Psych Shirt ko sa UNC!!!

GROUP DYNAMICS' PSYCH SHIRT ;)

NICE ONE GD PEEP! ;)))

AB Psych: Group Dynamics

 Bonding with my Psych Students... with their "EGGS". ;)

@ Mc Donald's Centro Plaza... a happy gathering after class... chill'out!

UNC Psych Shirt GD

les images de la mémoire!

Some pictures from the Peñafrancia Festival...

Military Parade... the front person is my student. ;)

here's another... ;)

Chapter 10: INTELLIGENCE

CHAPTER X

INTELLIGENCE

·         Intelligence is an umbrella term that describes related abilities such as comprehension, communication, reasoning, planning and problem solving.

THREE CATEGORIES OF THE DEFINITION OF INTELLIGENCE

A.      Popular Concepts – ability to see relevant relationships in problem solving in people, ability to acquire a wide variety of information rapidly and easily, ability to retain and understand instruction, ability to reason well in a variety of media or to see more creative possibilities in a particular situation

B.      Scientific Concepts – intelligence is conceptualized as a person’s ultimate level of functioning, defined by mechanical efficiency of his nervous system and determined by both heredity and environmental factors

C.      Technical Concepts – defined intelligence operationally in terms of critical abilities known as mental processes

FACTORS AFFECTING INTELLIGENCE

1.       BIOLOGICAL- intelligence is somewhat dependent on individual’s brain structure and the genes that shape that brain development.

2.       ENVIRONMENTAL- describes that family’s environmental factors substantially affects intelligence.

THE THEORY OF MULTIPLE INTELLIGENCES

Howard Gardner proposes Multiple Intelligence  to understand the concept of intelligence. He believed that individuals manifested by variety of intelligence. The theory's nine currently accepted intelligences are: (Educational Psychology, Robert Slavin. 2009, 117)

1.       SPATIAL- this refers to the ability to perceive forms and shapes accurately and ability visualize with the mind's eye.

2.       BODILY-KENISTHETIC- control of one's bodily motions and the capacity to handle objects skillfully.

3.       LOGICAL-MATHEMATICAL- this area has to do with logic, abstractions, reasoning and numbers.

4.       LINGUISTIC- this area has to do with words, spoken or written.

5.       INTRAPERSONAL -this area has to do with introspective and self-reflective capacities.

6.       INTERPERSONAL- this area has to do with interaction with others

7.        NATURALISTIC -this area has to do with nature, nurturing and relating information to one’s natural surroundings.

8.       MUSICAL- this area has to do with sensitivity to sounds, rhythms, tones, and music.

9.        EXISTENTIAL- ability to contemplate phenomena or questions beyond sensory data, such as the infinite and infinitesimal.

(Frames of mind: The theory of multiple intelligences, 2009)

Triarchic Theory of Intelligence

Ø  Robert Sternberg proposes the theory that describes three fundamental aspects of intelligence.

1.       Analytic intelligence comprises the mental processes through which intelligence is expressed.

2.        Creative intelligence is necessary when an individual is confronted with a challenge that is nearly.

3.       Practical intelligence is bound in a sociocultural milieu and involves adaptation to, selection of, and shaping of the environment to maximize fit in the context

INTELLIGENCE QUOTIENT TEST (IQ TEST)

                -is a score derived from one of several different standardized tests designed to assess intelligence.

WELL-KNOWN IQ TEST

1.       Wechsler Adult Intelligence Scale (WAIS)

2.       Purdue Non-Language Test (PNLT)

3.       RAVENS

MENTAL RETARDATION

-          Result of pathological process in the brain characterized by limitations in intellectual and adaptive function. (synopsis of psychiatry 9^th edition)

-          Appearing before adulthood, characterized by significantly impaired cognitive functioning and deficits in two or more adaptive behaviors.

LEVELS OF MENTAL RETARDATION

1.       Mild retardation

-          IQ levels of 55 to 69

-          Mildly retarded children often go undiagnosed until they are well into their school years.

-          They are often slower to walk, talk, and feed themselves than most other children. They can learn practical skills, including reading and math, up to about the fourth to sixth grade level.

-          Mildly retarded adults usually build social and job skills and can live on their own.

2.       Moderate retardation

-          have IQs ranging from 40 to 54

-          Children who are moderately retarded show noticeable delays in developing speech and motor skills.

-          Moderately retarded adults usually cannot live alone, but they can do some simple tasks and travel alone in familiar places.

3.       Severe retardation

-          IQs ranging from 20 to 39.

-           Their condition is likely to be diagnosed at birth or soon after.

-           Adults who are severely mentally retarded may be able to follow daily routines and perform simple tasks, but they need to be directed and live in a protected environment.

4.       Profound retardation

-           IQs of 0 to 24

-           Their condition is usually diagnosed at birth, and they may have other medical problems and need nursing care.

-          Children who are profoundly retarded need to be continuously supervised. These children show delays in all aspects of development.

