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MAPUA INSTITUTE OF TECHNOLOGY

PSY 10
By: Prof. Ryan M. Leonardo
SCHOOL OF LANGUAGES, HUMANITIES
AND SOCIAL SCIENCES
(General Psychology)
Table of Contents
CHAPTER 1
CHAPTER 2
CHAPTER 3
CHAPTER 4
CHAPTER 5
CHAPTER 6
CHAPTER 7
CHAPTER 8
CHAPTER 9
CHAPTER 10
NATURE OF PSYCHOLOGY, BIOLOGICAL FACTOR IN BEHAVIOR
BEHAVIOR AS THE RESULT OF THE INTERACTION OF HEREDITY, MATURATION
AND THE ENVIRONMENT
THE TOTAL RESPONSE MECHANISM
SENSATION AND PERCEPTION
LEARNING AND MEMORY
CRITICAL THINKING, PROBLEM SOLVING AND CREATIVITY
MOTIVATION AND EMOTION
INTELLIGENCE
PERSONALITY
BEHAVIOR DISORDERS
PSYCHOLOGY?
a scientific study of human behavior and mental processes and
how they are affected by an organisms physical state, mental
state of their external environment.
psyche soul / mind
logos study or discourse

PSYCHOLOGY
1879, the birth of Psychology
First official Psychological Laboratory was
established at the University of Leipzig,
Germany
Wilhelm Wundt (Vill-helm Vount), the
father of Psychology
Goals and Objectives of Psychology
To describe behavior & mental processes
To understand behavior & mental processes
To predict behavior & mental processes
To change behavior & mental processes
SCHOOLS OF
1. Structuralism

Wilhelm Wundt
stressed analysis of immediate experience into basic
elements
study of what made up consciousness
INTROSPECTION verbalize expression; examination of
ones thoughts
2. Functionalism

William James
stressed the purpose or function of
behavior and consciousness
What do individuals do? Why do they
do it? What is consciousness for?
3. Psychoanalysis
Sigmund Freud
emphasizes unconscious motives and
conflicts
What is the influence of anxiety and
conflicting unconscious forces on the
individuals adjustments to his
environment?
"The interpretation of dreams is the royal road to a
knowledge of the unconcious activities of the mind."

Major Systems of Personalities
- adheres to pleasure principles seeking to reduce
tension, avoid pain and obtain pleasure
adheres to reality principle
- adheres to morality principle
ego ideals
conscience

4. Behaviorism
John B. Watson
emphasizes the study of objectively
observable behavior and the role of
environment as a determinant of
human and animal life
S R Formula
5. Gestalt
German word for pattern or form
Max Wertheimer
The whole is more than the sum of all
its parts
BRANCHES OF PSYCHOLOGY
1. General Psychology
Explains the underlying principles of human and animal
behavior
2. Comparative Psychology
Investigates the behavioral differences among different
organisms and species
3. Developmental / Genetic Psychology
Focuses on the various stages of life
4. Child Psychology
from 0 12 years old
Post natal to early adolescents
5. Adolescent Psychology
from 12 20 years old
Puberty to later life
6. Senescent Psychology
20 and above
Old age
7. Consumer Psychology
concerned with the market behavior of consumer

8. Abnormal Psychology
study of the symptoms and etiologies of various kinds of disorders

9. Dynamic / Personality Psychology
emphasizes the interaction between different motives, emotions,
and drives

10. Psychiatry
Medical Specialty
11. Business Psychology
Same as consumer psychology
12. Social Psychology
Concerned with social Influences on the behavior of individual
13. Cognitive Psychology
Higher mental function
14. Forensic/Legal Psychology
Collection, examination and presentation of evidences for
judicial purposes
15. Community/Health Psychology
Evaluate and improve community organizations

Methods of Psychological Study
I. Descriptive Methods - These provides a description of the
behavior of the person or animal being studied
a. Naturalistic Observation
Observation of things as they naturally happen
b. Systematic Observation
Procedures
c. Clinical Method
Valuable in the treatment of individual cases and may contribute indirectly to
our basic knowledge when some factors are observed to be specifically
important.
II. Experimental Method
Basis or foundation of all scientific research
III. Statistical Method
the data obtained from the experiments are needed to be classified in
order to give meaning to the data and they need to be interpreted
according to the statistical procedures
a. measures of central tendency
b. correlation
c. reliability and validity
1. Clinical Psychology
A professional specialty concerned with diagnosing and
treating diseases of the brain, emotional disturbance, and
behavior problems
2. Educational Psychology
Improve learning
3. Counseling Psychology
Problems of adjustment to challenges
4. Experimental Psychology
Pure research
5. Physiological Psychology
Explores the relationship between fundamental, biological
processes and behavior
6. Industrial Organizational Psychology
Applies psychological knowledge to the problems of business
and industry
BEHAVIOR
AS THE RESULT OF THE
OF
AND THE
Process of transmission of genetic character from parents to
offspring

Polydactyly extra fused digit fingers, two jointed
fingers, clubbed feet

HEREDITY

Refers to the completion of growth of genetic character duet
within an organism or the unfolding of an individuals
inherent traits or potential
MATURATION
Environment
Includes all the conditions inside and outside an organism that in
any way influence our growth, development and life processes.

