Psychology, Taken from the Greek word “psyche” and “logos” literally means “soul or mind” and “study”. This original interpretation of term covering to concept- mind substance and matter substance,recent philosophical and scientific trends however, deal with this ambiguity by stressing conceptualized events as perception, learning and problem solving “without respect to the verity of possible metaphysical interpretation of what sort of substance participates in this events.
Psychology is a scientific study of a behavior. It attempts to explain behavior in two ways, the developmental approach accounting for behavior on the basis of what has gone before and the interactive approach, the basis of what is presently happening in the matter of stimuli, bodily condition and conflicting tendencies.
Like other behavioral sciences, its study overlaps neighboring science studies like biology, the social sciences and the physical sciences. Because the aim of a science is to discover new and useful information, the fact of psychology is not complete. It must rely on the data gathered from the recent researches which are amenable to experimental verification. Its makes use of precise and accurately measuring devices and methods like observation, case histories, intervis, biographics reports and data statistical method and the like.
Its scientific foundation dates back to Wilhelm Wundt (1832-1920) called the father of modern Psychology who opened the the first psychological laboratory in 1879 in the University of Leipzig Germany. The roots contemporary psychology can be traced to several school of thought like Structuralism, Functionalism, Gestalt, Purposivism, Individualism, Behavioralism and Psychoanalysis.
Roselle's Memoirs
A Blog of a Psychology Student
Principles of Growth and Development
Hereditary information regarding the process by which living organism transmits characteristic or traits form parents to offsprings was stimulated by the experiments of Gregor Mendel, an Australian botanist and Augustinian monk. On the basis of his experiments, the so-called Mendellian Laws of Hereditary were formulated – like the Laws of Dominance, Law of Segregation and Law of Unit characters
Chromosomes and the genes carried by them transmit characteristic like intelligence, physical height ad emotionality from parents to offspring. Both hereditary and environment jointly determine the development of the behavior in a individual.
When the child is conceived, his hereditary becomes fixed. That means that the hereditary components in the form of traits inherited from both parents are already determined and whatever alterations may appear are largely the result of environment conditions
The period of prenatal development represents the period of the greatest growth in the whole life of the individual. For only a brief period of nine months, he grows to length approximately 20 inches more or less. The mother must extra careful especially the first three months of pregnancy for it is during these period that many vital parts of the body like the brain, the nervous system and the visceral organs are being formed.
The pattern of motor development are similar for all human species though not identical in time and degree. The first kind of language that the child learn is receptive, before he able to express sound as language and to comprehend the meaning of words, Social response and development determined largely through interactions of the individual with his environment. As a child matures, his social contact becomes increasingly wider and wider. The factor that the affect the intellectual development, physical condition, sex and ones emotional state. Its not easy to designate accurately a childs emotion in early life because the expression of emotion is a subject experience and the most, we can only conclude what the child experiences at the time
Growth and development is one of the important subject of psychology. It is essential for every teacher and parents know the fundamentals of growth and development. Good, effective teaching and guidance depend on the study of growth and development. Effective learning takes place when learning situations are arranged in accordance with the growth and development.
At birth, the child is helpless. Gradually he develops and becomes independent. A teacher before preparing the curriculum must have a basis idea of the anticipated changes of the behavior undergoing at various stages.
Growth
Growth means an increase in size, height, weight, length, etc. which can be measured.
Development
Development implies changes in shape, form or structure resulting in improved working. It implies qualitative changes.
The principles of growth and development are described below.
(1) Development follows a pattern:
Development occurs in orderly manner and follows a certain sequence. For example, the human baby can stand before he walks and can draw a circle before he can draw a square. He babbles before he talks, he is dependent on others before he becomes self-dependent.
(2) Development proceeds from general to specific responses:
It moves from a generalized to localized behavior. The newborn infant moves its whole body at one time instead of moving only one part of it. It makes random kicking with its legs before it can coordinate the leg muscles well enough to crawl or to walk.
(3) Development is a continuous process:
Development does not occur in spurts. Growth continues from the moments of conception until the individual reaches maturity. It takes place at slow regular pace rather than by ‘leaps and bounds’.
