The Term Psychology Came from Greek ,Psychology as a Science of Soul or Mind

Psychological Science is Born:

Wundt and psychologys first graduate students studied the atoms of the mind by conducting experiments at Leipzig, Germany, in 1879. This work is considered the birth of psychology as we know it today. Focuses on the scientific study of the mind.WW insists that Psych methods be as rigorous ,as the methods of chemistry & physics. University of Leipzig Harvard University Yale University Columbia University Catholic University Univ of Pennsylvania Cornell University Stanford University. American philosopher William James wrote an important 1890 psychology textbook. Mary Calkins, Jamess student, became the APAs first female president. Sigmund Freud, an Austrian physician, and his followers emphasized the importance of the unconscious mind and its effects on human behavior. Psychology is an objective science of mental experiences and behaviours in relation to overall adjustment to the environment.

Subject Matter and Scope:

Physiological Aspect, Mental Aspect, Emotional Aspect, Personality Aspect, Application Aspect

Some Fallacies about Psychology or Psychologist:

Psychologist are Mind Reader, Psychologist are Fortune Tellers, Psychology with Psychiatry

Goals or Objectives of Psychology:

Describing the Behaviour, Understanding the Behaviour(Qualitative Classification, Quantitative Classification ), Predicting the Behaviour , Control

Psychology as a Science:
Attempts to describe, predict, control and explain thought and behavior., Uses scientific method

Theoretical Branches:
General Psychology Abnormal Psychology Social Psychology Developmental Psychology Physiological Psychology Experimental Psychology Comparative Psychology

Applied Branches:
Educational Psychology Clinical Psychology Industrial Psychology Medical Psychology Criminal Psychology Legal Psychology Engineering Psychology

The Early Schools of Psychology:

Psychology quickly diversified from the late 19th century, leading to a number of distinct schools: o Structuralism, which investigated the structure of the mind o Behaviourism, which emphasised the role of the environment in guiding behaviour o Psychoanalysis, which emphasised the role of unconscious forces in shaping behaviour

Theoretical Approaches: Since the 1950s, psychologists have adopted a number of diverse approaches to understanding human nature and behaviour These different approaches include:(Behaviourist , Psychodynamic, Humanistic)

The Behaviourist Approach: Key features: Evaluation: Its practical focus has led to useful applications It has influenced theory development, e.g. in the area of learning It developed a standard scientific methodology, through the use of hypothesis testing and experimental control Its criticised for being mechanistic (ignoring mental processes) and overly environmentally determinist (it ignores biology) Rejects the investigation of internal mental processes Emphasises the investigation of observable behaviour Emphasises the importance of the environment Behaviour is the result of learned associations between stimuli and responses to them The main theories are of classical (Pavlov) and operant (Skinner) conditioning

The Psychodynamic Approach: Key features (1): Mind has 3 parts: conscious, unconscious and preconscious conscious: thoughts and perceptions preconscious: available to consciousness, e.g. memories and stored knowledge unconscious: wishes and desires formed in childhood, biological urges. Determines most of behaviour

Personality has 3 components - id, ego & superego id: unconscious, urges needing instant gratification ego: develops in childhood, rational. Chooses between id and external demands superego: conscience, places restrictions on behaviour

Key features (2): Freuds mental iceberg view of the mind

Key features (3): Psychosexual stages of development Develop through stages in childhood o o o o o Oral (018 months) Anal (18 months3 years) Phallic (36 years) Latent (6 yrspuberty) Genital (puberty onwards)

At each stage, libido is focused on different part of body Failure to progress (fixating) causes neuroses

Key features (4): Ego mediates conflict between id, ego, superego o defence mechanisms include repression, displacement, denial, reaction formation o repression pushes stuff into unconscious, but it exerts influence from there, may cause problems Cure neuroses by bringing material from unconscious to conscious o free association o dream analysis

Evaluation: Significant impact: o o o theories of personality, motivation, development therapeutic techniques in clinical and counselling psychology captured the popular imagination, providing an accessible framework for everyday understanding

Unscientific? o o methodologically poor untestable (e.g. concept of denial)

Limited impact on scientific psychology

The Humanistic Approach: Key features (1): Rejects determinism, and emphasises free will Rejects the positivism of science (investigating others as detached objective observers) Investigates phenomena from the subjective experience of individuals An emphasis on holism: the need to study the whole person

