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Lecture

PSYC18 - Lecture 02

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Department
Psychology
Course
PSYC18H3
Professor
Gerald Cupchik
Semester
Winter

Description
PSYC18 – Lecture 2  lecture 1; correction on slide 16  external vantage points  lecture from chapter one  nature of EXP  Prof teaches us that for success  one must move from surface to depth SLIDE  3  each week, goals will be established  today, hierarchies   levels and layers  appreciate layered systems  different skills involved in thinking in depth SLIDE  4  Leibniz  suggested different kinds of “staircases”  staircases AKA layered systems  came up with the idea of “continuity of consciousness”  bottom  concrete  top  abstract  monads  as you go up, awareness increases  continuity of consciousness  1. organic  bottom (mentioned in lecture 1) • very concrete, no consciousness  bodily reactions  organic responses  2. awareness  3. apperception  self­awareness distinctive to humans  Freud  stated that the unconscious was heavily emotionally tinged/loaded  unconscious b/c painful, thus kept outside of consciousness  idea was that we pay the price  something unconscious will come out as a bodily response • e.g. blindness/hysteria w/o bodily reason ♦ more clinical terms • difficult to access b/c unconscious  unconscious, preconscious and conscious  unconsciousness different from Leibniz’s concept of organic  can’t find unconscious b/c it’s too painful if it’s brought to consciousness   bodily, bottom  b/c too powerful  preconscious  have info available to you, but not using it right now  accessible to you  clarative knowledge you’re not using   avoid using right now  conscious  aware of it right now  about something in a certain form   conscious EXP about something (organized/) in a certain way  e.g. in China, Prof let the woman at the noodle stall choose the spices/flavors SLIDE  5  1940’s, Heinz  sort of in Freud’s zone b/c concrete things can be very powerful  lower level  concrete  global  whole EXP  abstract   syncretic  things stuck together  different concrete features stuck together  Piaget thought it happened when kids were 5 y/o  concrete  organic feelings, colours­ all pieces together in a unified whole  extremely concrete  subjective/episodic   episodic is a concept from the 1970’s  self­world undifferentiation    writing about notion of primitive mind  you’re embedded in your world and situation • e.g. watching a movie and embedded in it  Werner’s important point  priority effect of affect EXP  early memories are fundamental  concrete EXP  if you are there, you preserve a feeling of being there  the feeling of the EXP  the whole thing is a unit with a feeling to it  abstract EXP; more objective/removed   subjective  articulated  integrated  concrete EXP; rich/meaningful  judgment  reflective  skilled strategic planning   look at the things down in our history  what do we need to realize our goals SLIDE  6  top­down  driven by abstract thoughts  you have a rule  e.g. can have it during math exams  loaded place in social/practical situations  bottom­up  in strict perception  perception   e.g. looking at a painting, seeing the blue/brush strokes  could be very concrete  e.g. dinner/travel EXP  could be perceptual/concrete  very episodic  many ways to interpret bottom­up SLIDE  7  dual­process systems  heuristic   analytical   two systems  dual­system theory  system 2 
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