Module 2

MODULE TWO

SECTION 5: THINKING AND INTELLIGENCE

Can machines think? What is thinking? Do animals, e.g., chimpanzees, think? What are the different kinds of thinking? How can a slim chance and a fat chance be the same? What is a "set"?

Conceptualization, symbolic thought, and creativity are primarily human abilities. Although thinking is a critical experience, it is essentially a private experience, and therefore we know very little about it. When someone thinks through a problem, we can observe his solution, but we must infer that he engaged in covert activities that led up to that solution. In this section we define, describe and analyze the process of thinking. Special attention will be given a related aspect of thinking-problem solving behavior.

Objectives/Outcomes

After participating in the Learning Activities for this section you should be able to:

1. define and distinguish between inductive and deductive reasoning.
2. define the term thinking
3. identify the significance of subconscious and non-conscious mental processes.
4. define and recognize various stages of problem solving.
5. be consciously aware of why "simple" problems are not so "easy" to the person with the problem.
6. contrast the problem solving strategies of heuristics and algorithms.
7. identify the g factor in intelligence.
8. identify four criticisms of IQ tests.
9. identify difference between divergent and convergent thinking.
10. recognize the role of creativity in everyday problem solving.

Learning Activities/Assignment

VIDEOS PROGRAMS: #10. "Language and..." #11. "Intelligence"

TEXT: (Wade & Tavris) Read Chapter 9, "Thinking and Intelligence"

EXPERIENCE:Syllogisms

INTERNET SITE:

http://www.indiana.edu/~intell/
This site includes people who have influenced the development of intelligence theory and testing, in-depth articles exploring controversies related to human intelligence.

http://www.studygs.net/genius.htm

"Even if you're not a genius, you can use the same strategies as Aristotle and Einstein to harness the power of your creative mind and better manage your future."

http://www.mindtools.com
Commercial site with tests, links, techniques to "think your way to an excellent life." Includes a free 5 minute Q test.

SECTION 6: REMEMBERING AND FORGETTING

Do we learn to forget? Is forgetting a failure to learn? Do people ever really forget? What is mnemonic? Can a person overlearn and forget less? If you have a bunch of odds and ends and get rid of all but one of them, what do you call it?

It does seem much a paradox that forgetting so often follows learning. In this society a high premium is placed on a good memory, indeed we pay money to see a stage performance of super memory feats. Without a memory, you could not think or communicate or even survive. Clearly memory is integrally involved with our physical and psychological existence. In this section we will describe and discuss the factors that lead to forgetting and some methods of increasing retention. Additionally, we will consider some of the current and controversial theories about memory.

Objectives/Outcomes

After participating in the Learning Activities for this section you should be able to:

1. name and recognize the different methods of measuring retention.
2. differentiate between the two terms proactive and retroactive inhibition (Interference Theory).
3. recognize at least three methods for improving memory.
4. identify and demonstrate an understanding of the various factors that influence memory, e.g., motivation, repression, mnemonics, and meaningfulness.
5. improve your own facility for remembering.
6. define memory.
7. identify the characteristics of the three basic processes of memory, i.e., encoding, storage and retrieval.
8. recognize the tree-box model of memory.
9. understand and explain the importance of memory in daily life.
10. appreciate the role of memory in maintaining an individual's sense of identity.

Learning Activities/Assignment

VIDEO PROGRAMS: #9. "Memory"

TEXT: (Wade & Tavris) Read Chapter 10, "Memory"

EXPERIENCE:Draw-a-Penny

INTERNET SITES:
http://www.science-frontiers.com/sf038/sf038p20.htm
Hypnosis and Memory

http://www.exploratorium.edu/memory/
Features a "Memory Artist," Online Exhibits, Articles and Lectures

http://www.puzz.com /
A commerical site of IQ tests and IQ puzzles

SECTION 7: MOTIVATION AND EMOTIONS

Do people do things for "no reason"? Is a "Freudian slip" something girls wear? Why is a bra singular and panties plural? Will you eat chocolate covered ants? Do females have as strong a sex drive as males? Is masturbation healthy? Is violence as "American as cherry pie"? Do females have an instinct to become mothers?