Key features (2): People strive for actualisation o o Evaluation: Considerable influence on counselling o development of client-centred therapy o helped establish counselling as an independent profession o development of research techniques to evaluate the effectiveness of treatment Unscientific Limited impact on mainstream psychology Limited evidence for theories Rogers: the self-concept consists of a perceived self and an ideal self. Psychological health is achieved when the two match Maslow: people have a hierarchy of needs. The goal of psychological growth is to meet the need to achieve self-actualisation

Emotion The experience of feelings

By emotion we mean a subjective feeling state involving physiological arousal, accompained by characteristic behaviours -Baron, Byrne & Kantowitz

Reasonable Emotions:
When might we go into a frenzy of rage? o When our family is threatened. o When someone tells us a joke we find funny. o When we see a terrible injustice o When we see a good friend unexpectedly When do we feel relaxed? o When we are on holiday. o While listening to music. o During a gossip

Emotions and decision making:

Imagine making the following choices without emotion. What problems may arise? o Choosing your spouse o Curriculum o University o Occupation What are the most important factors for you in making these choices?

Rational Emotions:
The philosopher Aristotle suggested that emotions can be more rational or less rational. He observed that,Anyone can be angry- that is easy. But to be angry with the right person to the right degree, at the right time, for the right purpose and in the right way that is not easy.

Characteristics or Nature of Emotion:

Emotion is diffused Emotion is persistent Emotion is cumulative Often emotions are motivational in nature

Basic Emotion:
Love or Affection , Anger, Jealousy Joy and Elation , Sadness and Depression , Boredom, Fear and Anxiety ,

Bodily Changes in Emotion: External bodily changes

Changes in bodily postures Changes in vocal expression

Changes in facial expression

Internal bodily changes

Change in blood pressure, Chemical changes in blood, Changes in the rate of respiration, Changes in heart beat and pulse beat, Changes in gastrointestional activities, Changes in glandular secretions, Changes in galvanic skin reaction, Changes in pupillary responses, Changes in brain waves

Theories of Emotion:
Emotions are a mix of 1) physiological activation, 2) expressive behaviors, and 3) conscious experience.

James-Lange theory
o Environmental stimuli bring on physiological changes that we interpret as emotions William James and Carl Lange proposed an idea that was diametrically opposed to the common-sense view. The James-Lange Theory proposes that physiological activity precedes the emotional experience.

Cannon-Bard theory
Environmental stimuli elicit emotions and bodily responses simultaneously Walter Cannon and Phillip Bard questioned the James-Lange Theory and proposed that an emotion-triggering stimulus and the body's arousal take place simultaneously

Schater-singer theory: A two-stage theory stating that for an emotion to occur, there must
be (1) physiological arousal and (2) an explanation for the arousal

Stanley Schachter and Jerome Singer proposed yet another theory which suggests our physiology and cognitions create emotions. Emotions have two factorsphysical arousal and cognitive label

Motivation at Work
the process of arousing and sustaining goal-directed behavior Extrinsically Motivated work behavior o Behavior that is performed to acquire material or social rewards or to avoid punishments. Intrinsically Motivated work behavior o Behavior that is performed for its own sake.

3 Groups of Motivational Theories:

Internal o Suggest that variables within the individual give rise to motivation and behavior o Example: Maslows hierarchy of needs theory Process o Emphasize the nature of the interaction between the individual and the environment o Example: Expectancy theory External o Focus on environmental elements to explain behavior o Example: Two-factor theory

Maslows Theory:
Maslows theory maintains that a person does not feel a higher need until the needs of the current level have been satisfied. Maslow's basic needs are as follows:

McGregors Assumptions About People Based on Theory X:

Naturally indolent (lazy) Lack ambition, dislike responsibility, and prefer to be led Inherently self-centered and indifferent to organizational needs Naturally resistant to change Gullible, not bright, ready dupes

McGregors Assumptions About People Based on Theory Y:

Experiences in organizations result in passive and resistant behaviors; they are not inherent Motivation, development potential, capacity for assuming responsibility, readiness to direct behavior toward organizational goals are present in people Managements taskarrange conditions and operational methods so people can achieve their own goals by directing efforts to organizational goals

McClellands Need Theory: Need for Achievement:

Need for Achievement - a manifest (easily perceived) need that concerns individuals issues of excellence, competition, challenging goals, persistence, and overcoming difficulties Need for Power: Need for Power - a manifest (easily perceived) need that concerns an individuals need to make an impact on others, influence others, change people or events, and make a difference in life.

