Chapter 8: Thinking and Intelligence
What is on your mind? Tell me your thoughts. Stop thinking about that!
Can one control and truly direct his/her thoughts? Have you ever been on a diet
and just could not stop thinking about your favorite slice of pizza? Did you ever
hear a song that made your mind immediately go back to a first date? It seems
as if the very thoughts that we seek to avoid in our minds end up plaguing us
beyond relief. Those unwanted thoughts can literally rob us of our peace and
mental tranquility.
Wegner (1988) posts that our dilemma does not actually lie within the thoughts
that trouble our consciousness. He argues that the trouble arises from our
inability to suppress those thoughts. When we seek to repress certain thoughts,
we actually begin to focus on them even more. If someone told you not to think
about a black cat, could you do it? Let us try it. Do not think about a black cat?
Now quickly, what is on your mind? (Is it a black cat?) As you read this section,
you will gain great insight into mental manipulation and representations. Begin to
notice how you actually categorize certain objects. Are all of your thoughts
conscious ones? Can you think about something without actually realizing it?
Do you listen to your “gut” when you are seeking to make a decision? Have you
ever just had a “bad feeling” about a particular individual? How did you get these
feelings? Were they inherited? As you continue throughout your readings, begin
to examine your ability to make rational decisions. According to Brown (1997),
research was conducted in London, England, which suggests that daughters
often inherit intuition from their fathers. The study examined the ability to
recognize appropriate social behaviors, and to decode nonverbal cues.
Eighty-eight families participated in the study in which the daughters had been diagnosed with Turner’s syndrome (those that only have a single X
chromosome). The parents were instructed to rate their daughters on several
measures of social intelligence. It was then determined if the single X
chromosome had been inherited from the girl’s mother or father. The results
were quite astonishing. Measures of “intuition” were worse in the population who
had received X chromosomes from the mothers. So, what do you think? If you
are female, are your reasoning abilities more closely aligned with that of your
father? If you’re male, what future implications might this mean for your
daughters?
Do you think humans are inherently rational? Further examination of this section
will reveal more barriers to rational thinking and reasoning abilities. According to
Jungermann (1986), there are two sides to this debate. Some scholars purport
that humans possess many biases which ultimately lead to illogical decision
making. On the other hand, many argue that although we are sometimes guilty
of making bad decisions, for the most part we are fairly rational beings. On which
side of the camp have you pitched your tent? As you read this section, closely
examine the areas which might lead to poor decisions.
Got milk?
Although it has been widely accepted that breast milk is better for infants than
formula in regards to gastrointestinal issues, more research is emerging which
might shed light on other areas of benefit. Studies have been conducted which
show correlations between IQ scores and breastfeeding. Participants who were
breastfed had IQ scores that were 6 or 7 points higher than their non-breastfed
counterparts. Many scholars posit that breastfeeding assists brain development,
which ultimately leads to an increase in cognitive abilities. Conversely, others
argue that the mere decision to breastfeed could be correlated to other factors
that influence intelligence. The mother’s IQ, ethnicity, and socioeconomic status
also influence her decision to breastfeed, and these variables influence
intelligence as well (Der, Batty, & Deary, 2006). As you read the section on
intelligence, begin to examine your own thoughts, and look for ways in which to
proactively increase one’s intelligence.
As you conclude your study of this chapter, take a moment to reflect upon your
personal opinion in regards to intelligence? Can ACT and SAT scores accurately
predict how well an individual will perform in college? Is there one particular
characteristic in an individual that will automatically guarantee success or failure
in life? What typically motivates achievement? Can one be considered intelligent
in other areas, including musical and kinesthetic abilities? Continue to embrace
critical thinking as you examine the issues. Is there more to intelligence than
meets the eye?
Monday, 21 August 2017
Chapter 5:Memory
1. Basic Memory Processes:
A. Encoding - change information into a form that the memory system uses
B. Storage - maintaining information over a period of time
C. Retrieval - locating information being stored in memory and bringing into awareness
2. Three Memory Systems
A. Sensory Memory - sensory inputs are briefly held for approximately 1/2 - 2 seconds in sensory registers. Information is encoded/processed and transferred into short-term memory or decays and is lost forever.
1. Icon - visual memory and lasts for approximately 1/2 second
2. Echo - auditory memory and lasts for approximately 2 seconds
3. De Ja vu' - memory theorists believe this is caused by a short circuit in sensory memory and the information is being reprocessed which is what gives you that uncanny feeling that you have experienced something before.