Although development is a continuous process, yet the tempo of growth is not even during infancy and early years, growth moves swiftly. Later on, it slackens.
(4) Different aspects of growth develop at different rates
Neither all parts of the body grow at the same rate nor do all aspects of mental growth proceed equally. They reach maturity at different times.
(5) Most traits are correlated in development:
Generally, it is seen that the child whose intellectual development is above average is so in health size, sociability and special aptitudes.
(6) Growth is complex:
All of its aspects are closely interrelated. The child’s mental development is intimately related to his physical growth and its needs.
(7) Growth is a product of the interaction of the organism and environment:
Among the environmental factors one can mention nutrition, climate the conditions in the home, the type of social organization in which individual moves and lives.
(8) There are wide individual differences in growth:
Individual differences in growth are caused by differences in heredity and environment.
(9) Growth is both quantitative and qualitative:
These two aspects are inseparable. The child not only grows in ‘size’; he grows up or matures in structure and function too.
(10) Development is predictable:
It is possible for us to predict at an early age the range within which the mature development of the child is likely to fall. But mental development cannot be predicted with the same degree of accuracy.
Educational Significance
Education is not only a process and a product of growing; it means growing. Teachers and parents must know what children are capable of, what children are capable of, and what potentialities they possess. By knowing this, they can provide congenial environment, which are conducive to the maximum growth of children. Besides the teacher and parents must be helpful, sympathetic and encouraging to the students.
Bearing in mind the individual variations in growth, the school programmes must be adjusted accordingly. Good physical growth, through the provision of play, games and sports is conducive to effective intellectual development. On the other hand, malnutrition retards development. Therefore, teachers and parents help in cultivating among pupils habits of balanced eating. Because of ‘individual differences’ diversified development of specific talents, abilities and interests and varied co-curricular activities must be introduced in school curriculum.
Moreover, teachers and parents should not demand of pupils what is beyond their stage of growth.
Chromosomes and the genes carried by them transmit characteristic like intelligence, physical height ad emotionality from parents to offspring. Both hereditary and environment jointly determine the development of the behavior in a individual.
When the child is conceived, his hereditary becomes fixed. That means that the hereditary components in the form of traits inherited from both parents are already determined and whatever alterations may appear are largely the result of environment conditions
The period of prenatal development represents the period of the greatest growth in the whole life of the individual. For only a brief period of nine months, he grows to length approximately 20 inches more or less. The mother must extra careful especially the first three months of pregnancy for it is during these period that many vital parts of the body like the brain, the nervous system and the visceral organs are being formed.
The pattern of motor development are similar for all human species though not identical in time and degree. The first kind of language that the child learn is receptive, before he able to express sound as language and to comprehend the meaning of words, Social response and development determined largely through interactions of the individual with his environment. As a child matures, his social contact becomes increasingly wider and wider. The factor that the affect the intellectual development, physical condition, sex and ones emotional state. Its not easy to designate accurately a childs emotion in early life because the expression of emotion is a subject experience and the most, we can only conclude what the child experiences at the time
Growth and development is one of the important subject of psychology. It is essential for every teacher and parents know the fundamentals of growth and development. Good, effective teaching and guidance depend on the study of growth and development. Effective learning takes place when learning situations are arranged in accordance with the growth and development.
At birth, the child is helpless. Gradually he develops and becomes independent. A teacher before preparing the curriculum must have a basis idea of the anticipated changes of the behavior undergoing at various stages.
Growth
Growth means an increase in size, height, weight, length, etc. which can be measured.
Development
Development implies changes in shape, form or structure resulting in improved working. It implies qualitative changes.
The principles of growth and development are described below.
(1) Development follows a pattern:
Development occurs in orderly manner and follows a certain sequence. For example, the human baby can stand before he walks and can draw a circle before he can draw a square. He babbles before he talks, he is dependent on others before he becomes self-dependent.
(2) Development proceeds from general to specific responses:
It moves from a generalized to localized behavior. The newborn infant moves its whole body at one time instead of moving only one part of it. It makes random kicking with its legs before it can coordinate the leg muscles well enough to crawl or to walk.