Need for Affiliation:

Need for Affiliation - a manifest (easily perceived) need that concerns an individuals need to establish and maintain warm, close, intimate relationships with other people.

Herzbergs Two-Factor Theory:

Hygiene Factor - work condition related to dissatisfaction caused by discomfort or pain o o o maintenance factor contributes to employees feeling not dissatisfied contributes to absence of complaints

Motivation Factor - work condition related to the satisfaction of the need for psychological growth o o job enrichment leads to superior performance & effort

SENSATION AND PERCEPTION

The Cognitive Approach emphasizes that people are shaped (& differ from each other) because their perceptions & their thought processes differ. So understanding some background information on how we perceive things in our environment may help assist us in our understanding of the Cognitive approach. That is why we are now turning our attention to the topic of Sensation & Perception, a specialty area within Psychology that works at understanding how our senses work & how we perceive stimuli in the environment. Sense physical system that receives physical stimulation from surrounding environment and translates that stimulation into an electrochemical message Sensation detecting physical energy in environment and encoding it as neural signals. Neurons transmit the information from the sense organ to the brain. Perception processing of information done by the brain mental processes that organize and interpret sensory information that has been transmitted to the brain.

Transduction:
Communication between the brain & the rest of the body (& between different regions of the brain) occurs via neuron. We recently learned how communication between neurons occurs electrochemically (within neurons: electrical; between neurons: chemical). So the brains language is electrochemical! All senses involve something called receptor cells. Their job is to transduce (transform or even translate) physical stimulation/physical energy from the environment into electrochemical messages that can be understood by the brain.

The mystery of feature detectors

Feature detectors are cortical neurons that respond to specific features of a scene (e.g., particular edges, lines, angles and movements) The brain then needs to assemble the whole image from these specific features. Perceptions arise from the interaction of many neuron systems, each performing a simple task.

How we see color

Based on the wavelength of light the object reflects rather than absorbs. Thus if an object absorbs every color of light except red, then the object reflects red and therefore we see red. Color is also based on interpretation of context. Is the red I see the same red you see?

Color Blindness:
Inability to perceive colors o Total color blindness is rare Color Weakness: Inability to distinguish some colors Ishihara Test: Test for color blindness and color weakness

Gestalt Approach or Theory:

Figure-ground Perception Principals of Perceptual Organisation Principles of Isomorphism

Gestalt Principles of Organization:

Nearness: Stimuli that are near each other tend to be grouped together Similarity: Stimuli that are similar in size, shape, color, or form tend to be grouped together Closure: Tendency to complete a figure so that it has a consistent overall form Continuity: Nearness in time and space; perception that one thing has caused another Common Region: Stimuli that are found within a common area tend to be seen as a group

Depth Perception (Third Dimension)

Definition: Ability to see three-dimensional space and to accurately judge distances Visual Cliff: Apparatus that looks like the edge of an elevated platform or cliff Depth Cues: Features of environment, and messages, that supply information about distance and space Monocular Depth Cue: Depth cue that can be sensed with one eye Binocular Depth Cue: Depth cue that can be sensed with two eyes

Some Different Perception:

Extrasensory Perception Subliminal Perception Perceptual Constancy o Size Constancy o Shape Constancy

Extrasensory Perception (ESP): Fact or Fallacy?

Parapsychology: Study of ESP and other psi phenomena (events that seem to defy accepted scientific laws) o Clairvoyance: Purported ability to perceive events unaffected by distance or normal physical barriers o Telepathy: Purported ability to read someone elses mind o Precognition: Purported ability to accurately predict the future o Psychokinesis (Mind Over Matter): Purported ability to influence inanimate objects by willpower

Illusions: Is What You See What You Get?