B. Short term Memory - also referred to as working information
1. Information stays here for approximately 18-30 seconds.
2. Limited capacity - 7 items + or -2 (5-9 items).
3. Helps you think & solve problems by organizing and integrating information.
4. Strategies can be used to help increase short-term capacity and duration of time.
Chunking - organizing several bits of information into one piece
Ex: area codes and exchanges of phone numbers
Maintenance Rehearsal - rote repetition over and over again
Elaborative Rehearsal - associate new information & existing knowledge
C. Long-term Memory - Storage of Information Indefinitely
1. Theoretically has an unlimited capacity
2. 3 types
* Semantic memories - general knowledge, facts, and concepts
* Procedural memories - how to do something
* Episodic memories - personally relevant experiences
3. Biological Bases of Memory
1. Short-term memory involves changes in the neurochemistry
* increased synaptic responsiveness
* Neurotransmitters directly involved - glutamate & acetylcholine
2. Long-term memory - involves structural changes in the dendrite
* 2 week consolidation/stabilization period before memory becomes permanent
3. Hippocampus - gateway to memory
* episodic and semantic memories
4. Other areas: regions of the cerebral cortex (the temporal lobe) and the thalamus
4. Theories of Forgetting
1. Decay Theory: "don't use it you lose it." Unused material fades with time.
2. Interference: one piece of information impairs the recollection of another
Retroactive interference: new learning/information interferes with old
Proactive interference: old learning/information interferes with new
3. Motivated forgetting - Repression - information is psychologically painful
4. Retrieval Cue Failure - Can't recall how you stored or filed the information
5. State Dependent Memory - Not in the same psychological or physical state when you first learned the material
6. Organic/biological problems caused by depression, malnutrition, Alzheimer
5. Improving Memory
1. Rehearsal:
Maintenance - rote repetition
Elaborative - association with previously learned information
2. Deep Processing - make information personally relevant
3. Distributed practice (small quantities over time) - vs. - massed practice ***DO NOT CRAM***
4. Mnemonics - Strategies for organizing information so it can be remembered * words, rhymes or jingles
5. Effective reading of the text - PQ4R
* Preview - survey the chapter before you read
* Question - ask yourself questions
* Read
* Reflect
* Recite
* Review
6. Take good lecture notes & rewrite notes to practice learning the information.
A. Encoding - change information into a form that the memory system uses
B. Storage - maintaining information over a period of time
C. Retrieval - locating information being stored in memory and bringing into awareness
2. Three Memory Systems
A. Sensory Memory - sensory inputs are briefly held for approximately 1/2 - 2 seconds in sensory registers. Information is encoded/processed and transferred into short-term memory or decays and is lost forever.
1. Icon - visual memory and lasts for approximately 1/2 second
2. Echo - auditory memory and lasts for approximately 2 seconds
3. De Ja vu' - memory theorists believe this is caused by a short circuit in sensory memory and the information is being reprocessed which is what gives you that uncanny feeling that you have experienced something before.
