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
CHAPTER 4 THE TOTAL RESPONSE MECHANISM
CHAPTER 5 SENSATION AND PERCEPTION
CHAPTER 6 LEARNING AND MEMORY
CHAPTER 7 CRITICAL THINKING, PROBLEM SOLVING AND CREATIVITY
CHAPTER 8 MOTIVATION AND EMOTION

CHAPTER 9 INTELLIGENCE

CHAPTER 10 PERSONALITY
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
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
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
ENVIRONMENT
 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 Neuro-Psychology
 an  the field of psychology
interdisciplinar concerned with the neural
y field of study and biochemical bases of
concerned with behavior and mental
the structure, processes
function *among their many interests are
development the biological foundation of
and consciousness, perception,
biochemistry of memory, emotion, intelligence,
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 - which connects the
brain and the spinal cordbrain and the spinal cord to
(issues orders to everything else in the body
muscles, glands, and such as the sense organs,
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
1. MORO REFLEX reach the cerebral cortex, the
most developed-portion of the brain.
 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
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
3. PUPILLARY
disappear asREFLEX
early as 12
months
 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 RIGHT BRAIN: I am the right
brain. I am a scientist. A brain. I am creativity. A free
mathematician. I love the spirit. I am passion. Yearning.
familiar. I categorize. I am Sensuality. I am the sound of
accurate. Linear. Analytical. roaring laughter. I am taste.
Strategic. I am practical. The feeling of sand beneath
Always in control. A master bare feat. I am movement.
of words and language. Vivid colors. I am the urge to
Realistic. I calculate paint on an empty canvas. I
equations and play with am boundless imagination.
numbers. I am order. I am Art. Poetry. I sense. I feel. I
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
 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
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
regulates blood
awareness and vessels,
control glands,behavior.
our emotional and internal
organs like the bladder, stomach and the heart.
2 PARTS / SUBDIVISION

1. Sympathetic
nervous system
 is responsible for the 2.Parasympathetic
mobilization and nervous system
expenditure of the  subdivision of the
body energies, autonomic nervous
particularly to system that operates
stressful, emergency during relaxed state
and threatening and conserves
situations. It energy. It calms body
mobilizes bodily after emergency
nervousness and situation.
increases the output  becomes active
of energy causing when the body is
emotion and makes 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
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 -
 Hypothermia - low excessive or abnormal
body temperature thirst.
 Hyperthermia - high polyfagia - excessive
body temperature
Blood Sugar (80-120dL) eating;polyuria
gluttony
-
 Hypoglycemia - low excessive passage of
blood sugar; no urine, as in diabetes.
energy. Also called hydruria.
 Hyperglycemia - high
blood sugar, Diabetes Blood pressure
Mellitus (120/80)
Hypotension - low blood
 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
Growth Stimulation
target organs Hormones
and glands
(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
ability to-cope
and in the CORTEX whichwith
is the outer
stresslayer
produces “cortisone”
MEDULLA - inner layer produce
“epinephrine” or adrenaline and
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
 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.
- 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
 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
There can detect
are so manythousand
ways to of different odors
 both
describe
taste smell:
and smell are often classes as the
“chemical senses”
• 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
Tellsasusa of
whole.
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
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
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
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
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
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!”
VARIABLES THAT LEAD TOVARIABLES AFFECTING THE
EFFICIENT LEARNING TRANSFER OF LEARNING

1. Feedback 1. Retention
2. Meaningfulness of 2. Recall
materials 3. Recognition - a flash of
knowing that we have
3. Distribution of
seen someone on
practices
something or learned
4. Whole and part
something before
learning
4. Relearning - something
5. Imagery and previously learned is
learning learned again
 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
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
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.
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
“Critical to becoming
Thinking a close
is thinking reader to arrive a
that attempts
judgment
and only afterwriter.
a substantive honestly evaluating alternatives with
Expressed
respect
most to available
generally, evidence
critical thinkingand arguments.”
is "a
- 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
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
 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 -
• 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
 FEAR
F – False
• is an unlearned response that
is aroused in threatening E – Evidence
situations A - Appearing
• a vital response to physical R - Real
and emotional danger—if 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
 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
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)

 the measure of IQ VERBAL

DESCRIPTI
intelligence ON

FORMULA: Above 130 Very

Superior
IQ = MA / CA x 120 – 129 Superior
110 – 119 Bright
100 Normal
MA – Mental Age (thinking 90 – 109 Average
capacity) 80 – 89 Dull
CA – Chronological Age Normal
(your age) 70 – 79 Borderline
THE FEEBLE - MINDED

1.Morons – IQ of
50 to 70
2.Imbeciles – IQ of
20 to 50
3.Idiots – IQ below
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.
 3. Visual – Spatial
 artistic people,
good at
remembering
images, loves to
draw, paint and
read maps
4. Bodily – Kinesthetic  architects, marine
 loves movement, navigators,
enjoy sports and/or engineer,
photographer, artist
dance, they like to stay
active. They have good
motor skills and are
very aware of their
 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
6. Intrapersonal
 composer, singer,
 ability to understand musician
one-self
 psychologist, theologian
 7. Interpersonal
 ability to understand
other people good in
social interactions,
working with others
and have many
8. Naturalist friends.
 politician, diplomat,
 people with this teachers
intelligence have a
sensitivity to and
appreciation for nature.
Has the ability to care for
and interact with
animals.
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.
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,
II. BODY BUILD AND BALANCE AND
STRENGTH TEMPERAMENT
1. Asthenic – frail, 1. Sanguine – pleasant,
feeble, weak warm-hearted, optimistic
2. Pyknic – opposite of 2. Phlegmatic – indolent,
asthenic, “human slow, unexcitable but
ball” cautious
3. Athletic – strong, 3. Melancholic – opposite
good body built, wiry of sanguine, gloomy,
4. Dysplastic depressing, pessimistic
4. Choleric – serious
 V. PSYCHOLOGICAL
TYPE
IV. PSYCHOANALYSIS
• Introvert – shy,
THEORY
not sociable, enjoy
1. Id – pleasure being alone
2. Ego – reality • Extrovert –
principle outgoing, very
friendly, very
3. Superego –
sociable
morality principle
• 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
 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

Gordon
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
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
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
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
 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
b. SEXUAL AIMS – sex change
 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
c. SEXUAL DESIRES
humiliation upon another person
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
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