Apr 19, 2019

Article #3 in a Series >>>>> Essential Information, Micro-Fundamentals of an Excellent Liberal Arts Education >>>>> Psychology


So wretched is the education in the Minneapolis Public Schools that I have been motivated to put my talents as a teacher and researcher into motion for the production of two monumental tomes:  Fundamentals of an Excellent Liberal Arts Education and Understanding the Minneapolis Public Schools:  Current Condition, Future Prospect.  The latter exposes the deficiencies of the Minneapolis Public Schools in factual, analytical, and philosophical detail;  the former delivers to my students the education in economics, political science, psychology, world religions, world history, American history, African American history, other ethnic history, literature, English usage, fine arts, mathematics, biology, chemistry, and physics that they do not get in the public schools of Minneapolis.


 

In order to meet various student time frames and immediate needs as to knowledge acquisition, I have generated various versions of Fundamentals of an Excellent Liberal Arts Education, from very concise to the longest edition at approximately 500 single-spaced pages.  I am currently working with an exquisitely talented grade 11 student who has high capacity for information acquisition and is moving rapidly in quest of Advanced Placement mastery and superior ACT performance.  I have for her generated a middle page-range length of text in all chapters, which readers may find if they scroll on down to my blog entries of late winter and early spring in this very year of 2019.

 

In these next few entries I provide to my readers a list of essential terms to be understood in informational context for detail and significance, providing these for several of the chapters of Fundamentals of an Excellent Liberal Arts Education.

 

Please, then, peruse the first list, pertinent to a middle page-range version of my chapter on psychology:

 

>>>>> 

 

Essential Information, Micro-Fundamentals of an Excellent Liberal Arts Education

Psychology

 

Gary Marvin Davison, Ph. D.

Director, New Salem Educational Initiative

 

I. Definition  >>>>>   study of human behavior and cognition

 

II.  Psychoanalytical School

 

Essential terms, to be understood in historical context for detail and significance:

 

Sigmund Freud

Structure of the personality      

>>>>>
id, ego, supego

 

Levels of consciousness                              

>>>>>       
conscious, unconscious, subconscious

 

Male and Female Complexes   

>>>>>       
Oedipus Complex;  Electra Complex

 

II.  Behaviorist School

 

Essential terms, to be understood in context for detail and significance:

 

B. F. Skinner

operant conditioning

essentials of operant conditioning 

>>>>> 

positive reinforcement, punishment, negative reinforcement

 

schedules of reinforcement 

>>>>> 

fixed ratio                          

variable ratio                    

 

fixed interval

variable interval

 

behavior acquisition

behavior maintenance

behavior extinguishment

primary  v. secondary reinforcers

determinism

 

II.  Humanist School

 

Essential terms, to be understood in context for detail and significance:

 

psychotherapy

 

Carl Rogers             

>>>>>  client-centered therapy

 

Abraham Maslow 

>>>>>  hierarchy of human needs

 

freewill

 

III.  Cognitive School

 

Essential terms, to be understood in historical context for detail and significance:

 

George A. Miller

short-term memory

schemas/schemata

retrieval from memory/learning

categorization, representation, memory, forgetting

neurons

synapses

levels of reality 

>>>>>  molecular level, letters, words, impossible objects

 

mental stimuli  

>>>>>    visual, aural, tactile, gustatory, olfactory

 

Noam Chomsky

linguistics

language acquisition

hardwiring v. environmental acquisition

serial reasoning v. parallel reasoning

deductive v. inductive reasoning

 

III. Neuropsychological School

 

Essential terms, to be understood in historical context for detail and significance:

 

Magnetic Resonance Imaging (MRI)

Computerized Atrial Tomography (CAT)

brain

central nervous system

neurological hierarchy 

>>>>>    spinal cord;  brainstem; 

midbrain;  pons, medulla, cerebellum,

thalamus, basal ganglia;  cerebral cortex

“flight” or “fight”

cerebrum/cerebral cortex

left brain v. right brain

corpus collosum

brain development 

>>>>>  genetics v. social/natural environment;  

nature v. nurture

 

particular conditions 

>>>>>  autism, Alzheimer’s/dementia,

schizophrenia, psychopathic behavior

 

III. Other Subfields of Psychology

 

Essential terms, to be understood in historical context for detail and significance:

 

Psychometrics

Personality Psychology

 

Developmental Psychology

Jean Piaget

 

Social Psychology

Psychology of Motivation & Emotion

Psychology of Sensation  & Perception

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