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Lec 1-6 Notes

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Gerald Cupchik

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. 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. • 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” • 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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