ures topic 1.

• Definition of psychology and an understanding of the 4 main components to this

definition and how they are practiced (see below). Note – default to the definition

we used in class which is a bit more precise than the one in the textbook.

• How psychology is practiced by

• By Specialized groups (specialization)

• By Perspective – each member of a specialized group has a perspective that

shapes the research method they use to answer the questions.

• BY Scientific Thinking (some of this was covered in week 2/topic 2

• What about other ways of thinking and critical thinking

• About Individuals - although some say historically WEIRD individuals

(Western, Educated, Industrialized, Rich, and Democratic) because a large

number of participant historically were male college students.

• Goal (basic vs applied – aka knowledge or treatment advances) - this part of

the lecture intersects with History

• History – the short and the long of it

• How does psychology help you – we consider happiness in class and psychology

careers and the book looks at studying strategies and careers as well.

• Consider the computational and data aspects of psychology and then how the study

of psychology crosses over many levels of analysis (1.10 and 1.11 in the book)

B. Research methods - Psychologist use scientific research methods

• Think like a scientist : Scientific research methods use

SCIENTIFIC THINKING.

• definitions, comparisons (and constrasts) between diferent types of

thinking: tenacity, intuition, common sense, rationalism, empiricism

and science.

• Relationship between truth and knowledge. Truth is true, knowledge is

tentative truth – right.

• Why is Scientific thinking the best method for finding knowledg

• t)

• Act like a scientist

• Define, compare and contrast the values and standards of science

• Consider WHERE each value and standard applies during the research

process. E.g., testing/falsifiability – apply to the design of the research

methods; parsimony applies to thinking about what theories to

“believe”; objectivity applies to theory development and systematic

observations....

• Include testable/falsifiable, accurate and precise, objective not

subjective, open-minded, generalizable, parsimonious, and ethical.

• Orderly steps and Systematic Methods

• Scientific thinking provides two research strategies (methods):

Theory testing & Theory Development

• Definition of theory and systematic observations

• Concepts and limitations of inductive and deductive logic

(rationalism)

• Scientific methods is about considering Variables

• Definition of variable

• What variables are measured and what variables are constructed

(constructs – mini theories)

• How do we measure variables in psychology?

• Definition of behavior and mental processes (which are measured and

which are measured by constructs?

• Orderly steps and systematic methods vary by research goal

• Define the research goals – to describe, to predict, to

explain

• Identify the number of variables studied by goal and

anys diference in how systematic methods are used for

each goal

• Identify what research designs (tools) are needed for

each goal.

• Systematic methods are organized (in the textbook and then

mentioned briefly in lecture) by

• Standardize procedures for all designs

• Control over the participants (sample) is necessary –

correlational and experimental designs

• Control over unintended variables – experimental

designs

C. Biopsychology

• Biopsychology as a perspective in psychology

• Theory (model) of Brain and Behavior (and mental processes).

Note direct vs indirect influence on behavior (and mental

processes)

• Metaphors

• Research designs and research tools.

• Specialization in behavioral neuroscience

• What kind of research questions they ask?

• The structure of the nervous system (focus on structures discussed in lecture, use

the book to supplement your understanding of the lectures)

• Central Nervous System

• Forebrain structures

• Midbrain structures

• Hindbrain structures

• Spinal Cord

• Peripheral Nervous

• Somatic structures

• Autonomic structures

• The function of the nervous system – broad strokes

• For each structure discussed (lecture) what broad function is

assigned to it. E.g., in the Somatic nervous system, the function

seems to be to collect information from sensors and send it to the

central nervous system (sensory systems) and to send information

from the central nervous system to skeletal muscles to coordinate

and produce behavior (motor system).

• The structure of the neuron and glial cells

• Dendrites

• Cell body

• Axon hillock

• Axon

• Myelin (oligodendrocytes or Schwann cells)

• Axon terminals and vesicles

• Synapse – a space between cells (as Ramon Y Cajal figured out) which

is defined as the space between a sending neuron (called the pre-

synaptic neuron) and a receive cell (either a neuron, muscle, or gland)

called the post-synaptic neuron (or muscle or gland, but mostly it’s a

neuron). Best picture of this in your book is 3.7.

• Astrocytes

• Microglia

• The function of the neuron

• For each structure above, identify the broad function.

• Consider how intracellular and intercellular communication

works in neurons to support information processing and

transmission

• Understand the processes of bioelectric signals and

biochemical signals necessary for information processing

in the nervous system.

• Best pictures/video about bioelectrical signaling

are found in section 3.2 of your textbook

• Best picture about biochemical signaling is 3.7.

• Recognize the function and structure of neural circuits

• You can recognize this out of our Model of biopsychology

• The structure of a neural circuit is that is a group of

neurons strong together to help transmit information

over long distances AND to help integrate information

from multiple sources of information. So in the CNS –

there are “tracts” (like railroad tracks)– axons all

travelling to other neurons over distances – function

to make sure the message gets there unchanged. And

there are “nuclei” or “ganglia”(like a train station)

where you find cell bodies dendrites and axon

terminals gather to share their messages, integrate

information to develop a new message to send to the

next ‘stop’.

• How does experience regulate the function of the nervous system to change

behavior and mental processes. This topic is covered in your book solely (see

section 3.13)

• How do psychoactive drugs work on the nervous system – we did not talk

about this in class, but you should review section 3.3 and see figure 3.8 to find

the answer. Make sure to find the definition of agonist and antagonist and

consider this diagram

• How do genes work with the nervous system to ‘control’ or influence behavior

and mental processes.

• Did you know? Some psychologists with a biological perspective specialize

further to focus on genetics. Their specialized field is Behavioral Genetics (so

a specialization of the biopsychology perspective).

• Remember that genes influence behavior and mental processes indirectly

(see diagram above)

• You should know the terms double stranded DNA helix and its relationship to

genes

• Also pay attention to the definition of gene, genotype, phenotype,

epigenetics, and heritability and the concept that genotype + environment

(experience) = phenotype.

• Make sure to read and understand sections 3.17 and 3.18 (examples of how

genes affect behavi