Go to All Subject -

Psychology

Online Study Material, Lecturing Notes, Assignment, Reference, Wiki and important questions and answers

Psychology


-:- Prologue: What Is Psychology?
-:- Psychology’s Diverse Methods and Perspectives
-:- The Neural Basis of Emotional Memory
-:- The Evolutionary Basis for Emotional Remembering
-:- Cognitive Influences on Emotional Memory
-:- Social Influences on Emotional Memory
-:- The Cultural Setting of Emotional Memory
-:- A Developmental Perspective on Emotional Memory
-:- Disorders of Emotional Memory
-:- What Unites Psychology?
-:- Psychology: Research Methods
-:- Psychology: Making Observations
-:- Making Observations: Defining the Question
-:- Making Observations: Systematically Collecting Data
-:- Making Observations: Defining the Sample
-:- Making Observations: Assessing External Validity
-:- Making Observations: Monitoring Demand Characteristics
-:- Psychology: Working With Data
-:- Working With Data: Descriptive Statistics
-:- Working With Data: Inferential Statistics
-:- Psychology: Observational Studies
-:- Establishing Cause and Effect: the Power of Experiments
-:- Experimental Groups versus Control Groups
-:- Random Assignment
-:- Within-Subject Comparisons
-:- Internal Validity
-:- Beyond the Single Experiment
-:- Research Ethics
-:- The Power of Science
-:- Some Final Thoughts: Methodological Eclecticism
-:- The Genetic and Evolutionary Roots of Behavior
-:- Genetics and DNA
-:- Evolution by Natural Selection
-:- The Principles of Natural Selection
-:- Genes and Evolution
-:- Evidence for Evolution by Natural Selection
-:- The Unity of Life
-:- The Genetics and Evolution of Behavior
-:- The Biological Roots of Smiling
-:- The Genetics of Intelligence
-:- The Evolution of Mating Patterns
-:- The Brain and the Nervous System
-:- The Organism as a Machine
-:- Building Blocks of the Nervous System
-:- Communication among Neurons
-:- Activity and Communication within the Neuron
-:- Explaining the Action Potential
-:- Propagation of the Action Potential
-:- All-or-None Law - Communication among Neurons
-:- The Synapse - Communication among Neurons
-:- The Synaptic Mechanism
-:- Neurotransmitters
-:- Drugs and Neurotransmitters
-:- Communication through the Bloodstream
-:- Methods for Studying the Nervous System
-:- Methods for Studying the Nervous System: Recording from Individual Neurons
-:- Methods for Studying the Nervous System: Studying the Effects of Brain Damage
-:- Methods for Studying the Nervous System: Recording from the Whole Brain
-:- The Power of Combining Techniques
-:- The Architecture of the Nervous System
-:- The Central and Peripheral Nervous Systems
-:- The Anatomy of the Brain
-:- Lateralization
-:- The Cerebral Cortex
-:- The Cerebral Cortex: Projection Areas
-:- Cerebral Cortex: Association Areas
-:- The Results of Cortical Damage
-:- Plasticity
-:- Plasticity: Changes in Neuronal Connections
-:- Plasticity: Cortical Reorganization
-:- Plasticity: New Neurons
-:- Plasticity: Repairing Damage to the Nervous System
-:- Psychology: Sensation
-:- The Origins of Knowledge
-:- Psychophysics
-:- Psychophysics: Sensory Thresholds
-:- Psychophysics: Detection and Decision
-:- A Survey of the Senses
-:- A Survey of the Senses: Sensory Coding
-:- A Survey of the Senses: Sensory Adaptation
-:- A Survey of the Senses: The Vestibular Sense
-:- A Survey of the Senses: The Skin Senses
-:- A Survey of the Senses: Pain
-:- A Survey of the Senses: Smell
-:- A Survey of the Senses: Taste
-:- Hearing
-:- The Stimulus: Sound
-:- From Sound Waves to Hearing
-:- Vision
-:- The Stimulus: Light
-:- Gathering the Stimulus: The Eye
-:- The Visual Receptors
-:- Vision Contrast Effects
-:- Vision Color
-:- The Neural Basis of Color Vision
-:- Vision Perceiving Shapes
-:- Psychology: Perception
-:- Form Perception: What Is It?: The Importance of Features
-:- Form Perception: What Is It?: The Importance of Organization
-:- Network Models of Perception
-:- The Neuroscience of Vision
-:- Perceptual Constancy
-:- Distance Perception: Where Is It?