They cannot take care of themselves and need complete support in daily living.

Chapter 9: EMOTION

CHAPTER VIX

EMOTION

 

Introduction

                Have you ever felt angry that causes you to throw anything that your hands can grab on? How about crying your heart out for too much sorrow? Have you experienced your heart jumped for too much happiness? Today, are you feeling bored? Excited? Scared? Happy?

                Emotions can lead to a lot of reactions and behavior.  In the book “Mobydick” by Herman Melville – the lead character played by Captain Ahab went to great lengths just to have his revenge on the great white whale (named Mobydick).  Captain Ahab went was willing to sacrifice his ship, the life of his crew and ultimately his life just so he could satisfy his longing for revenge.

                The moral of the story of course is that revenge eventually consumes the person.  The source or the initiator will eventually harm people around him, hence, it is psychologically healthier to just let go and refrain from carrying emotional baggage.

                Emotions could also unintentionally lead to a great achievement.  Look at the Taj Mahal – because of the great love of a mughal emperor, as a sign of eternal love, a great infrastructure was erected, initially, it was a symbol of mourning but now, a UNESCO World Heritage Site (circa, 1983).

                When a person is coping with death, there is a proposed model or stages that the subject passes through.  This was initially postulated by Kubler-Ross and the acronym is DABDA.

                DABDA stands for:

• denial, anger, bargaining, depression and acceptance. 

               

                Though this is just a theoretical model, it simplifies human behavior when such is dealing with the grim subject of death.  Because grief is one of the inevitable emotion that we all have to experience sooner or later.

                One of the most interesting topics about human psychology is emotions. In this chapter, key concepts and theories about human emotion is presented.

                Many researchers are now interested in exploring this aspect of human process.

Definitions of Emotions

·                     The etymological definition of EMOTION is “emovere” a Latin word which means “to move out”.

·                     According to Woolfolk (2009) emotions are subjective reactions to experience that are associated with physiological and behavioral changes.

·                     Feldman (2008) defined emotions as feelings that generally have both physiological and cognitive elements and that influence behavior.

·                     Emotions are considered as the building blocks of personality.

Basic Emotions (Matlin, 1992)

EMOTION	FUNCTION
Fear	Protection
Anger	Destruction
Joy	Incorporation
Disgust	Rejection
Acceptance	Reproduction
Sadness	Reintegration
Surprise	Orientation
Anticipation	Exploration

Figure 1:   Plutchik’s Model

Aspects of Emotions

• Personal emotional experiences- characteristics of emotion which people consciously feel, know and describe verbally.
• Physiological of bodily changes that occur during the emotion
• Behavior of the person- how one acts and what one does
• Motivational aspect

                                              

3 Ways in Which Emotions Vary

• Intensity- shows by the distinction we make between grief and sadness, between fear or panic, or annoyance and fury.
• Similarity- emotions have tone; another is reflected in our acceptance of the fact that joy and disgust.
• Polarity- some emotions are opposite or polar to each other.

Functions of Emotions

Emotion is not just a phenomenon of a human experience the evolution of human beings occurred through understanding our own emotions. Moreover, we have emotions because they are of  significant importance in the survival of our species.

Feldman (2008), identified three major functions of Emotions.

·         Preparation for Action- we are able to respond to changes in our environment because our emotions enable us to prepare to respond to the stimulus in our surroundings.

                        For example person experiences fear to alert him of the possible danger in the environment.

·         Shaping future behavior- one factor that shapes our future behavior is our emotion. Constant exposure to stimuli that stir our emotions enables us to learn, relearn and unlearn a certain behavior.

                        Our personal emotional experiences help us decide what appropriate behavior we can use in different         situations.

·         Helping us interact more effectively with others- As social beings we are interacting with one another almost every time.

                        Understanding your own emotions and emotions of       others enables us to sympathize or empathize with others.

Physiological Components of Emotion

                Emotions are usually accompanied by physiological reactions, listed below are the usual physiological reactions of the body in emotions.

1.       Dilation of the pupils

2.       Breathing pattern changes

3.       Heart rate changes

4.       Blood pressure usually rises

5.       Muscle tremor and tension

6.       Salivary secretion

7.       Pilimotor response (goose-bumps)

8.       Galvanic skin response (skin conductance)

Types of Emotional Reactions

·          Fear- one of the most troublesome emotional reactions. The most prominent feelings associated with fear are bodily sensations due to the activation of the autonomic nervous system.

·          Anger- the primary occasion for anger is when a goal seeking activity is hindered. When a situation or other people unduly limit one’s freedom of action, the restrained individual is likely to become angry. Attacking is a possible reaction.

·          Depression or grief- situations which cause depressive or grief reactions are similar to those that produce anger.

         The major difference is that there is more of the element of finality in depressive states than in angry situations.

·          Love- mainly involves a focusing of strong positive feelings on a person.

         It can have a sexual desire as an important component, although people can feel it without the sexual element.