Behavior
any observable, recordable and measurable movement, response
verbal or non-verbal act demonstrated by an individual.
1. Receptors - refers to sense organs possessed by
organisms through which stimuli are received.

2. Effectors - are the parts of the body that carry out the
bodys actions is response to stimuli.

3. Connectors those that connect receptors and effectors

3 Mechanisms of Behavior
PSYCHOLOGICAL BASES
OF BEHAVIOR
Neuro-Psychology
the field of psychology concerned with the
neural and biochemical bases of behavior and
mental processes
*among their many interests are the biological
foundation of consciousness, perception, memory,
emotion, intelligence, stess and mental disorders.

Neuro-science
an interdisciplinary
field of study concerned
with the structure,
function development
and biochemistry of the
nervous system.

Psychobiology
is the study of the biological bases of human behavior.
NERVOUS SYSTEM
What is the purpose of the
1. To gather and process information
2. Produce responses to stimuli
3. Coordinate the working of the different cells.
NERVOUS SYSTEM?
2 Interrelated Divisions of the
*the entire nervous system is made up of structural units or nerve
cells averaging around one hundred billion.
1. Central N.S.
- made up of the brain and
the spinal cord (issues orders to
muscles, glands, and organs)
2. Peripheral N.S.
- which connects the brain and
the spinal cord to everything else in the
body such as the sense organs, muscles and
glands.
NERVOUS SYSTEM
CENTRAL NERVOUS SYSTEM
receives, processes, interprets and
stores incoming sensory information.
I. Spinal Cord
is a large rope-like segment of nerve tissue
extending down the vertebral column.
it govern certain types of reflex movements, it
processes sensory impulses and send impulses to
the effectors without the assistance of the brain.
are simple, inborn, automatic responses of some parts of the body
in such responses, messages are transmitted directly from the sensory to
motor neurons which causes the person to react even before such
messages reach the cerebral cortex, the most developed-portion of the
brain.
1. MORO REFLEX
also known as the startle reflex, is one of the infantile
reflexes. It may be observed in incomplete form
in premature birth after the 28th week of gestation,
and is usually present in complete form by week 34
(third trimester)
REFLEXES
2. BABINSKI REFLEX
one of the infantile reflexes. It is normal in
children up to 2 years old, but it disappears as
the child ages and the nervous system becomes
more developed. It may disappear as early as 12
months
3. PUPILLARY REFLEX
or pupillary light reflex, is the reduction of
pupil size in response to light.
BRAIN
protected by the skull, is the organ in our body that most directly controls our
thoughts, emotions and motivation.
LEFT BRAIN: I am the left brain. I am a
scientist. A mathematician. I love the
familiar. I categorize. I am accurate. Linear.
Analytical. Strategic. I am practical. Always
in control. A master of words and language.
Realistic. I calculate equations and play with
numbers. I am order. I am logic. I know
exactly who I am.

RIGHT BRAIN: I am the right brain. I am
creativity. A free spirit. I am passion. Yearning.
Sensuality. I am the sound of roaring laughter.
I am taste. The feeling of sand beneath bare
feat. I am movement. Vivid colors. I am the
urge to paint on an empty canvas. I am
boundless imagination. Art. Poetry. I sense. I
feel. I am everything I wanted to be.
II. BRAIN
CORE OF THE BRAIN
1. Hindbrain
Medulla oblongata - it plays an important role in autonomic activities
Pons varoli - made up largely by nerve fibers that connect higher and lower
levels of the nervous system.
Cerebellum - role is to maintain posture and to smooth out and coordinate
complex muscular activities.
2. Midbrain - serves as the connecting link between hindbrain and forebrain
and has a special role in visual and auditory activities.
3. Forebrain - compose of two large cerebral hemispheres and a number of
important structures within the central regions of the hemispheres.
Thalamus
Hypothalamus
Cerebrum

