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Welcome to the wonderful world of psychology! This podcast is the audio segment of the course at http://www.introtopsych.com. It comprises the topics found to be most important based on a survey of 761 introductory psychology teachers at 490 schools (Miller & Gentile, 1998). These topics include introduction/methods, neuroscience, sensation/perception, learning, memory, thinking/intelligence, developmental psychology, personality, social psychology, and abnormal psychology. In addition, I ha ...
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How do psychologists classify thinking and behavior as “abnormal”? In this chapter we discuss just that by looking at the. . .
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Social psychology is the study of humans as social animals, that is the way that we influence one anothers’ behavior and th. . .
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While psychologists cannot entirely agree on one definition of personality, this text uses the definition most people think o. . .
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The scientific study of biological, cognitive, social, and personality development throughout the life span is known as devel. . .
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Building on sensation and perception, learning, and memory, this chapter discusses how we think, that is how we process infor. . .
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Cognitive biases are tendencies to think in certain ways that can lead to systematic deviations from a "standard of rati. . .
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Memory is essential for life as we currently experience it, allowing us to use what we know to interpret the world. This stud. . .
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In this chapter we look at how psychologists have studied learning and what we know about how humans learn looking at how bot. . .
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To understand and live in the world around us we must first gather (sense) and then interpret (perceive) the information pres. . .
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In this chapter we look at just how the brain and nervous system are able to control nearly everything we do by starting with. . .
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In this lesson, we will go over an introduction to the course. I will give an introduction to psychology, and a summary of th. . .
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Rather than focusing on what we traditionally think of as psychology, therapy, this text seeks to highlight psychology as a s. . .
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