Developmental psychology.pdf

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90 The Human Organism the remotest parts of the body; others are densely packed in countless cables of nerve tissues. For these reasons, and because the brain's operation remains such a mystery, this tangle of exquisitely fine fibers has justifiably been called "the great raveled knot." This chapter is the story of our efforts to understand this tangled tissue and its related structures, and the metaphor of the knot is used to tie things together. In a spirit of detective work, we follow the thinking of several curious minds in the history of psychophysiology, as they attempt to unravel this evolutionary phenomenon. We begin with an examination of the outlying strands, called the peripheral nervous system. Then we turn to the chief mass of this tissue, the cerebral cortex. Next, a special probe is used to penetrate the brain's interior, providing information on the underlying regions, called subcortical structures. We then change our focus and consider certain parts of the body that serve largely a maintenance function, providing an optimal environment within which the nervous systems can operate. Finally, we conclude with a discussion of special research methods and the techniques behind them, which have made possible these investigations of interlocking problems. NEURAL PATHWAYS AND IMPULSES The ancient Greeks did not recognize the brain as the fundamental organ of thought. Aristotle decided instead that it served to cool the blood and that the mind was situated in the heart. Plato, his teacher, correctly decided that thought arose in the head, but for the wrong reason. He was impressed with its spherical shape, as opposed to other body parts, rather than its anatomical features. The idea that the nervous system underlies all human behavior has been accepted for only three centuries, and the early thoughts about its mode of operation are humorous by today's standards. The brain at one time was believed to be a reservoir of various fluids, and these were pumped to the muscles through the many small tubes now known as nerve fibers. The body parts moved whenever the fluid inflated appropriate muscles, as could be observed when the muscles were flexed. When the nervous tubes were destroyed, preventing the flow of fluid, the muscles necessarily became inoperative and paralysis was the result. By the beginning of the nineteenth century, the major nerves had been identified, but it was thought that they were all the same type. A given nerve somehow was responsible for sensations and also for movements. It could bring about a feeling of warmth under the collar and at the same time a movement of the neck. How was it possible? How could the nerves transmit both reactions simultaneously? Peripheral Nervous System A Scottish anatomist, Sir Charles Bell, attempted to answer this question. He doubted that any nerve could transmit both types of impulses, and he observed in laboratory studies of certain animals that nerves extend down the spinal cord in the front and back. Possibly different functions were involved in these different locations. Bell stimulated the nerve going up the back, and there was no reaction. Then he touched a nerve in the front, and immediately the animal showed a muscular contraction. Impressed with this result, Bell made a series of such tests and concluded that there are two basic types of spinal nerves, each serving a different function. Not wanting to be too bold, he wrote a short report on his findings and gave it the title An Idea of a New Anatomy of the Brain. He distributed only a few hundred copies, largely for the benefit of friends (Bell, 1811).
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MUNN'S NTRODUCTION TO FERNALD/FERNA
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INTRODUCTION TO Psychology L. DODGE
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List of Figures xv Acknowledgments
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viii Contents Part 2 The Human Orga
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Contents Part 4 Learning and Inform
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xii Contents Part 6 Individual Diff
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xiv Contents Part 8 Psychology and
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xvi List of Figures Figure 8.1 Lana
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As the reader Purely will decide, t
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A Journey
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Prologue Title Topic Source /. Psyc
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Prologue xxvii Like the response pa
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INTRODUCTION TO Psychology
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Background and Methods At mealtime
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Background and Methods Figure 1.2 T
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10 Background and Methods 'One spri
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12 Background and Methods It should
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14 Background and Methods James and
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16 Background and Methods Figure 1.
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22 Background and Methods 'Sitting
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24 Background and Methods Each of t
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26 Background and Methods Emergence
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30 Background and Methods "My mothe
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32 Background and Methods Collectin
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34 Background and Methods A related
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38 Background and Methods *l was on
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Page 77 and 78: 48 Background and Methods When the
Page 79 and 80: 50 Background and Methods RESEARCH
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Page 95 and 96: 66 The Human Organism The increased
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Page 101 and 102: 70 The Human Organism Sensorimotor
Page 103 and 104: 72 The Human Organism The deprivati
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Page 111 and 112: 80 The Human Organism Figure 3.17 A
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Page 122 and 123: Physiology and Behavior 91 Figure 4
Page 124 and 125: Physiology and Behavior 93 —f Res
Page 126 and 127: Physiology and Behavior 95 Figure 4
Page 128 and 129: Physiology and Behavior 97 Receptor
Page 130 and 131: Physiology and Behavior 99 Motor Pr
Page 132 and 133: Physiology and Behavior 101 Nonsens
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Page 136 and 137: Physiology and Behavior 105 On this
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Page 144 and 145: Physiology and Behavior 113 Figure
Page 146 and 147: Physiology and Behavior 115 Subcort
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Page 153 and 154: 122 Modes of Awareness In this chap
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136 Modes of Awareness -J- Hair Fre
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138 Modes of Awareness Figure 5.13
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140 Modes of Awareness 'I've often
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142 Modes of Awareness the light ea
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144 Modes of Awareness 5. The stimu
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K^^rT, •. -Y - w* 7 r< - ч. 3i>.
