The New PSYCHOLOGY
From the mind of genius to the suicide bombers of today’s news, from science to sex, understanding is essential to psychology. Memorizing facts is not what psychology is about. By reducing the number of studies, and emphasizing more stories and examples, this is an attempt to give students an edge on what they come to class for; an understanding of their minds and that of others.
Years from now, students will probably have forgotten the studies about what the Frontal Lobes do, but all of us still remember the story of what happened to Phineas Gage when a steel rod was blown through the frontal lobes of his brain (see Chapter 4).
They will only dimly remember the Formal Scientific Techniques, but they will remember how the best doctors in America opened a vein to bleed George Washington of 40% of his blood (he died), and Sear's Electric Belts, and witch hunts, and demon possession, and what that says about why we need the scientific methods (Ch. 1).
They will learn nothing from conditioning a dog to salivate to a bell, or memorizing CS, CR, UCS, and UCR; it will be lost in the backroads of their mind as soon as the test is over. But they will remember how the Russians trained dogs to kill tanks in WWII and why this applies to the Kamikaze pilots, the suicide terrorists of 9/11, today’s politics, and interactions with others (see chapters 8-11). From those stories, we hope they will have formed an understanding of how we know what we know about the mind.
They may not remember the subtle force of words associated with emotion, but they will remember why a man who lived in a hole in the ground, eating rats, for 30 years, received “over 100 marriage proposals from awestruck women.” Yes, really. They will learn why one of Picasso’s paintings recently sold at Sotheby’s auction for 157 million dollars, while the same painting with your name on it would ruin the value of the canvas it was painted on (p.167). They will remember why Scarlett Johansson’s “snot” sold for $5,300 on eBay. Yes, really.
They will remember how words control the emotions in your brain. At the witch trials in Salem, when an accused “witch” was brought into court, adrenaline and cortisol would have shot into the blood of those who watched. Neurotransmitters would have surged through their brain. Their brain waves would have jumped from 12 to 40 cycles per second. A P300 wave would have screamed “ALERT!”. Their GSR spiked. Their heart jumped. A chill went up their spine. The girls shrieked “Witch! Witch!”
We know this because today, the same thing happens in America among theater goers in a movie from Hollywood about witches, zombies, demons, a scary “Chucky” doll, and more. As adrenalin and cortisol shoot into your blood, neurotransmitters surge through your brain, your heart jumps, and it grabs the immediate attention of your brain, as you watch the Zombie apocalypse in a theater. In varying degrees, this is basic to understanding how our brain works
Years from now, students will probably have forgotten the studies about what the Frontal Lobes do, but all of us still remember the story of what happened to Phineas Gage when a steel rod was blown through the frontal lobes of his brain (see Chapter 4).
They will only dimly remember the Formal Scientific Techniques, but they will remember how the best doctors in America opened a vein to bleed George Washington of 40% of his blood (he died), and Sear's Electric Belts, and witch hunts, and demon possession, and what that says about why we need the scientific methods (Ch. 1).
They will learn nothing from conditioning a dog to salivate to a bell, or memorizing CS, CR, UCS, and UCR; it will be lost in the backroads of their mind as soon as the test is over. But they will remember how the Russians trained dogs to kill tanks in WWII and why this applies to the Kamikaze pilots, the suicide terrorists of 9/11, today’s politics, and interactions with others (see chapters 8-11). From those stories, we hope they will have formed an understanding of how we know what we know about the mind.
They may not remember the subtle force of words associated with emotion, but they will remember why a man who lived in a hole in the ground, eating rats, for 30 years, received “over 100 marriage proposals from awestruck women.” Yes, really. They will learn why one of Picasso’s paintings recently sold at Sotheby’s auction for 157 million dollars, while the same painting with your name on it would ruin the value of the canvas it was painted on (p.167). They will remember why Scarlett Johansson’s “snot” sold for $5,300 on eBay. Yes, really.
They will remember how words control the emotions in your brain. At the witch trials in Salem, when an accused “witch” was brought into court, adrenaline and cortisol would have shot into the blood of those who watched. Neurotransmitters would have surged through their brain. Their brain waves would have jumped from 12 to 40 cycles per second. A P300 wave would have screamed “ALERT!”. Their GSR spiked. Their heart jumped. A chill went up their spine. The girls shrieked “Witch! Witch!”
We know this because today, the same thing happens in America among theater goers in a movie from Hollywood about witches, zombies, demons, a scary “Chucky” doll, and more. As adrenalin and cortisol shoot into your blood, neurotransmitters surge through your brain, your heart jumps, and it grabs the immediate attention of your brain, as you watch the Zombie apocalypse in a theater. In varying degrees, this is basic to understanding how our brain works
Digital Books
ASIN: 1736002589
Book Length: 320-650 Pages
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