Illusion: Misleading or distorted perceptions of stimuli that actually exists o Moon Illusion: Apparent change in size that occurs as the moon moves from the horizon (large moon) to overhead (small moon) o Apparent-Distance Hypothesis: Horizon seems more distant than the night sky o Muller-Lyer Illusion: Two equal-length lines topped with inward or outward pointing Vs appear to be of different length; based on experience with edges and corners

Moon Illusion
the two white bars as resting on the railroad tracks. In the drawing, the upper bar is the same length as the lower bar. However, because the upper bar appears to be farther away than the lower bar, we perceive it as longer. The same logic applies to the moon illusion.

Muller-Lyer Illusion]
4.48 Why does line (b) in the Mller-Lyer illusion look longer than line (a)? Probably because it looks more like a distant corner than a nearer one. Because the vertical lines form images of the same length, the more distant line must be perceived as larger. As you can see in the drawing on the right, additional depth cues accentuate the Mller-Lyer illusion.

Personality
What is personality: Characteristic patterns of behaviour and modes of thinking that determine a persons unique way of interacting with the environment Picking up the theme of behavior, this has two classes of determinants: personality and environment BEHAVIOR (B) = F [PERSONALITY (P), ENVIRONMENT (E)] Personality variables represent internal causes of behavior, while environmental variables are external causes A more detailed formula: BEHAVIOR = F [(a) HEREDITY or PHYSIOLOGY, (b) PAST LEARNING, (c) FLUCTUATING LEVELS OF AROUSAL, & (d) the ENVIRONMENT]. (a), (b), and (c) are internal, so personality includes physiological & learned aspects. It is generally agreed that personality variables are both internal and consistent over time.

Demographic Characteristics: Age Gender Marital status Tenure

Dependent variables:
Productivity (Job performance) Absenteeism Turnover Job satisfaction

Types of Ability

Intellectual Ability
Verbal Ability Memory Numerical Ability Spatial Ability Reasoning Ability Perceptual Ability Deductive Ability

Physical Ability
Motor Skills (e.g. reaction time, dexterity) Major Personality Attributes Influencing OB: Physical Skills (e.g. strength, endurance)

Locus of Control - the degree to which people believe they are masters of their own fate. (internal vs external) Machiavellianism - pragmatic, emotional distance, ends justify means. Self-Esteem - liking or disliking of themselves. Self-Monitoring - adjust behavior to external, situational factors. Risk-Taking Type A Personality Type B Personality

Characteristics of Type A Personality: Insecurity of Status Hyperaggressiveness Sense of Time Urgency The Drive to Self-Destruction Free-Floating Hostility

Insecurity of Status: Lack of self-esteem - need to prove self (William James said: Self-esteem depends on the balance between what we expect to achieve and what we do in actuality achieve.)

Hyperaggressiveness Excessive aggression marked by ruthless, driving desire to prevail and to dominate.

Sense of Time Urgency Comes from the desire to accomplish too much in too short a time; they cope by speeding up all activities and try to do more than one thing at a time (polyphasic).

The Drive to Self-Destruction Joyless Striving Yearn for the approval of others but secretly castigate and criticize themselves; always magnify even minor errors and demand more of themselves.

Free-Floating Hostility Hostility is the most toxic trait with coronary risk consequences. Is a permanent, deep-seated anger that hovers quietly until some trivial incident causes it to rupture to the surface in a burst of hostility. o Hostility: cynical mistrust of others, frequent feelings of anger, and aggressive expression of hostility toward others without regard for their feelings.

Type A Personality Adverse Effects of Type A Personality: Hypertension Heart Disease Job Stress Social Isolation

Type A versus Type B Personality Type A individuals have an intense desire to achieve, are extremely competitive, have a sense of urgency, are impatient, and can be hostile Type B individuals are more relaxed and easy going

Type A/B Personality Research Article

The Association between Type A Behaviour and Change in Coronary Risk Factors among

Young Adults (Garritty et al, 1990) Individuals with a Type A personality had significant increases in: - systolic/diastolic blood pressure - cigarette smoking Type B personality experienced no change.