B. Short term Memory - also referred to as working information
1. Information stays here for approximately 18-30 seconds.
2. Limited capacity - 7 items + or -2 (5-9 items).
3. Helps you think & solve problems by organizing and integrating information.
4. Strategies can be used to help increase short-term capacity and duration of time.
Chunking - organizing several bits of information into one piece
Ex: area codes and exchanges of phone numbers
Maintenance Rehearsal - rote repetition over and over again
Elaborative Rehearsal - associate new information & existing knowledge
C. Long-term Memory - Storage of Information Indefinitely
1. Theoretically has an unlimited capacity
2. 3 types
* Semantic memories - general knowledge, facts, and concepts
* Procedural memories - how to do something
* Episodic memories - personally relevant experiences
3. Biological Bases of Memory
1. Short-term memory involves changes in the neurochemistry
* increased synaptic responsiveness
* Neurotransmitters directly involved - glutamate & acetylcholine
2. Long-term memory - involves structural changes in the dendrite
* 2 week consolidation/stabilization period before memory becomes permanent
3. Hippocampus - gateway to memory
* episodic and semantic memories
4. Other areas: regions of the cerebral cortex (the temporal lobe) and the thalamus
4. Theories of Forgetting
1. Decay Theory: "don't use it you lose it." Unused material fades with time.
2. Interference: one piece of information impairs the recollection of another
Retroactive interference: new learning/information interferes with old
Proactive interference: old learning/information interferes with new
3. Motivated forgetting - Repression - information is psychologically painful
4. Retrieval Cue Failure - Can't recall how you stored or filed the information
5. State Dependent Memory - Not in the same psychological or physical state when you first learned the material
6. Organic/biological problems caused by depression, malnutrition, Alzheimer
5. Improving Memory
1. Rehearsal:
Maintenance - rote repetition
Elaborative - association with previously learned information
2. Deep Processing - make information personally relevant
3. Distributed practice (small quantities over time) - vs. - massed practice ***DO NOT CRAM***
4. Mnemonics - Strategies for organizing information so it can be remembered * words, rhymes or jingles
5. Effective reading of the text - PQ4R
* Preview - survey the chapter before you read
* Question - ask yourself questions
* Read
* Reflect
* Recite
* Review
6. Take good lecture notes & rewrite notes to practice learning the information.
Sunday, 20 August 2017
Chapter 9: Personality Theories
- Personality: an individual's characteristic patterns of thoughts, feelings & behaviors
Freudian's
Classical Psychoanalytic Theory of Personality
- developed by Sigmund Freud
- believed that sex was a primary cause of emotional problems (critical component of his personality theory)
- important influence in Western culture
- three levels of awareness:
- conscious mind: what you think and are presently aware of
- preconscious: stored in memory, presently unaware of, but can gain access to it.
- unconscious: part in mind which we cannot be aware of, primary motivations for all of our actions and feelings
- 3 part personality structure
- Id (original personality – the devil)
- only part present @ birth
- in unconscious mind
- includes biological instinctual drives
- pleasure principle: demands immediate gratification for those drives without concern of the consequences
- Ego (me, the human)
- executive manager of personality
- partly unconscious & conscious + preconscious
- reality principle: finds gratification for instinctual drives within constraints of norms, reality & laws of society
- Superego (the angel)
- one's conscience & idealized standards of behavior in their culture
- morality principle: threatening to overwhelm us with guilt & shame
Defense
Mechanisms
- the id & superego's demands come into conflict
- the ego uses these processes to distort reality & protect us from anxiety
Repression |
|
Regression |
|
Displacement |
|
Sublimation |
|
Reaction Formation |
|
Projection |
|
Rationalization
|
|
**
unhealthy personalities develop when we depend too much on defense
mechanisms, id / superego unusually strong, ego unusually weak.
Freudian's
Psychosexual Stage Theory
- erogenous zone
- area of body
- id's pleasure seeking psychic energy focused during particular stage of psychosexual development
- change in erogenous zones = beginning of new stage
- fixation
- portion of id's pleasure seeking energy remains in a stage
- excessive gratification / frustration of instinctual needs
- continues throughout person's life
- impacts behavior & personality traits
Stage
|
Erogenous Zones
|
Activity focus
|
Oral (birth –
1 ½ )
|
Mouth, lips,
tongue
|
Sucking,
biting, chewing
|
Anal (1½ -
3)
|
Anus
|
Bowel
retention, elimination
|
Phallic (3 –
6)
|
Genitals
|
Identify with
same sex parent, learn gender role & morality sense
|
Latency (6 –
puberty)
|
None
|
Cognitive &
social development
|
Genital
(puberty – adulthood)
|
Genitals
|
Development
of sexual relationships, intimate adult relationships
|
*ANAL
STAGE - Child's reaction to harsh toilet training:
- trying to get even with parents
- withdrawing bowel movements
- anal-retentive personality: orderliness, neatness, stinginess, obstinacy
- rebel
- has bowel movements whenever & wherever desired
- anal-expulsive personality
*PHALLIC
STAGE
Conflicts
- Oedipus
- boy turns sexually attracted to mother
- fears that father (rival) finds out & castrate him
- Electra
- girl attracted to father because... he has a penis
- she wants one; feels inferior without one aka penis envy
Identification
- child adopts same-sexed parents' characteristics
- learns their gender role – behavioral set expected of individual of particular sex
- superego develops
Neo-Freudian
Theories of Personality
- Carl Jung: Collective Unconscious
- accumulated universal experiences of humankind;
- everyone inherits the same cumulative storehouse of all human experiences
- experiences manifested in archetypes – image & symbols of all important themes in mankind history (God, mother, hero,etc)
- Beliefs of collective unconscious & archetypes are more mystical than science – can't be tested empirically
- two main personality attitudes: extraversion & introversion
- 4 functions / styles of gathering information
- sensing: reality function in which the world is carefully perceived
- intuiting: more subjective perception
- thinking: logical deduction
- feeling: subjective emotional function
- Alfred Adler: Striving for Superiority
- to overcome sense of inferiority felt as infants; totally helpless & dependent state
- inferiority complex: strong inferior feeling of those never overcome this inferior initial feeling
- Karen Horney: Need for Security
- deals with need for security rather than inferiority
- 3 neurotic personality patterns:
- moving towards people: complaint, submissive person
- moving against people: aggressive, domineering person
- moving away from people: detached, aloof person
Humanistic
Approach & Social-Cognitive Approach to Personality
Humanistic
Theories
- developed in 1960s as part of response to deterministic psychoanalytic & strict behavioral psychological approach (dominated psychology & personalities' study)
- social-cognitive theorists explain personality development by emphasizing social & cognitive factors + conditioning
- conscious free will in one's actions, uniqueness of individual & personal growth
1.
