
ion in
order to
ac%uire
knowled
ge.

>3he
whole is
larger
than the
sum o!
its
parts?

,own
plays
emoti
on
too
ment
alistic
hard
to
decid
e
betwe
en
comp
eting
cognit
ive
e<pla
nation
s.

Stron
g
appro
ach
today.

It is
2)3
intrap
sychic
L
'ithin
the
mind
or
sel!.

-ultur
al
8alue
s/Polit
ical
Syste
msL
#ow
norms
and
social
infue
nces
a"ect
behav
ior.

0<ami
nes
how
cultur
al and
politic
al
:religio
us;
e<peri
ence
e"ect
our
everyd
ay li!e.

.ende
r
infuen
ces o!
behavi
or.

Mob
opport
unities
to
infuen
ce
people
s
goals
and
ambiti
ons.

1mbiti
on/.oa
ls/8alu
esL
0nviron
ments
infuen
ce on
ones
long6
term
ambitio
ns.

-riticis
msL
*ndere
stimate
d
person
al and
overest
imated
social
infuen
ces on
our
behavi
or.
9akes
broad
general
iFation
s about
ethnic
groups
and
culture
s.