2 Important structures buried into the central
regions of the cerebral hemispheres
1. Reticular Activating
System (RAS)
important in activating the cortex of
the cerebral hemispheres, has a
significant role in consciousness,
attention and sleep
it controls the state of arousal
awareness.
2. Limbic System
is important in organizing activities needed to satisfy our basic
motivations and emotional needs
the limbic system is important to emotion, motivation and learning,
in particular it compromises three interconnected cerebral
structures:
a. hippocampus - plays an essential role in the
formation of memories
b. amygdale - plays a role in anger and aggression
c. septum - involved in anger and fear.
PERIPHERAL NERVOUS SYSTEM
Compromises all of the nerve cells except
those of the brain and spinal cord.
The primary job of the PNS is to relay
information between the CNS and the
receptors and effectors lying outside the
CNS.
Transmit information to and from the
CNS.
TWO DIVISIONS
1. Somatic nervous system (skeletal nervous
system) - include the sensory system and the motor nerves that activate
skeletal (voluntary) muscles responsible for movement, the muscles that are attached
directly to our bones that allow us to move, in general, we have voluntary control
over the muscles sewed by the somatic nervous system
2. Autonomic nervous system (Vegetative
nervous system) - is concerned with activities of the body that make
us alive. The glands, internal organ and other organs that function involuntarily with
our awareness and control our emotional behavior.

regulates blood vessels, glands, and internal organs like the bladder,
stomach and the heart.
2 PARTS / SUBDIVISION
1. Sympathetic nervous
system
is responsible for the
mobilization and expenditure of
the body energies, particularly
to stressful, emergency and
threatening situations. It
mobilizes bodily nervousness
and increases the output of
energy causing emotion and
makes you blush and sweat.
activated by situation requiring
arousal and alertness

2.Parasympathetic
nervous system
subdivision of the autonomic
nervous system that operates
during relaxed state and
conserves energy. It calms body
after emergency situation.
becomes active when the body is
conserving energy

ENDOCRINE SYSTEM
a system of ductless glands that
regulates bodily functions via
hormones secreted into the
bloodstream.
ENDOCRINE GLANDS
secrete special chemical messengers known as hormones that
are directly released into the bloodstream because they have no
ducts or structured passageways to the organs that they serve.
these chemicals are essential as the N.S to the integration of the
organisms activities and to maintenance of homeostasis.
HOMEOSTASIS - according to CLIFFORD MORGAN:
tendency of the body to maintain a balance among internal
physiological condition.
MAJOR HUMAN ENDOCRINE GLANDS
1. PITUITARY
2. THYROID
3. ADRENAL
4. PANCREAS
5. PARATHYROID
6. GONADS
Body Temperature
(36.7C-37.7C)
Hypothermia - low body
temperature
Hyperthermia - high body
temperature
Blood Sugar (80-120dL)
Hypoglycemia - low blood sugar;
no energy.
Hyperglycemia - high blood sugar,
Diabetes Mellitus

Symptoms:
polydypsia - excessive or
abnormal thirst.
polyfagia - excessive eating; gluttony
polyuria - excessive passage
of urine, as in diabetes. Also
called hydruria.

Blood pressure (120/80)
Hypotension - low blood pressure
Hypertension - high blood pressure
HORMONES
chemical substances which are secreted by
organs called glands and affect the
functioning of the organs
hormone produced specific effects and
actions on the target organs and glands
Growth Stimulation Hormones
(GSH)
too much hormones cause GIANTISM, Lack of growth
hormone causes DWARFISM
1. Insulin
enables glucose to move out of the blood into the cells of the muscles and other
tissues
2. Melatonin
which is secreted by the pineal body, a small gland deep within the brain,
appears to regulate certain biological rhythm
3. Various hormones produces by the adrenal glands
are involved in emotion and responses to stress.
they are extremely important in neural functioning and in the ability to cope with
stress