(3) Development is a continuous process:
Development does not occur in spurts. Growth continues from the moments of conception until the individual reaches maturity. It takes place at slow regular pace rather than by ‘leaps and bounds’.
Although development is a continuous process, yet the tempo of growth is not even during infancy and early years, growth moves swiftly. Later on, it slackens.
(4) Different aspects of growth develop at different rates
Neither all parts of the body grow at the same rate nor do all aspects of mental growth proceed equally. They reach maturity at different times.
(5) Most traits are correlated in development:
Generally, it is seen that the child whose intellectual development is above average is so in health size, sociability and special aptitudes.
(6) Growth is complex:
All of its aspects are closely interrelated. The child’s mental development is intimately related to his physical growth and its needs.
(7) Growth is a product of the interaction of the organism and environment:
Among the environmental factors one can mention nutrition, climate the conditions in the home, the type of social organization in which individual moves and lives.
(8) There are wide individual differences in growth:
Individual differences in growth are caused by differences in heredity and environment.
(9) Growth is both quantitative and qualitative:
These two aspects are inseparable. The child not only grows in ‘size’; he grows up or matures in structure and function too.
(10) Development is predictable:
It is possible for us to predict at an early age the range within which the mature development of the child is likely to fall. But mental development cannot be predicted with the same degree of accuracy.
Educational Significance
Education is not only a process and a product of growing; it means growing. Teachers and parents must know what children are capable of, what children are capable of, and what potentialities they possess. By knowing this, they can provide congenial environment, which are conducive to the maximum growth of children. Besides the teacher and parents must be helpful, sympathetic and encouraging to the students.
Bearing in mind the individual variations in growth, the school programmes must be adjusted accordingly. Good physical growth, through the provision of play, games and sports is conducive to effective intellectual development. On the other hand, malnutrition retards development. Therefore, teachers and parents help in cultivating among pupils habits of balanced eating. Because of ‘individual differences’ diversified development of specific talents, abilities and interests and varied co-curricular activities must be introduced in school curriculum.
Moreover, teachers and parents should not demand of pupils what is beyond their stage of growth.
Labels:
General Psychology
The Psychological Basis of Behavior
A study of the physiology of the human body will pave the way toward an understanding of the complex human behavior. This approach in understanding behavior involves the study of the nervous system principally, the master tissue that integrates the mechanismof the human body form the receptor, afferent neuron, adjustor or associative neurons, efferent neurons and effectors.
The major components of the nervous system is the brain which is the center of intelligence, memory and personality, The spinal cord, the peripheral nervous system and the other nerve structures link the brain with the outside world and the various parts of the body.
A special branch of this system called the autonomic nervous system regulates the internal activities of the body, like the flow of blood, the movements of the digestive tract, the secretion of the digestive and endocrine
glands and the other internal unconscious automatics activities of the body
The cranial and spinal nerves from the peripheral nervous system and the action of the afferent neurons form this region is to conduct the nerve implulses(stimulation) to and from the cental axis.
Physiological reaction therefore includes the following nervous integration: 1. Reception of stimulation form exteroceptors, interoceptors, and proprioceptors; 2. The operation centers nd tracts in the coordination of nerve impulses; 3. The function of muscles and glands.
The major components of the nervous system is the brain which is the center of intelligence, memory and personality, The spinal cord, the peripheral nervous system and the other nerve structures link the brain with the outside world and the various parts of the body.
A special branch of this system called the autonomic nervous system regulates the internal activities of the body, like the flow of blood, the movements of the digestive tract, the secretion of the digestive and endocrine
glands and the other internal unconscious automatics activities of the body
The cranial and spinal nerves from the peripheral nervous system and the action of the afferent neurons form this region is to conduct the nerve implulses(stimulation) to and from the cental axis.
Physiological reaction therefore includes the following nervous integration: 1. Reception of stimulation form exteroceptors, interoceptors, and proprioceptors; 2. The operation centers nd tracts in the coordination of nerve impulses; 3. The function of muscles and glands.