-:- Motion Perception: What Is It Doing?
-:- Perceptual Selection: Attention
-:- Perception: Other Modalities
-:- Consciousness
-:- Introspection and the Functions of Consciousness
-:- Consciousness: Translating Thoughts into Words
-:- Consciousness: The Cognitive Unconscious
-:- Consciousness: Brain Damage and Unconscious Functioning
-:- Consciousness: Unconscious Attributions
-:- Consciousness: Mistaken Introspections
-:- The Function of Consciousness
-:- Neural Basis for Consciousness
-:- Neural Basis for Consciousness: The Mind-Body Problem
-:- The Many Brain Areas Needed for Consciousness
-:- Neural Correlates of Consciousness
-:- The Global Workspace Hypothesis
-:- Varieties of Consciousness
-:- Consciousness: Sleep
-:- Consciousness: Sleep and Wake Cycles
-:- Consciousness: The Need For Sleep
-:- Consciousness: The Function of Sleep
-:- Consciousness: Dreams
-:- Why Do We Dream ?
-:- Sleep, Dreams, and Consciousness
-:- Consciousness: Hypnosis
-:- Consciousness: Religious States(Meditation)
-:- Drug-Induced Changes in Consciousness
-:- Drug-Induced Changes in Consciousness: Depressants
-:- Drug-Induced Changes in Consciousness: Stimulants
-:- Drug-Induced Changes in Consciousness: Marijuana
-:- Drug-Induced Changes in Consciousness: Hallucinogens
-:- Drug-Induced Changes in Consciousness: Addiction
-:- Psychology: Learning
-:- The Perspective of Learning Theory
-:- Habituation
-:- Classical Conditioning
-:- Classical Conditioning: Pavlov and the Conditioned Response
-:- The Major Phenomena of Classical Conditioning
-:- Classical Conditioning: Acquisition of Conditioned Responses
-:- Classical Conditioning: Extinction
-:- Classical Conditioning: Generalization
-:- Classical Conditioning: Discrimination
-:- Classical Conditioning: The CS as a “Signal”
-:- Classical Conditioning: Contingency
-:- Classical Conditioning: The Absence of Contingency
-:- Classical Conditioning: Role of Surprise
-:- Classical Conditioning: The Relationship between the CR and the UR
-:- Instrumental Conditioning
-:- Instrumental Conditioning: Thorndike and the Law of Effect
-:- Instrumental Conditioning: Skinner and Operant Behavior
-:- Instrumental Conditioning: The Major Phenomena of Instrumental Conditioning
-:- Instrumental Conditioning: Changing Behaviors or Acquiring Knowledge?
-:- Observational Learning
-:- Varieties of Learning
-:- Biological Influences on Learning: Belongingness
-:- Different Types of Learning
-:- Similarities in How Different Species Learn
-:- The Neural Basis for Learning
-:- Psychology: Memory
-:- Acquisition, Storage, Retrieval
-:- Acquisition
-:- Acquisition: Working Memory, Long-Term Memory
-:- Acquisition: Establishing Long-Term Memories
-:- Psychology: Storage
-:- Psychology: Retrieval
-:- Psychology: Memory Gaps, Memory Errors
-:- Memory Gaps, Memory Errors: Forgetting
-:- Psychology: Memory Intrusions
-:- Psychology: Memory: An Overall Assessment
-:- Psychology: Varieties of Memory
-:- Psychology: Episodic and Semantic Memory
-:- Psychology: Possible Subdivisions of Episodic Memory
-:- Psychology: Explicit and Implicit Memory
-:- Psychology: Thinking
-:- Mental Representations
-:- Judgment: Drawing Conclusions from Experience
-:- Judgment: The Availability Heuristic
-:- Judgment: The Representativeness Heuristic
-:- Judgment: Thinking Dual-Process Theories
-:- Reasoning: Drawing Implications from Our Beliefs
-:- Reasoning: Confirmation Bias
-:- Reasoning: Faulty Logic
-:- Reasoning: Triggers for Good Reasoning
-:- Reasoning: Judgment and Reasoning: An Overview
-:- Decision Making: Choosing Among Options
-:- Decision Making: Framing Effects
-:- Decision Making: Affective Forecasting
-:- Decision Making: Too Many Options
-:- Decision Making: Reason-Based Choice
-:- Decision Making: An Overview
-:- Problem Solving: Finding a Path Toward a Goal
-:- Problem Solving: The Role of the Goal State
-:- Problem Solving: Hierarchical Organization
-:- Problem Solving: Automaticity
-:- Problem Solving: Obstacles to Problem Solving