CORTEX - which is the outer layer produces cortisone
MEDULLA - inner layer produce epinephrine or adrenaline
and norepinephrine or nor adrenaline.
4. Sex hormones - androgen and estrogen are present in
both gender but varies in amount present, produced in
GONADS.
Androgen - testosterone or male sex hormones.
(PUBERTY: Deeping of the voice, pubic hair, armpit
hair, mustache, beard broadening of the shoulders,
enlargement of the larynx, influences sexual arousal etc.)
Estrogen - female sex hormones (menstrual cycle,
enlargement of the breast, enlargement of the pelvic
(a.k.a hips) voice, pubic hair)
Progesterone - stimulates female secondary
organ characteristics and behaviors and maintains
pregnancy.
SENSE
ORGANS
VISUAL DEFECTS:
MYOPIA (nearsightedness) - is when light entering the eye is focused incorrectly, making
distant objects appear blurred.
HYPEROPIA (farsightedness) - is greater difficulty seeing near objects than distant objects
PRESBYOPIA (oldsightedness) - is a condition in which the lens of the eye loses its ability
to focus, making it difficult to see objects up close.
ASTIGMATISM - is a type of refractive error of the eye. Refractive errors cause blurred
vision and are the most common reason why a person goes to see an eye professional.
DIPLOPIA (double vision) - commonly known as double vision, is the simultaneous
perception of two images of a single object.
COLORBLINDNESS - is the inability to distinguish two or more color shades in the color
system.
EYE the organ of vision or the sense of sight or the visual sensation
SENSES
- refers to reduced vision in one or both eyes caused by visual deprivation
in childhood. That is, even with proper eyeglasses, an eye with amblyopia
does not see well! It is often reversible with the appropriate treatment.
The term "lazy eye" is often used to describe amblyopia.
Strabismus is a condition in which the eyes do not align in the same
direction. It is also called crossed eyes or squint.

When an eye is misaligned, the brain receives two different images. Young
children learn to ignore distorted messages from a misaligned eye, but
adults with strabismus often develop double vision (diplopia). A baby's
eyes should be straight and parallel by three or four months of age. A
child who develops strabismus after the age of eight or nine years is said
to have adult-onset strabismus.

STRABISMUS
- sense organ for hearing or auditory sensation.
The eye and the ear are sometimes called the higher senses.
The other senses, important as they are, do not enter as much into our
symbolic behavior, so they are thought of as lower senses. They
include smell, taste, the foreskin or the cutaneous sensations (pressure,
pain, warmth, and cold), kinesthesis (located in the cells in the muscles,
joints and tendons) and vestibular sense.
EAR
- meaning small ear is a congenital deformity of the outer ear.
- unilateral, meaning only one ear is affected but it can also be bilateral,
affecting both ears.
- Boys are affected more than girls and in unilateral microtia , the right
side is affected more than the left.
MICROTIA
- sense of taste or savory sensation
5 different qualities of taste:
Salty
Sweet
Sour
Bitter
Umami
We enjoy the flavor of food largely because of our sense of taste. Without this sense, all
kinds of food would simply taste flat. We would merely eat to survive. Delicious foods
would no longer have any appeal to us.
TONGUE
stimuli for the sense of smell or sense of scent or olfactory sensation
if the air contains an odorous gas, certain reaction occur in the cells of the
olfactory epithelium, causing nerve impulses to go to the brain
people can detect thousand of different odors
both taste and smell are often classes as the chemical senses
There are so many ways to describe smell:
flowery
fruity (ethereal)
spicy
resinous
burnt (smoky)