Abraham Maslow
- father of humanistic movement
- studied healthy & creative people's lives to develop theory of personality
- self-actualization:
- accept themselves, others & nature of the world for what they are
- privacy needs & small dose of emotional relationships
- autonomous, independent, democratic, creative
- peak experiences: experiences of deep insights in which you experience whatever you are doing as fully as possible
- critique
- non-empirical, indeterminate studies of small number of people subjectively selected as self-actualized
2.
Carl Roger: Self Theory
- positive regard: be accepted & have affection of others especially the significant other in life
- conditions of worth: behaviors & attitudes for which we would be given positive regards by parents
- meeting conditions of worth is lifelong & person develops self-concept of what others think he should be
- unconditional positive regard: acceptance & approval unconditionally
- emphathy from others & having others be genuine with respect to their own feelings is necessary if we are to self-actualize
**neither
Maslow's nor Roger's theories are research-based
Social-Cognitive
Approach to Psychology
- Research based, combining elements of 3 major research perspectives:
- cognitive
- behavioral
- sociocultural
- maintains that learning through environmental conditioning contributes to personality development
- social learning / modelling & cognitive processes (perception, timing..) are involved [actually more important to personality development]
1.
Bandura:
Self-System
- set of cognitive processes by which a person observes, evaluates & regulates his / her social behavior
- conscious decision to choose what behavior to engage in, in accordance with the assessment of whether the behavior will be reinforced
- self-efficacy: judgement of one's effectiveness in dealing with particular situations (plays major role in determining behavior)
- low: depression, anxiety, helplessness
- high; self-confidence, positive outlook, minimal self-doubt
2.
Rotter: Locus of Control
- person's perception of extent to where one controls oneself
- external: chance / external forces beyond one's control determines one's fate
- internal: one controls one's own fate
- person with internal locus of control:
- perceive their success as dependant upon their own needs
- may / may not feel that they have the efficacy to bring about successful outcomes in various situations
- psychologically & physically better off
- personal with external locus:
- may contribute to learned helpnessless
- sense of hopelessness – one thinks that one is unable to prevent unpleasant events
Self-Perception
- Attribution: we explain our own behavior & that of others
- internal attribution: outcome is attributed to the person him/herself
- external: outcome attributed to factors outside the person
Learned
Helpnessless & Depression
- Internal attributions for negative outcomes
- “I failed addmath because I am soooo baaaad at the subject”
- External attributions for positive outcomes
- “I got A+ for Bio because it's just a piece of cake”
- Pessimistic explanations:
- Permanent causes: “I will always be baaaaaad at (something)”
- Global: “I am just a total stupiddd”
Trait
Theories of Personality & Personality
Assessment
- Personality Traits: internally-based, relatively stable relationships that define individual's personality(each trait is a dimension, a continuance ranging from one extreme of the dimension to the other)
- Factor Analysis: identifies clusters of test items that measure the same factor / trait
- used by trait theorists (+ other statistical techniques) to tell how many basic personality factors (for traits) are needed to describe human personality as well as what these factors are
Number
& Kind of Personality Traits
1.
Raymond B. Cattell
- used factor analysis
- 16 traits – necessary to describe human personality
2.