We often want to know the reason behind our own and others' conduct. Why do we eat, even when not hungry? Why is Leslie so bitchy? When we find the answers to such "motives," we believe we understand the behavior. Actually, in a scientific context, understanding means more than just attaching a label to a behavior. An "answer" begins to emerge when we try to explain why individuals behave in a given way or choose certain goals, plus a consideration of the conditions under which the individual's behavior exists, plus a recognition of the physiological state of the individual, e.g., blood-sugar level, hormone balance, and so on. In this section we will describe what motivation is and how it exerts influence on humans. In addition, we will look at the topic of emotions. Do people inherit emotions? Is death psychosomatic?

Objectives/Outcomes

After participating in the Learning Activities for this section you should be able to:

1. define, classify and interpret the various kinds of motives/drives.
2. recognize the role of learning in influencing hunger, sex, aggression, success, fear and love.
3. recognize the role of physiological factors in influencing hunger, sex, aggression, success, fear and love.
4. define and apply the principles of the self-fulfilling prophesy.
5. become more critically aware of why you behave in the manner you do.
6. identify the physiological components of emotions.
7. recognize and apply the two factor theory of emotion
8. contrast the differences in the expression of emotion by man and woman.
9. identify two ways culture can impact the expression of emotion.
10. interpret the James-Lange theory of emotions.

Learning Activities/Assignment

VIDEOS PROGRAMS: #12. Motivation and #13. Emotion

TEXT: (Wade & Tavris) Read Chapter 11, "Emotion, Stress, and Health" Read Chapter 12, "Motivation"

EXPERIENCE: A Test of Motives

INTERNET SITES:

http://www.apa.org/pubinfo/orient.html
APA's Sexual Orientation FAQ

http://www.helpself.com/iq-test.htm
Emotional IQ Test

http://www.weightlossmd.com/good_food_for_better_sex.asp
Weight Loss and Better Sex by WEBMD

SECTION 8: PERSONALITY

Do some people have more personality than others? Why did a man named Sheldon take pictures of nude males? Are you a mesomorph? What's an Electra Complex? If it is true that we are here to help others, what exactly are the "others" here for? What do you make out of an inkblot?

Almost everyone wants to understand other people. the study of personality helps in this endeavor. And, without a doubt, the greatest influence on personality theory has been Sigmund Freud. His contribution was so significant that most of the terms and concepts used today in discussing almost any theory of personality were first used by him. In this section we will deal with theories of personality and the assessment of personality. Specific emphasis will be extended to the Constitutional theory, Psychoanalytic theory and Trait theory. And, lastly, we will look at and take a projective test.

Objectives/Outcomes

After participating in the Learning Activities for this section you should be able to:

1. identify the five stable factors of personality.
2. compare and contrast the behavioral, social and cognitive approaches to personality.
3. recognize the five psychosexual stages of personality development as identified by Freud.
4. identify two problems associated with the earning theories of personality.
5. recognize and apply six defense mechanisms as defined by Freud.
6. identify and compare the criticisms and contributions of psycho-dynamic theories of personality.
7. define the three psychodynamic structures of personality.
8. use the term existential in a sentence.
9. identify two humanistically oriented psychologists, e.g. Rogers
10. identify two Neo-Freudians.

Learning Activities/Assignment

VIDEO PROGRAM: # 17. "Personality Theories" and #18 "Personality Traits"

TEXT: (Wade & Tavris) Read Chapter 14, "Theories of Personality"

EXPERIENCE: L.C. Inventory

INTERNET SITES:

http://www.psychoanalysis.org/
All Things Freud

http://www.personalitytest.org.uk/
Discover Your Personality

http://www.queendom.com/tests/minitests/index.html
Type A personality test.

SECTION 9: DEVELOPMENT

Is Thumb sucking an instinct? Do babies dream? Are boys really different from girls? How old is old? If you choke a Smurf, what color does it turn?

The section deals with conception and winds its way through adulthood and aging. More specifically, we identify and describe the stages of prenatal development and the capabilities of the newborn child. We will examine Piaget's theory of cognitive development, including the criticisms. The way this and realities of adolescence will be covered along with the psychological issues of this stage of development. This section will conclude with an examination of mid-life and aging.