NOSE
- sense of touch or the reality sense or the cutaneous or skin sensation
SKIN
Skin senses contribute to
our effective adjustment to the
environment. They help us to
adapt to and thus, survive in
changing temperatures.
- sense of active movement or kinesthetic sensation
There are number of bodily movements which can be carried out independent
of our sense of sight. For instance, even with eyes closed, we can move our limbs in
various ways and still know their position from moment to moment. Or when we lift
objects, we are able to discern their relative weights.
KINESTHESIS
- vestibular sense or the sense of balance or the static sense organ, deals with
the total body position in relation to gravity and with motion of the body as a
whole.
Tells us of our body orientation
in space, makes it possible for us to
know whether we are falling or going
up, rotating or standing still, going
forward or backward or in the position
of right side up or upside down.
EQUILIBRIUM
sense of internal bodily movement or organic
sensation
feeling of thirst, hunger, nausea, bladder and bowel
tensions sexual cravings, thrills, suffocation and feeling
of fullness are associated with the activities of internal
structure.
ORGANIC SENSITIVITY
SENSATION
It is the process by which our senses gather information and send it to
the brain. A large amount of information is being sensed at any one time such as
room temperature, brightness of the lights, someone talking, a distant train, or the
smell of perfume. With all this information coming into our senses, the majority
of our world never gets recognized. We don't notice radio waves, x-rays, or the
microscopic parasites crawling on our skin. We don't sense all the odors around
us or taste every individual spice in our gourmet dinner. We only sense those
things we are able too since we don't have the sense of smell like a bloodhound or
the sense of sight like a hawk; our thresholds are different from these animals and
often even from each other.
The absolute threshold is the point where something
becomes noticeable to our senses. It is the softest sound we can
hear or the slightest touch we can feel. Anything less than this
goes unnoticed. The absolute threshold is therefore the point at
which a stimuli goes from undetectable to detectable to our
senses.
ABSOLUTE THRESHOLD
Once a stimulus becomes detectable to us, how do we recognize if this stimulus
changes. When we notice the sound of the radio in the other room, how do we notice
when it becomes louder. It's conceivable that someone could be turning it up so slightly
that the difference is undetectable. The difference threshold is the amount of change
needed for us to recognize that a change has occurred. This change is referred to as
the Just Noticeable Difference.
This difference is not absolute, however. Imagine holding a five pound weight
and one pound was added. Most of us would notice this difference. But what if we were
holding a fifty pound weight? Would we notice if another pound were added? The
reason many of us would not is because the change required to detect a difference has to
represent a percentage. In the first scenario, one pound would increase the weight by
20%, in the second, that same weight would add only an additional 2%. This theory,
named after its original observer, is referred to as Weber's Law.
DIFFERENCE THRESHOLD
involves reception of
information not gained through
the recognized senses and not
inferred from experience
(Rudolf Tischner adopted by
Duke University J.B. Rhine)
EXTRASENSORY PERCEPTION (ESP)
STRATEGIES THAT THE
VISUAL SYSTEM USES
TO GROUP SENSORY
BUILDING BLOCKS INTO
PERCEPTUAL UNITS
things that are near
together tend to be
grouped together
I. PROXIMITY
the brain tends to fill in gaps in order to perceive complete form
II. CLOSURE
things that are a like
somehow tend to be
together
III. SIMILARITY
lines and patterns tend
to be perceived as
continuing in time or
space
IV. CONTINUITY
The use of scientific methods to study paranormal
psychological phenomena, such as extra-sensory
perception, psychokinesis, and survival of consciousness
after death. This category is limited to subjects involved
with the field of parapsychology, which does not study all
paranormal phenomena.
PARASYCHOLOGY
1. TELEPATHY transfer of thoughts between
individuals
2. CLAIRVOYANCE perception of objects or events
that are not available to the senses such as seeing
3. PRECOGNITION ability to foretell future events
4. PSYCHOKINESIS ability to influence the
movement of the material bodies by the power of
thought alone
5. OUT OF BODY EXPERIENCES
ESP CATEGORIES
LEARNING
AND
MEMORY
refers to a process that leads to a relatively permanent change in behavior as
a result of maturation, practice or experience
IMPORTANT
ELEMENTS OF LEARNING
1. Learning is a change in behavior.
2. It is a change that takes place through practice
or experience.
3. The change must be relatively permanent.
LEARNING
BASIC PROCESSES OF LEARNING
1. ASSOCIATIVE LEARNING
2 MAJOR FORMS OF ASSOCIATIVE LEARNING
A. Classical Conditioning
4 CLASSICAL CONDITIONING TERMS
a. US Unconditioned Stimulus
b. UR Unconditioned Response
c. CS Conditioned Stimulus
d. CR Conditioned Response
EXAMPLE OF CLASSICAL CONDITIONING
2. Cognitive Learning
is more complex form of learning which involves interpreting
present perception in the light of past information to get over
unfamiliar problems
learning is directed toward goals and signs point the way to the goals
learners develop expectancies
3. Observational Learning copy cat syndrome
4. Insightful Learning Aha! Phenomenon
B. OPERANT / CONDITIONING / INSTRUMENTAL
TYPE OF LEARNING / REINFORCEMENT THEORY
VARIABLES THAT LEAD TO
EFFICIENT LEARNING
1. Feedback
2. Meaningfulness of materials
3. Distribution of practices
4. Whole and part learning
5. Imagery and learning
1. Retention
2. Recall
3. Recognition - a flash of knowing
that we have seen someone on
something or learned something
before
4. Relearning - something previously
learned is learned again
5. Overlearning
VARIABLES AFFECTING THE
TRANSFER OF LEARNING
FORGETTING
refers to the temporary or long term loss of materials that has been learned
THEORIES OF FORGETTING
1. Decay of memory traces
2. Distortion of memory traces
3. Interference or inhibition
a. Retroactive interference - occurs when new information
interferes with memory for previously learned
b. Proactive interference - occurs when previously learned
materials interfere with memory for new information
4. Motivated forgetting
5. Retrieval
CRITICAL THINKING,
PROBLEM-SOLVING
AND CREATIVITY
WHAT IS THINKING?
Thinking is the highest mental activity present
in man. All human achievements and progress are
simply the products of thought. The evolution of
culture, art, literature, science and technology are all the
results of thinking.