Labels:
General Psychology
Motivated and Emotional Behavior
Emotions are motive forces that are closely related to behavior. Various approaches have been made to describe the role of the emotion in human affair, to discover theories that can adequately explain this behavior and categorize them into precise pigeon-hole types all of which given credence to the complexity of this kind of behavior.
The proper management of ones emotion consist of exercising the right amount of control and expression to achieve emotional health. The development of the emotion is largely dependent and influenced by two factors: maturation, during yhe early years and by learning, and evinced by cultural differences in the manner and occasion of emotional expression.
Affective experiences vary from mild to intense, pleasant and unpleasant. The gradations of emotion is illustrated by the attitude characterized by excessive emotion and neurotic responses,i.e.,an inferiority complex which is excessive self-depreciation acquired through deep religious beliefs or any similar cause.
Affective experiences vary from mild to intense, pleasant and unpleasant. The gradations of emotion is illustrated by the following:
1. Annoyance, anger, rage
2. Pleasure, happiness, joy, ecstacy
3. Surprise, amazement, astonishment
4. apprehension, fear, panic, terror
5. Gloominess, dejection, sorrow, grief
6. Dislike, digust, loathing
The proper management of ones emotion consist of exercising the right amount of control and expression to achieve emotional health. The development of the emotion is largely dependent and influenced by two factors: maturation, during yhe early years and by learning, and evinced by cultural differences in the manner and occasion of emotional expression.
Affective experiences vary from mild to intense, pleasant and unpleasant. The gradations of emotion is illustrated by the attitude characterized by excessive emotion and neurotic responses,i.e.,an inferiority complex which is excessive self-depreciation acquired through deep religious beliefs or any similar cause.
Affective experiences vary from mild to intense, pleasant and unpleasant. The gradations of emotion is illustrated by the following:
1. Annoyance, anger, rage
2. Pleasure, happiness, joy, ecstacy
3. Surprise, amazement, astonishment
4. apprehension, fear, panic, terror
5. Gloominess, dejection, sorrow, grief
6. Dislike, digust, loathing
Labels:
General Psychology
Sensation and Perception of Psychology
Behavior is the result of the integration of information acquired from the environment, its analysis and the interpretation and the corresponding reaction or response made. We have seen how the different body receptors react to specific kind of energy (the stimulus) generating nerve impulses. We have dealt with the dimension of each sensory experiences -visual, auditory, gustatory olfactory, tactual, kinesthetic, and equilabratory.
Evidence propounded by the different theories serve as compromise explanation to substantiate all facts or speculations about each sensory process input (perception) including many perceptual experiences dependent on one or several senses- and including ESP- a subject thathas aroused many a “tempest in a teapot” because of the speculative and unsettled issues involved in its study.
Evidence propounded by the different theories serve as compromise explanation to substantiate all facts or speculations about each sensory process input (perception) including many perceptual experiences dependent on one or several senses- and including ESP- a subject thathas aroused many a “tempest in a teapot” because of the speculative and unsettled issues involved in its study.
Labels:
General Psychology
Learning and Human Abilities
One of the most fundamental of human activities is learning. It includes the development and modification of tendencies governing psychological functions. The scientific story of learning involves a wide scopes and encompasses varied view points. It can be studied from the developmental, interactive, associative and cognitive levels
Retention of what is learned is governed by varied factors contributing to efficiency. Among these factor include motivation, duration of practice, transfer of learning, knowledge of results, meaningfulness of materials, the use of devices, sense modalities, degrees of overlearning and active participation in the learning task.
Remembering and forgetting are form of behavior explained from different standpoints bu such theories as Passive Decay Thru Disuse, Systematic Distortion of Memory Traces, Interference Effect and Motivated Forgetting.
Thinking which utilizes symbolic representations of thing or events falls into two categories: 1) Associative (Undirected) thinking; and 2) Directed Thinking and includes such activities as autistic thinking, daydreaming, nightdreaming, imagination, reveries, problem-solving, reasoning, creativity and brainstorming.
Retention of what is learned is governed by varied factors contributing to efficiency. Among these factor include motivation, duration of practice, transfer of learning, knowledge of results, meaningfulness of materials, the use of devices, sense modalities, degrees of overlearning and active participation in the learning task.