Objectives/Outcomes

After participating in the Learning Activities for this section you should be able to:

1. identify the three stages of prenatal development.
2. compare the sensory capabilities of newborns and infants.
3. identify the stages of Piaget's theory of cognitive development.
4. define the term sex-typing.
5. recognize the elements that comprise Kohlberg's theory of moral development.
6. identify at least two parenting styles.
7. recognize the biological characteristics of puberty.
8. identify biological changes associated with middle age.
9. contrast the prior objective with the biological changes of old age.
10. identify relationships of child to adulthood.

Learning Activities/Assignment

VIDEO PROGRAMS: #14. "Infant..." #15 "Adolescence and Adult Development" #16. "Gender and ..."

TEXT: (Wade & Tavris) Read Chapter 13, "Development Over the Life Span"

EXPERIENCE: Behavior Rating

INTERNET SITES:

http://www.apa.org/pubinfo/violence.html
APA's Children and Violence per Television

http://ndsuext.nodak.edu/extpubs/yf/famsci/he458w.htm
Discussion of childhood fears, including most common fears.

http://www.americangeriatrics.org/
American Geriatric Society

SELF-TEST for Module Two

Below are 15 test items that can be used for a preview and review of the material in this section.

1. Primary Motives are to physiological needs as Secondary Motives are to ____________.

1. acquired wants

2. biological needs

3. learned behavior

4. philosophical needs

2. A child was rewarded for making his bed every day. Now, as an adult he still makes his bed. This is best described as an instance of

1. cognitive dissonance

2. functional autonomy

3. unconscious learning

4. regressive inhibition

3. Human sexual behavior is most dependent upon

1. learning

2. instincts

3. habit

4. love

4. The highest level of Maslow's hierarchy of needs is

1. self-esteem

2. belonging and loving needs

3. self-actualization

4. the Upper Class

5. Which motive is generally considered to be the strongest in humans?

1. Sex

2. Thirst

3. Hunger

4. Sleep

6. An emotion is

1. a motivating force

2. an experience

3. a physiological state

4. all the above

7. If you dislike the dentist's drill and also dislike a toothache, you probably have an

1. approach-avoidance conflict

2. approach-approach conflict

3. avoidance-avoidance conflict

4. earache

8. At a party, you find yourself involved in a discussion about the dreams people have had, when a friend announces that she never dreams. Your response, as an "expert" on dreams, is

1. an explanation that everyone dreams and some people just don't remember their dreams

2. to accuse her of lying

3. an explanation that women don't dream as frequently as men

4. to change the subject to something she knows about

9. Which of the following best reflects the definition of personality?

1. Michael's bad mood...

2. Susan is nearly always considerate and...

3. Michelle is shy with strangers, but talkative among friends.

4. Julie was exceptionally sexy today.

10. Studies of twins have found that heritability for most traits is around .50. This means that:

1. if one twin has a trait, there is a 50 percent chance the other twin will have the same trait.

2. most people have a 50 percent chance of having a given trait.

3. within a group about 50 percent of the variance in a trait is attributed to genes.

4. the difference between people are due to chance.

11. "It seems the more I study, the worse I do. There really is no point in working hard in college because it doesn't seem to matter," this statement best reflects:

1. an internal locus of control.

2. an external locus of control.

3. observational learning.

4. self-handicapping

12. The order of the three stages of prenatal development is:

1. embryonic, germinal, fetal

2. germinal, fetal, embryonic

3. germinal, embryonic, fetal

4. id, ego, super-ego

13. According to Piaget, during the concrete operations stage the child:

1. thinks egocentrically

2. can reason abstractly

3. grasps conservation

4. develops object permanence

14. A child's sense of maleness/femaleness that exists regardless of clothes or behaviors is called:

1. gender identity

2. gender schema

3. sex-typing

4. sex

15. The effect of childhood experiences on adulthood is:

1. irreversible

2. unknown

3. not inevitable

4. guaranteed

Answers: (1) 3, (2) 2, (3) 1, (4) 3, (5) 2, (6) 4, (7) 3, (8) 1, (9) 3, (10) 3, (11) 2, (12) 3, (13) 1, (14) 1, (15) 3 Note: If you missed two or more of the above questions, further review is suggested.
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Comments? Please contact Mark McKinley
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