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Lecture

Lec 1-6 Notes

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Department
Psychology
Course
PSYC18H3
Professor
Gerald Cupchik
Semester
Summer

Description
Hi all, Here are some notes from one of the students in PSYC18. They have kindly donated their notes so feel free to take a look! Michelle LECTURE 01 • Narrative accounts of life episodes structured events, events in life. • Life episodes have action and meaning. • Thought goes hand in hand with feelings. • There is no cognition without feelings. • Episode becomes meaningful when it’s placed in the context. Context can be hidden or knowable. • Psychology manifests (real) the latent (hidden) content. • Mind cognition. Body feelings, emotions. • Action thoughts/feelings, desire of feelings. • Reaction things just going on. • Emotional experiences are different from feelings. • Emotions happen in episodes. Experiences can make times slow down or speed up. • Acts of noticing: o Lived world we need to collect episodes and then interpreting it. o Plane of observation • Inductive open to the unexpected. Collection of facts. • Deduction predicting things, expecting them and anticipating things. LECTURE 02 • We remember events because they are emotionally tagged. • Action orientation how we approach the world. • Goethe and his approach o Vostellungsarten the ways of conceiving things, to bring many objects into relationship that they did not have with each other, strictly speaking. o Known for writing about modern people. o Scholasticism learning a lot of facts but not understanding underlying concepts/assumptions. o We are so wrapped up in our view point that we don’t pay attention to other view points. o Zeitgeist intellectual view of the age. www.notesolution.com o Physics (including bio.) a.k.a Naturlehre (doctrine of nature) included what is animate and inanimate. o Atomize looking at the parts and not the whole. E.g. you are wearing a new dress and someone says “oh, the sleeves are too long thought”. o Homologies are parallel. o Genetic means development. o Dynamic how different parts effect eachother. o Language can hide things. It can mask or elucidate a phenomenon. o Don’t make up a theory without real life examples. o We are all here in this class but each one of us is in a different reality. o Just because an event occurs, it doesn’t tell us what it means you cant trust facts. o Pluralistic multiple viewpoints. o Irony it looks like something on the surface and something different in a different situation. It is a constant reawakening. o Dynamic all kinds of forces has holistic qualities. o Don’t distort the phenomenon. People have a right to their feelings and should experience their emotions fully. (even if its sadness). o You do directed looking (you notice), then you are considerate, then you reflect it and theorize it. Theorizing comes from observation. o There are two fundamental views in science: Mechanistic something outside has an effect on you. • Something external has a local (proximal) effect. • Bodily mechanisms: ball hits body and you move or if you are hungry and someone is eating, you salivate. Organismic o Goethe looks at the whole and investigate combine its parts. o Goethe believed that all advanced structures of a plant or animal are transformations from a single fundamental organ little baby grows into an adult. Self organization things/systems that are unfolding. (e.g. you grow). Ideal Type perfection of something. E.g. happiness or sadness. • Dilthey: o Conscious experience is a whole thing. The while is dynamic and is pushing us. o By breaking mind into tiny pieces, you are losing the whole picture. o Natural science more mechanistic. o Human science search for yourself. Person in the word (part to the whole). • Essentializing define something by its properties. • Behaviour is a function of person and environment. (B = F (P,E)) exactly what Dilthey was saying. www.notesolution.com • Lewin concerned with labelling isolated categories. He was the first one to create events in psychology lab and recreate the essential features of that situation. LECTURE 03 • Expression letting emotions out. Sometimes you have to keep two emotions separate. E.g. you focus on exam while you try to forget a fight with boy friend. • Visceral activity decreases as emotional expression increases. E.g. if you show it outside, you are calm inside. • Understanding parts and situations, we can put back the whole together. • We are in all of the three worlds ( Slide 5 lecture 3). • We are thrown into different worlds, our lies and circumstances. We struggle in our worlds. • Life episodes are important things which have structure and emotional tag. Not everything is a life episode. • We are adapting to challenges of our world. E.g. moving to Canada. • Facts are different from interpretation of facts (meanings of events). • Consciousness things coming from outside or inside. Something we are aware of and not others. • You are one but you have multiple selves or different sides. If you aren’t happy with one of you or self, it is just better to let it go sometimes. • Actor-Observer effect we want to see ourselves as processes take responsibility, change over time. • Are we objects or processes?--> BOTH • Static: that is how people treat you. • Dynamic: that is how you treat yourself. • You can be free and history if you are seeing yourself dynamically. • Layers of Germans fell apart and then Hitler came as a “glue” to bind them. • How do we handle problems when you are newly risen or fallen? we look outside of ourselves. • Explicit: (manifest) you know about. • Implicit: (latent) hidden • If we see ourselves as processes, we can be receptive to things. • We should befriend ourselves, even historical layers. By doing this, we can come over our “whole selves”. • Life theme: Experience time slows down. • Actions: surprise? E.g. dropping a bomb. • Reactions: e.g. when someone says “I love you”- your reactions to that. • What’s real? E.g. you taking car out of the garage and your car’s side mirror breaks. • What’s true? E.g. bit more ambiguous. E.g. “your stupid, I love you” www.notesolution.com • We share certain understandings, and yet we can be unique in how we interpret it. • Objective knowledge: the facts. It is shaped by conventions and rules we have learnt. • Subjective knowledge: e.g. you see a person as loving you (it’s inside you but you put it out). • Complementarily: one thing leads to another. LECTURE 4 • Emotions and cognition go hand in hand. • Objective knowledge: a fact. E.g. how do you measure aggressive behaviour in children? --> How you define aggressive behaviour? It is a learnt convention when you see a child banging. It’s out there in the world objectively but comes from conventions in your head. • In different context, adaptation is different. • Acts of noticing: e.g. a conversation how she looks today, etc. • Apperception: being very conscious to something. You notice and then you focus. • Act psychology: faculties like imagination, memory, perception – ways in which we engage the world with sensations, feelings, etc. • Thinkers: are always detached and rational. E.g. pilot who saved people. • Emotionally-oriented: e.g. people sitting in plane and waiting to die when it’s about to crash. • Acts of noticing e.g. a conversation about how she looks, etc. • Apperception being very conscious to something you notice and then you focus. • Act psychology faculties like imagination, memory, perception ways in which we engage the world with sensations, feelings etc. • Thinkers are always detached/rational. • Dasein German word for “being in
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