Thought and action are inseparable - they are
actually the two sides of the same coin. All our
deliberate action starts from our deliberate thinking. For
a man to do something, he should first see it in
his mind's eye -- he should imagine it, think about it
first, before he can do it. All creations-- whether artistic,
literal or scientific --first occur in the creator's mind
before it is actually given life in the real world.
BASIC ELEMENTS OF THINKING
1. Imagery images may be extremely detailed, in which case they are
referred to as eidetic imagery or photographic memory. On the other hand,
most images only represent certain features of past experience. In general,
the images are abstractions of certain features of previous experience.
2. Inner Speech and Movement motor aspect of thinking. They often occur
when we are thinking, doing or saying something.
3. Conceptual Thinking symbolic mediation of abstract thinking takes place
through concepts. Concept is a symbolic means of integrating and
differentiating our experiences.
4. Verbal Thinking thinking with o without words.
CRITICAL THINKING
Critical Thinking is thinking that attempts to arrive a judgment only after honestly
evaluating alternatives with respect to available evidence and arguments.
- Hatcher, 2000

clarifies goals, examines assumptions, discerns hidden
values, evaluates evidence, accomplishes actions, and
assesses conclusions.
can occur whenever one judges, decides, or solves a
problem; in general, whenever one must figure out what to
believe or what to do, and do so in a reasonable and
reflective way.
is crucial to becoming a close reader and a substantive
writer. Expressed most generally, critical thinking is "a way
of taking up the problems of life.
PROBLEM SOLVING
considered the most complex of all intellectual functions, problem solving has been
defined as higher-order cognitive process that requires the modulation and control of
more routine or fundamental skills.
occurs when an organism or an artificial intelligence system needs to move from a
given state to a desired goal state.
a mental process and is part of the
larger problem process that includes problem
finding and problem shaping.
STAGES IN PROBLEM SOLVING
1. Preparation the thinker works out what the problem
really is and collects the facts and materials that seem
relevant to it.
2. Incubation the thinker tries to solve the problem but may
not able to.
3. Illumination the solution to different problems comes
very sudden at this stage, almost by magic. Aha! I have it!
or This is it! are his common reactions.
4. Evaluation the thinker tests the idea to see if it really
works.
MOTIVATION
AND EMOTION
MOTIVATION
refers to an inferred process within a process that causes that
organism to move toward a goal
emovere to move or incite AN ACTION
1. by force
2 LIMITATIONS OF THE USE OF FORCE:
a. dependence - people who are forced to do something the dont enjoy
doing, seldom act with enthusiasm
b. resentment to some extent, uncooperativeness may develop among
workers who feel that their boss has always been unfair from the start
2. by enticement
3. by indentification or ego-involvement
3 GENERAL WAYS OF MOTIVATING PEOPLE
EMOTION
a state involving a pattern of facial and bodily changes, cognitive
appraisals, subjective feelings and tendencies toward action
CLASSIFICATION OF EMOTION
a. pleasant joy and love
b. unpleasant anger and fear
LOVE
involves attachment
Relationship
Attitude
Experience (unrequited love)
one way flow of love
THREE BASIC STYLES:
1. ludus game-playing love
2. eros romantic, passionate love
3. storge affectionate, friendly love
THREE SECONDARY STYLES:
4. mania possessive, dependent, crazy love
5. pragma logical, practical love
6. agape unselfish, brotherly love
6 STYLES OF LOVE
a love that is played as a game or sport; conquest; may have
multiple partners at once

LUDUS
a passionate physical and emotional love based on aesthetic
enjoyment; stereotype of romantic love
EROS
an affectionate love that slowly develops from friendship, based on
similarity (kindred to Philia)
STORGE
obsessive love; experience great emotional highs and lows; very possessive
and often jealous lovers

