MAPUA INSTITUTE OF

TECHNOLOGY
SCHOOL OF LANGUAGES,
HUMANITIES
AND SOCIAL SCIENCES

PSY 10
(General Psychology)
By: Prof. Ryan M. Leonardo
Table of Contents

CHAPTER 1 NATURE OF PSYCHOLOGY, BIOLOGICAL FACTOR IN

BEHAVIOR
CHAPTER 2
BEHAVIOR AS THE RESULT OF THE INTERACTION OF
CHAPTER 3 HEREDITY, MATURATION AND THE ENVIRONMENT
THE TOTAL RESPONSE MECHANISM
CHAPTER 4
SENSATION AND PERCEPTION
CHAPTER 5
LEARNING AND MEMORY
CHAPTER 6
CRITICAL THINKING, PROBLEM SOLVING AND
CHAPTER 7 CREATIVITY
CHAPTER 8 MOTIVATION AND EMOTION
CHAPTER 9 INTELLIGENCE
CHAPTER PERSONALITY
10 BEHAVIOR DISORDERS
 CHAPTER
1 NATURE OF
PSYCHOLOGY and

BIOLOGICAL FACTOR IN
BEHAVIOR
 What is PSYCHOLOGY?

 a scientific study of human behavior and mental processes and

how they are affected by an organisms’ physical state, mental
state and their external environment.
 psyche – soul / mind
 logos – study or discourse
History of 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
PSYCHOLOG
Y
1. Structuralism

• Wilhelm Wundt
• stressed analysis of immediate experience into basic elements

• study of what made up consciousness

• INTROSPECTION – verbalize expression; examination of
one’s 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
individual’s adjustments to his environment?

"The interpretation of dreams is the royal road to a

knowledge of the unconcious activities of the mind."
3 Major Systems of Personalities

 id - adheres to “pleasure” principles seeking to reduce

tension, avoid pain and obtain “pleasure”
 ego – adheres to “reality” principle
 superego - 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
 Areas of Specialization

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
 CHAPTER
2 BEHAVIOR
AS THE RESULT OF THE

INTERACTION OF HEREDITY,
MATURATION AND THE ENVIRONMEN
 HEREDITY

 Process of transmission of genetic character from parents to

offspring
 Polydactyly – extra fused digit fingers, two jointed
fingers, clubbed feet
MATURATION

 Refers to the completion of growth of genetic character due’t

within an organism or the unfolding of an individual’s
inherent traits or potential
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.
3 Mechanisms of Behavior

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
body’s actions is response to stimuli.

3. Connectors – those that connect receptors and effectors

CHAPTER
3
THE TOTAL
RESPONSE
MECHANISM
PSYCHOLOGICAL BASES
OF BEHAVIOR
Psychobiology
 is the study of the biological bases of human behavior.
Neuro-science
 an interdisciplinary
field of study concerned
with the structure,
function development
and biochemistry of the
nervous system.
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.
NERVOUS SYSTEM
What is the purpose of the
NERVOUS SYSTEM?

1. To gather and process information

2. Produce responses to stimuli
3. Coordinate the working of the different cells.
2 Interrelated Divisions of the
NERVOUS SYSTEM

1. Central N.S. 2. Peripheral N.S.

- made up of the brain and the - which connects the brain and the
spinal cord (issues orders to muscles, spinal cord to everything else in the body
glands, and organs) such as the sense organs, muscles and
glands.

*the entire nervous system is made up of structural units or nerve

cells averaging around one hundred billion.
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.
 REFLEXES

 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)
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
 II. 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.
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
organism’s 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 Symptoms:
(36.7°C-37.7°C) polydypsia - excessive or
 Hypothermia - low body abnormal thirst.
temperature
polyfagia - excessive eating; gluttony
 Hyperthermia - high body polyuria - excessive passage of
temperature urine, as in diabetes. Also
Blood Sugar (80-120dL) called hydruria.
 Hypoglycemia - low blood sugar;
no energy. Blood pressure (120/80)
 Hyperglycemia - high blood sugar,  Hypotension - low blood pressure
Hypertension - high blood pressure
Diabetes Mellitus
 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
 SENSES

EYE – the organ of vision or the sense of sight or the visual sensation
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.
AMBLYOPIA/LAZY EYE

- 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

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.
 EAR

- 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.
 MICROTIA

- 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.
 TONGUE

- 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.
 NOSE

 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)
 SKIN

- sense of touch or the “reality sense” or the “cutaneous” or skin sensation

Skin senses contribute to our

effective adjustment to the
environment. They help us to adapt
to and thus, survive in changing
temperatures.
3 OTHER
SENSES
 KINESTHESIS

- 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.
 EQUILIBRIUM

- 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.
ORGANIC SENSITIVITY

 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.
CHAPTER 4
SENSATION
AND
PERCEPTION
 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. 
ABSOLUTE THRESHOLD