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148 Modes of Awareness The boy's ar
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150 Modes of Awareness Stimulus Cha
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152 Modes of Awareness Figure 6.3 I
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1S4 Modes of Awareness L \ С Figur
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156 Modes of Awareness MAKING AN IN
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158 Modes of Awareness 'When I was
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160 Modes of Awareness The same sor
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164 Modes of Awareness Achieving an
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166 Modes of Awareness Altogether,
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170 Modes of Awareness A most impor
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172 Modes of Awareness 7. An illusi
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,_•,„-:..&и';#&*•;,. 77:^7
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7 Learning as Conditioning CLASSICA
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Learning as Conditioning 179 Classi
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Learning as Conditioning 181 Consid
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Learning as Conditioning 183 the cl
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Learning as Conditioning 185 Pavlov
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Learning as Conditioning 187 A food
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Learning as Conditioning 189 hours,
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Learning as Conditioning 191 1,000
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Learning as Conditioning 193 Extern
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Learning as Conditioning 195 The or
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Learning as Conditioning 197 This v
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Learning as Conditioning 199 Critic
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202 Learning and Information Proces
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Memory Rote Mnembiifc'fievices iMRn
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Memory 233 which in this case were
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Memory 235 Reappearance Hypothesis
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Memory 237 Method of Recognition If
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Memory 239 Images in the Sensjry Sy
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Memory 241 In this sense Harold Bur
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Memory 243 Depth of processing is n
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Plate 9 Structure of DNA. The disco
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Memory 245 Figure 9.10 Decay Theory
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Memory 247 Figure 9.12 Interference
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Memory 249 Repressive Forgetting Ou
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Memory 251 Type of Passage Original
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Memory 253 Figure 9.18 Overlearning
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Memory 255 Memory trace Physiologic
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Memory 257 10. Forgetting apparentl
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- " - • ~ and Instruction . p Of
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Learning and Instruction 261 After
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Learning and Instruction 263 For th
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Learning and Instruction 265 Figure
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Learning and Instruction 269 1. Stu
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Learning and Instruction 271 domain
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— Learning and Instruction 273 d>
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Learning and Instruction 277 Useful
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Learning and Instruction 279 cube,
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Learning and Instruction 281 10. Th
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d l Robin's Voyage ••-,-й . я
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286 Motivation and Emotion Robin's
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288 Motivation and Emotion Figure 1
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290 Motivation and Emotion Robin al
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292 Motivation and Emotion Species
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296 Motivation and Emotion Method o
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298 Motivation and Emotion Cellular
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300 MotivatiO7i and Emotion *' v
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304 Motivation and Emotion Social I
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306 Motivation and Emotion Critique
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310 Motivation and Emotion 3. As on
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Together i^lf*
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314 Motivation and Emotion Stephen
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316 Motivation and Emotion *We all
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320 Motivation and Emotion 'Last Sa
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322 Motivation and Emotion "This st
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326 Motivation and Emotion of neigh
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328 Motivation and Emotion Here aga
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332 Motivation and Emotion ;...•>
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334 Motivation and Emotion 14 Figur
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338 Motivation and Emotion Summary
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340 Motivation and Emotion Critical
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г -' -'-"i-i-г- • * * • -!*'
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METHODS OF Early Development» Со
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Tests and Measurement 347 Early Dev
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Tests and Measurement 349 Figure 13
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Tests and Measurement 351 1. Will y
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Tests and Measurement 353 General K
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Tests and Measurement 355 Weights H
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Plate11 Testing Spatial Relations A
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1 .•• Tests and Measurement 357
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Tests and Measurement 359 The pisto
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Tests and Measurement 361 Norm-Refe
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Tests and Measurement 363 Evaluatio
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Tests and Measurement 365 Summary M
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Intelligence "tiEMSOHEMENT OFINTELL
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Intelligence 371 Binet's Early Scal
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Intelligence 373 But any complex so
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Intelligence 375 Figure 14.8 Struct
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Intelligence 377 Terman and Goddard
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Intelligence 379 Goddard completely
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Intelligence 381 With regard to phy
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Intelligence 383 ORIGINS OF INTELLI
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Intelligence 385 Figure 14.16 Exami
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Intelligence 387 Both factors are a
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Intelligence 389 CD 8 6.4 6.2 60 I
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Intelligence 391 This commentary, f
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Intelligence 393 8. Surveys have sh
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Personality THEORY OF PSYCHOANALYSI
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Personality 399 Figure 15.2 Fraud i
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Personality 401 Figure 15.4 Imitati
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Personality 403 Jenny's Unconscious
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Personality 405 Figure 15.6 Project