MANIA
love that is driven by the head, not the
heart; undemonstrative

selfless altruistic love;
spiritual

PRAGMA
AGAPE
TRIANGULAR THEORY OF LOVE
1. Intimacy - emotional component
that involves closeness and sharing
2. Passion - motivational component
that captures sexual attraction and
the romantic
3. Commitment - cognitive
component that reflect the
persons intention to remain in
the relationship
Infatuated inspired with foolish and unreasoning passion
Liking has more to do with having a favorable opinion of
another person
Fatuous stubbornly blind or foolish ; idiotic, baseless; illusory
Compassionate feeling of compassion or pity; merciful or
sympathetic
Romantic - sees to it that couples bond together, reproduce, look
after each other and stay together in spite of having the flu,
mortgages and house works
Consummate to bring to completion or perfection, to fulfill as
a marriage by cohabitation
FEAR
is an unlearned response that is aroused in
threatening situations
a vital response to physical and emotional
dangerif we couldn't feel it, we couldn't
protect ourselves from legitimate threats. But
often we fear situations that are in no way life-
or-death, and thus hang back for no good
reason. Traumas or bad experiences can trigger
a fear response within us that is hard to quell.
Yet exposing ourselves to our personal demons
is the best way to move past them.
F False
E Evidence
A - Appearing
R - Real
PHOBIA
is an unrealistic fear of a specific situation,
activity or thing
the word "phobia" is a term that refers to a
group of symptoms brought on by feared
objects or situations.
a phobia is a persistent, irrational fear that
causes a person to feel intense anxiety.
PHOBIAS
Aerophobia - fear of heights
Claustrophobia fear of closed spaces
Mysophobia fear of dirt and germs
Zoophobia fear of such animals as snakes dogs, insects and mice
Porphyrophobia fear of purple
Triskaidekaphobia fear of the no. 13
Brontophobia fear of thunder
Agoraphobia the underlying fear is of being away from a safe place (usually
a home) or a safe person(usually a parent or a spouse)
Hippopotomonstrosesquipedialophobia fear of long words
Clinophobia fear of beds
Hypnophobia morbid fear of sleep and falling asleep
Dromophobia fear of crossing the road
Unatraciphobia fear of ugly people
INTELLIGENCE
INTELLIGENCE
a term describing one or more capacities
of the mind.
ability to acquire knowledge
ability to learn from experience
ability to think abstractly
PSYCHOLOGICAL ASSESSMENT
1. Achievement Test
tests if you have learned something
2. Aptitude Test
test to determine and measure a persons ability to
acquire, through future training, some specific set of
skills
what career fits you
INTELLIGENCE QUOTIENT (IQ)
the measure of intelligence
VERBAL
DESCRIPTION
Above 130 Very Superior
120 129 Superior
110 119 Bright Normal
90 109 Average
80 89 Dull Normal
70 79 Borderline
Below 70 Defective
FORMULA:
IQ = MA / CA x 100
MA Mental Age (thinking capacity)
CA Chronological Age (your age)
THE FEEBLE - MINDED
IQ of 50 to 70
IQ of 20 to 50
IQ below 20
Multiple Intelligence (Howard Gardner)
1. Verbal - Linguistic
people who are good in
communication, loves to read
authors, journalists, novelists,
lecturers and lyricists
2. Logical - Mathematical
abstract thinkers, attracted to logic
and reasoning, good at investigation
and scientific processes.
mathematicians, physicists
3. Visual Spatial
artistic people, good at
remembering images, loves to
draw, paint and read maps
architects, marine navigators,
engineer, photographer, artist
4. Bodily Kinesthetic
loves movement, enjoy sports
and/or dance, they like to stay
active. They have good motor skills
and are very aware of their bodies.
dancer, athletes
5. Musical Rhythmic
loves music, has the ability to
compose, sing or play
instruments, able to recognize
sounds, tones and rhythms, they
have a good ear for music
composer, singer, musician
6. Intrapersonal
ability to understand one-self
psychologist, theologian
7. Interpersonal
ability to understand other
people good in social
interactions, working with
others and have many friends.
politician, diplomat, teachers
8. Naturalist
people with this intelligence have a
sensitivity to and appreciation for
nature. Has the ability to care for and
interact with animals.
veterinarian, ecologist, gardner
9. Existential
ability to be sensitive to, or have
the capacity for, conceptualizing or
tackling deeper or larger questions
about human existence, such as the
meaning of life, why are we born,
why do we die, what is
consciousness, or how did we get
here.
priests, philosopher
PERSONALITY
PERSONALITY
distinctive and stable pattern of behavior, thoughts,
motives and emotions that characterize an individual.
7 ATTRIBUTES OF PERSONALITY
1. Artison
2. Sage (Communicator)
3. Server
4. Priest / Priestess
5. Warrior
6. King / Queen
7. Scholar
THEORIES OF PERSONALITY
I. BODY TYPES
1. Endomorphic (viscerotonic) seek comfort, friendly, always craving
for food
2. Mesomorphic (somatotonic) athletic, very energetic, self-assertive
3. Ectomorphic (cerebratonic) long, thin, poorly develop
II. BODY BUILD AND STRENGTH
1. Asthenic frail, feeble, weak
2. Pyknic opposite of asthenic,
human ball
3. Athletic strong, good body
built, wiry
4. Dysplastic
III. BODY CHEMISTRY, ENDOCRINE,
BALANCE AND TEMPERAMENT
1. Sanguine pleasant, warm-hearted,
optimistic
2. Phlegmatic indolent, slow,
unexcitable but cautious
3. Melancholic opposite of sanguine,
gloomy, depressing, pessimistic
4. Choleric serious people, easily
provoked, aggressive when failed
IV. PSYCHOANALYSIS THEORY
1. Id pleasure
2. Ego reality principle
3. Superego morality
principle
V. PSYCHOLOGICAL TYPE
Introvert shy, not sociable,
enjoy being alone
Extrovert outgoing, very
friendly, very sociable
Ambivert - both
VI. BIRTH ORDER
1. First born independent, responsible, achiever, consencious
2. Middle born diplomatic, skillful in interpersonal
relationship, peacekeeper
3. Later born dependent, charming, often spoiled
4. Only child dependent, high self-esteem, self-assured
VII. SUPERIORITY AND COMPENSATION
(Alfred Adler)
Superiority people has the drive for
superiority which is not the desire to
dominate others but the desire for self-
improvement
Compensation focuses on you strength