Hans Eysenck (more
general, inclusive level of abstraction than Cattell)
- also used factor analysis (different level)
- 3 trait dimensions – 3-factor theory
- biological basis for extraversion-introversion trait is level of cortical arousal – neuronal activity
- introverts have higher normal-levels of arousal than an extravert (extraverts need to seek out external stimulation to raise arousal level in the brain to more optimal level)
- people high on neuroticism-emotional stability dimension tend to be overly anxious, emotionally unstable & easily upset because of a more reactive symphathetic nervous system
- psychotism-impulse control trait is concerned with aggressiveness, impulsiveness & empathy
- related to differing androgen levels (controls male sex traits, influence female sexual behavior)
3.
Gordon Allport: Trait Theory (3
levels)
- cardinal: dominate individual's whole life that one is known specifically for these traits (etc.: Freudian, Narcissism, Christ-like)
- central: general characteristics – form basic foundation of personality. Not as dominating as cardinal traits but are the major characteristics that might be used to describe person (etc.: intelligent, honest, shy)
- secondary: sometimes related to attitudes / preferences, often appear only in certain situations / under specific circumstances (etc.: some people get anxious when speaking to a group)
Five-Factor
Model of Personality
- appear to be universal, consistent from about age 30 to late adulthood
- measured using assessment instrument NEO-PI
Dimension |
High
end |
Low
end
|
Openness |
Independent,
imaginative, broad interests, receptive to new ideas |
Conforming,
practical, narrow interests, closed to new ideas |
Conscientiousness |
Well-organized,
dependable, careful, disciplined |
Disorganized,
undependable, careless, impulsive
|
Extraversion |
Sociable,
talkative, friendly, adventurous |
Reclusive,
quiet, aloof, cautious |
Agreeableness |
Sympathetic,
polite, good-natured, soft-hearted |
Tough-minded,
rude, irritable, ruthless |
Neuroticism |
Emotional,
insecure, nervous, self-pitying |
Calm, secure,
relaxed, self-satisfied
|
Personality
Assessment
- Personality Inventories
- Projective Tests
1.
Personality Inventories
- designed to measure multiple personality traits & disorders (in some cases)
- series of questions/statements, test taker indicate whether they apply to him
- MMPI (Minnesota Multiphasic Personality Inventory)
- most widely used
- uses “true/false/cannot say” format with 567 simple statements
- developed to be a measure of abnormal psychology – 10 clinical scales such as depression, schizoprenia
- items develpoed & tested to differentiate different groups of people – representative sample of people suffereing specific disorder & group of normal people – on certain dimensions; to be retained both groups generally responded to an item in opposite ways
2.
Projective Tests
- series of ambiguous stimuli to which the test taker must respond about his perceptions about the stimuli
- Rorschach Inkblot Test
- TAT – Thematic Apperception Tests
1.
Rorschach Inkblot Test
- 10 symmetric inkblots
- test taker asked to clarify responses – identify parts of the inkblot that led to response
- assumes test taker's response = projections of their personal conflicts & personality dynamics
- widely used but not demonstrated to be reliable & valid
2.
TAT (Thematic Apperception Tests)
- 19 cards – black & white pics of ambiguous settings + one blank card
- test taker makes up a story for each card he sees – what happened before, is happening now, what the people feel & think, how things will turn out
- looks for recurring themes in responses
- scoring yet to be demonstrated to be either reliable/valid
(the inkblots ... OMG they're fascinating, I mean that they look sooooooo mystical)
--by qxchxn (qiqi)
Chapter 2: Biological Basis
1.
Neurons: specialized cells in the nervous system that receives &
sends impulses
- sensory (afferent): transmit impulses from sensory system to the brain
- motor (efferent): transmit impulses from brain to muscles & glands
- interneurons: transmit
information between neurons
2.
Glial cells
- insulate & support neurons
- fills in space between neurons
- create myelin sheath
- remove waste products
- provide nourishment
- prevent harmful
substances from entering the brain
3.