-:- Problem Solving: Overcoming Obstacles to Solutions
-:- Problem Solving: Restructuring
-:- Problem Solving: Creative Thinking
-:- Problem Solving: Experts
-:- Psychology: Language
-:- Building Blocks of Language
-:- Building Blocks of Language: The Sound Units
-:- Building Blocks of Language: Morphemes and Words
-:- Building Blocks of Language: Phrases and Sentences
-:- How Language Conveys Meaning
-:- Psychology Language: Meanings of Words
-:- Psychology Language: The Meanings of Sentences
-:- Psychology Language: How We Understand
-:- How We Learn a Language
-:- The Social Origins of Language Learning
-:- Discovering the Building Blocks of Language
-:- The Growth of Word Meaning
-:- The Progression to Adult Language
-:- Language Learning in Changed Environments
-:- Wild Children
-:- Isolated Children
-:- Language without Sound
-:- Language without a Model
-:- Children Deprived of Access to Some of the Meanings
-:- Children Exposed to More Than One Language: The Case of Bilingualism
-:- Language Learning with Changed Endowments
-:- The Sensitive Period Hypothesis
-:- Language in Nonhumans
-:- Language and Thought
-:- How Language Connects to Thought
-:- Do People Who Talk Differently Come to Understand the World Differently?
-:- How Can We Study Language and Thought?
-:- Intelligence
-:- Intelligence Testing
-:- What Is Intelligence? The Psychometric Approach
-:- The Logic of Psychometrics
-:- Factor Analysis and the Idea of General Intelligence
-:- A Hierarchical Model of Intelligence
-:- Intelligence: Fluid and Crystallized G
-:- The Building Blocks of Intelligence
-:- Intelligence Beyond the IQ Test
-:- The Roots of Intelligence
-:- The Roots of Intelligence: The Politics of IQ Testing
-:- The Roots of Intelligence: The Problems with “Nature vs. Nurture”
-:- The Roots of Intelligence: Genetics and Individual IQ
-:- The Roots of Intelligence: Environment and Individual IQ
-:- The Roots of Intelligence: Heritability Ratios
-:- The Roots of Intelligence: Group Differences in IQ
-:- Group Differences in IQ: Between - Group and Within – Group Differences
-:- Group Differences in IQ: Comparisons Between Men And Women
-:- Group Differences in IQ: Stereo Type Threat
-:- Motivation and Emotion
-:- Motivational States
-:- Thermoregulation
-:- Hunger, Eating, and Obesity
-:- Physiological Aspects of Hunger and Eating
-:- Cultural and Cognitive Aspects of Hunger and Eating
-:- Obesity
-:- Threat and Aggression
-:- Physiological Aspects of Threat and Aggression
-:- Cultural and Cognitive Aspects of Threat and Aggression
-:- Sexual Behavior
-:- Physiological Aspects of Sexuality
-:- Cultural and Cognitive Aspects of Sexuality
-:- Sexual Orientation
-:- Motives Beyond Drives
-:- The Diversity of Motives
-:- Emotion and Emotion Regulation
-:- The Many Facets of Emotion
-:- The Functions of Emotion
-:- Emotion Regulation
-:- Social Psychology
-:- Social Cognition
-:- Social Cognition: Attribution
-:- Social Cognition: Person Perception
-:- Social Cognition: Attitudes
-:- Social Influence
-:- Social Influence: Conformity
-:- Social Influence: Obedience
-:- Social Influence: Compliance
-:- Social Influence: Group Dynamics
-:- Social Relations
-:- Social Relations: Helping and Altruism
-:- Social Relations: Attraction
-:- Social Relations: Love
-:- Psychology: Development
-:- Prenatal Development
-:- Infancy and Childhood
-:- Physical and Sensorimotor Development in Infancy and Childhood
-:- Cognitive Development in Infancy and Childhood
-:- Piaget ’S Stage Theory
-:- Beyond Piaget
-:- Early Conceptions of the Physical World
-:- Number and Mathematical Reasoning
-:- Social Cognition and Theory of Mind
-:- Socioemotional Development in Infancy and Childhood
-:- The Earliest Interactions - Socioemotional Development in Infancy and Childhood
-:- Attachment - Socioemotional Development in Infancy and Childhood
-:- Differences in Attachment - Socioemotional Development in Infancy and Childhood
-:- The Role of Temperament - Socioemotional Development in Infancy and Childhood