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.
DIFFERENCE 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.
EXTRASENSORY PERCEPTION (ESP)

 involves reception of
information not gained through
the recognized senses and not
inferred from experience
(Rudolf Tischner adopted by
Duke University J.B. Rhine)
 STRATEGIES THAT THE
VISUAL SYSTEM USES
TO GROUP SENSORY
BUILDING BLOCKS INTO
PERCEPTUAL UNITS
I. PROXIMITY

• things that are near

together tend to be
grouped together
II. CLOSURE

 the brain tends to fill in gaps in order to perceive complete form

III. SIMILARITY

 things that are a like

somehow tend to be
together
IV. CONTINUITY

 lines and patterns tend

to be perceived as
continuing in time or
space
PARASYCHOLOGY

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.
ESP CATEGORIES

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
CHAPTER 5
LEARNING
AND
MEMORY
 LEARNING

 refers to a process that leads to a relatively permanent change in behavior as

a result of maturation, practice or experience

3 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.
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
B. OPERANT / CONDITIONING / INSTRUMENTAL
TYPE OF LEARNING / REINFORCEMENT THEORY
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
VARIABLES THAT LEAD TO VARIABLES AFFECTING THE
EFFICIENT LEARNING TRANSFER OF LEARNING

1. Feedback 1. Retention
2. Meaningfulness of materials 2. Recall
3. Recognition - a flash of knowing
3. Distribution of practices
that we have seen someone on
4. Whole and part learning
something or learned something
5. Imagery and learning before
4. Relearning - something previously
learned is learned again
5. Overlearning
 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
CHAPTER
6
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

• 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.
“Critical Thinking is thinking that attempts to arrive a judgment only after honestly
evaluating alternatives with respect to available evidence and arguments.”
- Hatcher, 2000
PROBLEM SOLVING

 a mental process and is part of the

larger problem process that includes problem
finding and problem shaping.
 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.
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.
CHAPTER 7
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
3 GENERAL WAYS OF MOTIVATING PEOPLE

1. by force
2 LIMITATIONS OF THE USE OF FORCE:
a. dependence - people who are forced to do something the don’t 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
 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
6 STYLES 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
 LUDUS

– a love that is played as a game or sport; conquest; may have

multiple partners at once
 EROS

– a passionate physical and emotional love based on aesthetic

enjoyment; stereotype of romantic love
 STORGE

– an affectionate love that slowly develops from friendship, based on

similarity (kindred to Philia)
 MANIA

– obsessive love; experience great emotional highs and lows; very possessive
and often jealous lovers
PRAGMA
– love that is driven by the head, not the
heart; undemonstrative

AGAPE
– selfless altruistic love;
spiritual
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
person’s 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
F – False
• is an unlearned response that is aroused in
threatening situations E – Evidence
• a vital response to physical and emotional A - Appearing
danger—if we couldn't feel it, we couldn't R - Real
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.
 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
CHAPTER 8
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 person’s ability to
acquire, through future training, some specific set of
skills
 what career fits you
INTELLIGENCE QUOTIENT (IQ)

VERBAL
 the measure of intelligence IQ DESCRIPTION
Above 130 Very Superior
FORMULA: 120 – 129 Superior
110 – 119 Bright Normal
IQ = MA / CA x 100 90 – 109 Average
MA – Mental Age (thinking capacity) 80 – 89 Dull Normal
70 – 79 Borderline
CA – Chronological Age (your age)
Below 70 Defective
THE FEEBLE - MINDED

1. Morons – IQ of 50 to 70
2. Imbeciles – IQ of 20 to 50
3. Idiots – 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
CHAPTER 9
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
 III. BODY CHEMISTRY, ENDOCRINE,
BALANCE AND TEMPERAMENT
II. BODY BUILD AND STRENGTH 1. Sanguine – pleasant, warm-hearted,
1. Asthenic – frail, feeble, weak optimistic
2. Pyknic – opposite of asthenic, 2. Phlegmatic – indolent, slow,
“human ball” unexcitable but cautious
3. Athletic – strong, good body 3. Melancholic – opposite of sanguine,
built, wiry gloomy, depressing, pessimistic
4. Dysplastic 4. Choleric – serious people, easily
provoked, aggressive when failed
 V. PSYCHOLOGICAL TYPE
• Introvert – shy, not sociable,
IV. PSYCHOANALYSIS THEORY
enjoy being alone
1. Id – pleasure • Extrovert – outgoing, very
2. Ego – reality principle friendly, very sociable
3. Superego – morality • Ambivert - both
principle
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
 Alfred Adler

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.
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 can’t 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 can’t 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
CHAPTER 10
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
 person’s 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)
 7. SEXUAL DISORDER

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
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
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
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
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?

PSY10
THANK YOU FOR LISTENING
GOD BLESS