The Neural Impulse
- Resting potential
- Action potential:
- Sudden, massive changes in charges of the neuron
- occurs when depolarization reaches threshold of excitation
- ions flow across cell membrane = the neuron fires
- Absolute refractory period
- immediately after an action potential when another action potential cannot occur
- Relative refractory period
- following absolute refractory period
- neuron only responds to stronger than normal impulse
Transmission
Between Neurons
Neurotransmitter
examples:
- Acetylcholine (ACh)
- released @ neuromuscular junctions
- important: arousal & attention
- loss in ACh-producing cells: Alzheimer's disease
- Dopamine
- learning, memory, emotions
- loss of dopamine-producing cells: Parkinson's disease
- Serotonin
- abundant in the brain
- sets emotional tone
- low levels = depression
- Endorphin
- reduce pain
- inhibits neurons that transmit pain impulses
Psychopharmalogy
- Agonists
- most
psychoactive drugs & toxins inhibit / enhance synaptic
transmission
- chemical substances – enhances release of neurotransmitters to receptor sites of next cell
- excitatory: increase excitation
- inhibitory: increase inhibition
- Antagonists
- chemical substances – block / reduces cell response
Neural
plasticity
- brain can be altered structurally & chemically by experience
- rat studies: enriched environment = larger neurons + more connections (has also been shown in humans)
- recent research has also shown evidence of neurogenesis (production of new brain cells) in human brains
Nervous
system
- Central nervous system (CNS)
- brain- receives & processes sensory information- initiates responses- stores memories- generate thoughts & emotions
- spinal cord- conducts signals to & from the brain- control reflex activities
- Peripheral nervous system
- connects CNS to the rest of the body
- efferent neurons – CNS to muscles & glands- somatic nervous system (voluntary)- autonomic (involuntary)*sympathetic division: fight / flight*parasympathetic: rest / digest
Studying
of the nervous systems
- Microelectrode techniques
- very small electrodes inserted into individual neurons
- study activity of a single neuron
- Macroelectrode techniques
- picture of overall activity in the brain
a.
Structural imaging
- CT scan (computerized axial tomography)*3D image of the brain using x-rays
- MRI (magnetic resonance imaging)*electromagnetic waves to produce images
b.
Functional imaging
- EEG*electrical activity on scalp from millions of neurons*produce continuous picture of brain activity
- MEG & MSI (magnetic source imaging)*localize activities more precisely than EEG
- PET (photon emission tomography) & SPECT (single photon emission computed tomography)*determine location of greatest brain activity*radioactive glucose
- fMRI (functional MRI)*shows function & structure*measuring blood molecules' movement within the brain
The Spinal Cord
- connects brain to rest of the body
- carries motor impulses from brain to internal organs & muscles
- carries sensory information from extremities and internal organs to the brain
- controls some protective reflex movements without brain input
The Human Brain
The Peripheral Nervous System
- somatic nervous system
- consists of neurons that transmit nerve impulses between body & brain (afferent & efferent neurons)
- autonomic nervous system
- sympathetic division*active when angry, afraid, aroused*fight / flight response*increase heart rate & breathing*stops digestion
- parasympathetic division [opposite effects to those of sympathetic]*calms body*reduces heart rate & breathing*restores digestion
The Endocrine System
- helps coordinate & integrate complex psychological reactions
- endocrine glands secrete hormones into the bloodstream
- organize the nervous system & body
- activates behavior (ex: sexual behavior)
Genes, Evolution & Behavior
- Genetics
- Heredity: transmission of traits from one generation to the next
- Chromosomes: pairs of thread-like bodies that contain genes
- DNA (deoxyribonucleic acid): organic molecules arranged in a double helix which contains the code of life
- Behavior Genetics
- study of behavior from a genetic perspective
- Human Behavior Genetic
- family studies
- assume that close family members share more of a trait than non-relatives
- used to assess the heredity of psychological disorders
- twin studies
- to determine how heritable a trait / disorder may be
- identical twins = higher rate of heredity
- adoption studies
- assess the influence of environment
- molecular genetics
- direct study of the genetic code
- Evolutionary Psychology
- Natural selection – survival of the fittest
- looks at the adaptive / survival values of behavior
- Social implications
- genocides & eugenic
- creation of new categories of people
--by qxchxn
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Chapter 11: Social Psychology
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by @qxchxn (SORRY FOR THE SPELLING ERROR, should be NURTURE instead of NUTURE. LOL) The Father of Modern Psychology W...
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Chapter 8: Thinking and Intelligence What is on your mind? Tell me your thoughts. Stop thinking about that! Can one control and truly dir...
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What is Social Psychology ? Social Psychology is a scientific study of how people's thoughts, feelings, behaviors are influenced by t...