VIII. TRAIT THEORY (Gordon Allport)
for us to understand other people we have to
look at their qualities that make them unique.
Alfred Adler
Gordon Allport
8 TOXIC PERSONALITIES
1. Manipulative Mary - these individuals push people to get what they
want
2. Narcissistic Nancy - these individuals have an extreme sense of self
importance
3. Debbie Downers - these individuals cant appreciate the positive in
life
4. Judgemental Jims - these are individuals who see things in a negative
way just like the Debbie downers. They see things differently.
5. Dream Killing Keiths - these individuals tries to put you down and
saying that you cant do it
6. Insincere Illisias - these are the individuals who gives a polite
laugh if you tell them a story
7. Disrespectful Dannys these individuals will do things in
appropriate times and in the most appropriate ways
8. Never Enough Nellies these individuals take you for
granted and they have unrealistic expectations to you
BEHAVIOR
DISORDERS AND
THEIR TREATMENT
ABNORMALITY (PSYCHOLOGICAL DISORDER)
Abnormality is a disorder in which rigid, maladaptive personality
patterns caused personal distress or an inability to get along with others
deviation from statistical norms
violation of cultural structures
maladaptiveness of behavior
persons suffering or emotional distress
impaired judgement or lack of self-control
CATEGORIES OF ABNORMALITY
1. PERSONALITY DISORDER - an enduring pattern of inner
experience and behavior that deviates markedly from the expectations
of the culture of the individual who exhibits it
narcissistic p.d. exaggerated self-importance
paranoid p.d unfounded suspiciousness, mistrust in other
people
dependent p.d continual support from other people
anti-social p.d lack of empathy, lack of guilt, lack of conscience
2. MOOD DISORDER characterized by unexplained crying-spell
3. ANXIETY DISORDER always nervous and worried
4. PSYCHO-ACTIVE SUBSTANCE USED, DISORDER problems associated
with drugs and alcohol
stimulants uppers
depressants downers
hallocinogens mood of a person
narcotics pain relievers
solvent inhalant rugby
5. ORGANIC-MENTAL DISORDER brain damages, degenerative diseases
6. IMPULSE-CONTROL DISORDER an uncontrollable tendency to commit an
unplanned behavior (e.g. pyromania, kleptomania)
b. SEXUAL AIMS
sadism - the derivation of pleasure as a result of inflicting pain or watching pain
inflicted on
masochism - pleasure in receiving the pain
sadomasochism - pleasure in the infliction of pain or humiliation upon another person
a. GENDER IDENTITY
homosexuality - romantic and/or sexual attraction or behavior among members of the
same sex or gender
transvestism - cross-dressers
transexualism sex change
c. SEXUAL DESIRES
Lack of orgasm
Premature ejaculation a condition in which a man ejaculates earlier than
he or his partner would like him to
7. SEXUAL DISORDER
PARAPHILIAS unusual bizzare, imagery or act that are necessary for
sexual arousal
exhibitionism exposure of private parts of his or her body to
another person in a situation when they would not normally be
exposed
voyeurism - sexual interest in or practice of spying on people
engaged in intimate behaviors, such as undressing, sexual activity, or
other activity usually considered to be of a private nature
frotteurism touching, rubbing
fetishism use of non-living object for sexual desire
PSY10
1. What have you learned in PSY10?
2. How did PSY10 help you understand yourself
and others?
3. What important lessons in PSY10 will you not
forget and why?

THANK YOU FOR LISTENING
GOD BLESS

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