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Personality 407 thus offers greater
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Personality 409 Figure 15.8 A Lette
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Personality 411 LEARNING THEORY Aft
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Personality 413 Vicarious Reinforce
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Personality 415 is a function of S-
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Personality 417 Person-Centered App
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Personality 419 incongruence should
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Plate 15 Adjustment as a Continuous
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Personality 421 This approach somet
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Personality 423 Critical Terms Pers
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Adjustment and Maladjustment 427 PR
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Adjustment and Maladjustment 429 -
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Adjustment and Maladjustment 431 Av
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Adjustment and Maladjustment 433 Ag
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Adjustment and Maladjustment 435 Co
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Adjustment and Maladjustment 437 In
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Adjustment and Maladjustment 439 Fi
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Adjustment and Maladjustment 441 Ac
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Adjustment and Maladjustment 445 Ma
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Adjustment and Maladjustment 447 En
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Adjustment and Maladjustment 451 Si
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Adjustment and Maladjustment 453 13
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" *•. i" 'A *-t) V .c | to his д
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Therapy 457 But alcohol was only an
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Therapy 459 f-V '" ..;••*•:
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Therapy 461 merit, using somewhat d
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Therapy 463 T: "You did. You must h
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Therapy 465 A basic procedure in lo
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Therapy 467 Examination hierarchy 1
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Therapy 469 the food itself. Or may
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Therapy 471 Figure 17.12 Boxing and
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Therapy 473 Figure 17.14 JW's Mood
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Therapy 475 Influence of Drugs Drug
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Therapy 477 Problems in Measuring C
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Therapy 479 The extent to which any
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Therapy 481 2. In person-centered c
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Therapy 483 Suggested Readings Belk
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488 Psychology and Society These pe
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490 Psychology and Society Changing
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492 Psychology and Society Figure 1
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494 Psychology and Society In any r
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496 Psychology and Society INTERPER
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500 Psychology and Society 30 Figur
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506 Psychology and Society 'A situa
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508 Psychology and Society petition
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510 Psychology and Society terror i
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512 Psychology and Society Summary
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518 Psychology and Society This pro
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524 Psychology and Society METHODS
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528 Psychology and Society Row Figu
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530 Psychology and Society Study of
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532 Psychology and Society The quan
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534 Psychology and Society Cross Re
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538 Psychology and Society We begin
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540 Psychology and Society To find
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542 Psychology and Society Another
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544 Psychology and Society LAW AND
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648 Psychology and Society Research
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550 Psychology and Society Rank the
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554 Psychology and Society Architec
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558 Psychology and Society Televisi
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560 Psychology and Society Summary
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•*. -V . |Epiloguer* Psychology i
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Epilogue 565 Figure E.2 Research in
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568 Glossary affective state* A psy
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570 Glossary avoidance-avoidance co
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572 Glossary Clever Hans phenomenon
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574 Glossary consolidation theory A
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576 Glossary dependent variable An
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578 Glossary electroconvulsive ther
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580 Glossary fixed ratio reinforcem
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582 Glossary higher-order condition
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584 Glossary intensity The quantita
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586 Glossary Likert method An attit
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588 Glossary motor Pertaining to mu
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590 Glossary operations In the stru
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592 Glossary phobic disorder A stro
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594 Glossary psychoanalysis A syste
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596 Glossary relative movement in p
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598 Glossary self-reinforcement sch
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600 Glossary special classes An app
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602 Glossary telegraphic utterances
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604 Glossary variable A changeable
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606 References Bahrick, L. E., Walk
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608 References Cappon, D., & Banks,
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610 References Eysenck, H. J., & Ka
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612 References Guilford, J. P. (197
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614 References Jensen, A. R' (1969)
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616 References Limber, J. (1977). L
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618 References Moore, В. S. Underw
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620 References Roethlisberger, F. J
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622 References Skeels, H. M. (1973)
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624 References Van Gogh, V. (1888).
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life -"**. - _ T • is * * 4 = * i
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Credits 629 Chapter 3 Figure 3.4 Fr
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Name Index Aarons. L, 272 Abdel-Hal
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Index 633 Hirvonen. M. D., 295 Hitl
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Index 635 Sladen, W. J. L, 33 Slate
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638 Index California Personality In
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640 Index intelligence quotient (!Q
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642 Index reaction formation, 434 r
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