Remembering and forgetting are form of behavior explained from different standpoints bu such theories as Passive Decay Thru Disuse, Systematic Distortion of Memory Traces, Interference Effect and Motivated Forgetting.
Thinking which utilizes symbolic representations of thing or events falls into two categories: 1) Associative (Undirected) thinking; and 2) Directed Thinking and includes such activities as autistic thinking, daydreaming, nightdreaming, imagination, reveries, problem-solving, reasoning, creativity and brainstorming.
Labels:
General Psychology
Individual Differences and Intelligence
That the individuals vary in both biological and psychological trait can be attributed to many influences – biological, environmental, cultural, social and interrelation of all these factors.
The recognition that individual differ from each other that are unique has challenged many educators in their task of curriculum-making and in the development of techniques that make prediction necessary – hence, the development of test ( intelligence, aptitude, achievement, interest, personality) and measure of central tendencies, ( mean, medium, mode) and the measures of variation ( range, standard deviation and mean deviation).
Attempt to meet individual differences have devised; among them: homogeneous grouping, supervised study, special school, teaching techniques, and enrichment.
Intelligence is one area where individuals manifest differences. Alfred Binet, who advised the first intelligence test came up with a method or formula for arriving at the IQ (INTELLIGENCE QUOTIENT), one method of measuring intelligence. The other method are through the MA (mental age) and the Percentile Rank.
Studied have tried to trace intelligence to various sources. Hereditary, Environment, Sex, Social condition, race and geographical location have offered factual basis for such intellectual differences.
The normal curve which mathematical concept marking the limit of distribution has signified information regarding the distribution of traits along a continuum. The extremes which are apparently few (making up about 1/3 of the population), are represented by the mentally retarded (moron, imbecile, idiots in descending order) and the mentally superior at the other end.
The mentally retarded are the distinguished from the mentally defective in that first are such from birth while the second are such due to environmental condition (illness, injury, physical defect).
While the mentally retarded have aroused a lot of attention, the mentally gifted, on the consumption that they can take care of themselves and are the favored few, have apparently merited less attention comparatively.
Studies of the gifted have belief the popular notion that the gifted are qeer, unadjusted, emotionally unstable and physical weaklings. Like normal population, they have they share of failures, in the sense that they have not fully realized their potentialities – although their IQ’s have remained high.
The recognition that individual differ from each other that are unique has challenged many educators in their task of curriculum-making and in the development of techniques that make prediction necessary – hence, the development of test ( intelligence, aptitude, achievement, interest, personality) and measure of central tendencies, ( mean, medium, mode) and the measures of variation ( range, standard deviation and mean deviation).
Attempt to meet individual differences have devised; among them: homogeneous grouping, supervised study, special school, teaching techniques, and enrichment.
Intelligence is one area where individuals manifest differences. Alfred Binet, who advised the first intelligence test came up with a method or formula for arriving at the IQ (INTELLIGENCE QUOTIENT), one method of measuring intelligence. The other method are through the MA (mental age) and the Percentile Rank.
Studied have tried to trace intelligence to various sources. Hereditary, Environment, Sex, Social condition, race and geographical location have offered factual basis for such intellectual differences.
The normal curve which mathematical concept marking the limit of distribution has signified information regarding the distribution of traits along a continuum. The extremes which are apparently few (making up about 1/3 of the population), are represented by the mentally retarded (moron, imbecile, idiots in descending order) and the mentally superior at the other end.
The mentally retarded are the distinguished from the mentally defective in that first are such from birth while the second are such due to environmental condition (illness, injury, physical defect).
While the mentally retarded have aroused a lot of attention, the mentally gifted, on the consumption that they can take care of themselves and are the favored few, have apparently merited less attention comparatively.
Studies of the gifted have belief the popular notion that the gifted are qeer, unadjusted, emotionally unstable and physical weaklings. Like normal population, they have they share of failures, in the sense that they have not fully realized their potentialities – although their IQ’s have remained high.
Labels:
General Psychology
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