-:- The Role of Culture - Socioemotional Development in Infancy and Childhood
-:- The Role of Parenting Styles - Socioemotional Development in Infancy and Childhood
-:- The Impact of Child Care - Socioemotional Development in Infancy and Childhood
-:- The Effects of Domestic Conflict and Divorce - Socioemotional Development in Infancy and Childhood
-:- What Happens When there is No Attachment ? - Socioemotional Development in Infancy and Childhood
-:- Peer Relationships - Socioemotional Development in Infancy and Childhood
-:- Development of Moral Thinking - Socioemotional Development in Infancy and Childhood
-:- Conscience and Moral Feeling - Socioemotional Development in Infancy and Childhood
-:- Adolescence
-:- Physical Development in Adolescence
-:- Cognitive Development in Adolescence
-:- Socioemotional Development in Adolescence
-:- Adulthood and Older Age
-:- Physical and Sensorimotor Changes in Adulthood
-:- Cognitive Changes in Adulthood
-:- Socioemotional Development in Adulthood
-:- Personality
-:- The Trait Approach: Defining Our Differences
-:- The Trait Approach: The Big Five
-:- The Trait Approach: The Consistency Controversy
-:- The Trait Approach: Traits and Biology
-:- The Trait Approach: Traits and the Environment
-:- The Trait Approach: Contributions of the Trait Approach
-:- Psychodynamic Approach: Probing the Depths
-:- Psychodynamic Approach: Psychoanalysis: Theory and Practice
-:- Psychodynamic Approach: Psychological Defenses and Development
-:- Psychodynamic Approach: The Empirical Basis of Freud’s Claims
-:- Psychodynamic Approach: Psychodynamic Formulations after Freud
-:- Psychodynamic Approach: Contributions of the Psychodynamic Approach
-:- The Humanistic Approach: Appreciating Our Potential
-:- The Humanistic Approach: Phenomenology and Self-actualization
-:- The Humanistic Approach: The Self
-:- The Humanistic Approach: Positive Psychology
-:- Contributions of the Humanistic Approach
-:- The Social-Cognitive Approach: The Power of Beliefs
-:- Origins of the Social-Cognitive Approach
-:- Key Social-Cognitive Concepts
-:- Contributions of the Social-Cognitive Approach
-:- Psychopathology
-:- Conceptions of Mental Disorders
-:- Defining Mental Disorders
-:- Assessing Mental Disorders
-:- Psychopathology: Making Diagnoses Using the DSM
-:- Psychopathology: The Costs and Benefits of Labeling
-:- Anxiety Disorders
-:- Anxiety Disorders: Phobias
-:- Anxiety Disorders: Panic Disorder and Agoraphobia
-:- Generalized Anxiety Disorder
-:- Obsessive-Compulsive Disorder
-:- Stress Disorders
-:- Roots of the Anxiety Disorders
-:- Mood Disorders
-:- Mood Disorders: Depression
-:- Mood Disorders: Bipolar Disorder
-:- The Roots of Mood Disorders
-:- Schizophrenia
-:- Schizophrenia: Signs and Symptoms
-:- The Roots of Schizophrenia
-:- Developmental Disorders
-:- Eating Disorders
-:- Dissociative Disorders
-:- Personality Disorders
-:- Treatment of Mental Disorders
-:- Treatments Past and Present
-:- Early Treatments for Mental Disorders
-:- Current Treatments for Mental Disorders
-:- Psychological Treatments
-:- Psychological Treatments: Psychodynamic Approaches
-:- Psychological Treatments: Humanistic Approaches
-:- Psychological Treatments: Behavioral Approaches
-:- Psychological Treatments: Cognitive-Behavioral Approaches
-:- Psychological Treatments: Integrated Treatments and Eclecticism
-:- Psychological Treatments: Beyond One-on-One Therapy
-:- Biomedical Treatment of Mental Disorders
-:- Pharmacological Treatments of Mental Disorders
-:- Nonpharmacological Treatments of Mental Disorders
-:- Common Factors and Combined Treatments of Mental Disorders
-:- The Importance of Empirically Supported Treatments of Mental Disorders
-:- Logic of Outcome Research - Evaluating Treatment of Mental Disorders
-:- Evaluating Psychological vs. Biomedical Treatments of Mental Disorders
-:- Efficacy vs. Utility - Treatments of Mental Disorders
-:- Meta-Analyses of Therapy Outcome - Treatment of Mental Disorders
-:- Does One Size Fit All? - Treatment of Mental Disorders