Personality Tests Personality tests are used for: selection training workers for team work career development

Measures of Personality Interviews o Unstructured: Tell me about yourself o Structured: Set list of questions Observation Objective tests Projective tests

Assessing the UnconsciousTAT Thematic Apperception Test (TAT) people express their inner motives through the stories they make up about ambiguous scenes

Intelligence
Definition of Intelligence:
u Intelligence is the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment. Weshler

Components of Intelligence:
1. Understand complex ideas 4. Ability to reason 2. Adapt to the environment 3. Learn from experience

5. Problem solving skills

Theories of Intelligence: Spearman vs. Thurstone

g or multiple components?? PMA

Cattells Theory
o o o Empirically based Crystallized intelligence GC Fluid intelligence GF

Gardners Multiple Intelligences

1. logical/mathematical 2. Linguistic 3. Spatial 5. bodily kinesthetic 6. Interpersonal 7. intrapersonal 4. musical

Sternbergs Triarchic Theory

Componential Intelligence (book smarts) Experiental Intelligence (creativity) Contextual Intelligence (street smarts)

Early Theories of Intelligence: u R. B. Cattell

o Identified two clusters of mental abilities Crystallized intelligence includes abilities such as reasoning and verbal skills Fluid intelligence includes skills such as spatial and visual imagery, rote memory, and the ability to notice visual details While education can increase crystallized intelligence, it was not thought to have any effect on fluid intelligence

Gardners Theory of Intelligence:

1. Verbal/ Linguistic 2. Visual/ Spatial 3. Interpersonal 4. Musical/ Rhythmic 5. Logical/ Mathematical 6/. Intrapersonal 7. Bodily/ Kinesthetic The theory of multiple intelligences has encouraged the idea that a person is not born with all the intelligence they will ever possess. In the rest this slide show, each of the intelligences will be explained to give you a better understanding of Howard Gardners theory.

Linguistic Intelligence: Gardner's Definition:

Linguistic Intelligence (Word Smart) is the capacity to use language, your native language, and perhaps other languages, to express what's on your mind and to understand other people.

Criteria Used for Linguistic Intelligence

Can understand words and manipulate the structure of language Has highly developed communication skills including writing, speaking, and story-telling Knows and correctly uses rules of grammar Enjoys reading, writing, and speaking Has a large vocabulary

This person learns best by:

1. Saying, hearing, and seeing words 2. Writing 3. Talking 4. Reading

These people would do well in these careers:

1. Author 2. Journalist 3. Poet

Pathologist (one who interprets) 11. Actor

4. Playwright 5. Radio Announcer 6. Speech 7. Typist 8. Novelist 9. Comedian 10. Politician

These People Would Enjoy:

1. Book reporting 2. Telling jokes 3. Writing words 6. Speaking Logical-Mathematical Intelligence: Logical-mathematical intelligence is the capacity to use numbers effectively and reason well. Someone who has this kind of intelligence is able to see cause and effect really well; also, they 4. Reading 5. Journal writing

are able to identify a problem and solve it right there on the spot. People with this intelligence think by reasoning, and they love experimenting, questioning, figuring out logical puzzles, and calculating.

What kinds of processes are used in the logical-mathematical intelligence sequence?

1. Categorization 2. Classification 3. Inference 4. Generalization 5. Calculation 6. Hypothesis testing

Careers
1. Economist 2. Legal Assistant 3. Mathematician 4. Purchasing Agent 5. Science Researcher 6. Science Teacher 7. Statistician 8. Technician

Spatial Intelligence: Spatial intelligence is the brains ability to perceive and interpret visual stimuli. In other words, its how our minds process what we see. Although not very recognized, spatial intelligence is very important in the arts and in everyday life.
1. Advertising Agent 2. Architect 3. Cartographer(Map Maker) 4. Drafter 5. Engineer 6. Fine Artist 7. Graphic Designer 8. Fashion Designer

What is Musical Intelligence?

Being musically intelligent means that you are able to distinguish the sounds around you and that you have the ability to make your own melodies. Even if you are only singing a song or making music, you are using your musical intelligence! If you are musically intelligent, you are able to: u Perceive Discriminate Transform Express

All kinds of musical forms

Types of Musical Intelligence

Figural This means that you are very intuitive about the nature of music and its creation. and Formal This means that you analytic and technical about music and its creation.

*Anyone can have either both or one of these forms * Song Writer Performing Musician Piano Turner Actress Studio Engineer Instrument Manager Singer Musical Theater Actor/

Interpersonal Intelligence:
Gardner's Definition: u Interpersonal intelligence, (people smart), is understanding other people. Its an ability we all need, but is at a premium if you are a teacher, clinician, salesperson, or a politician. Anybody who deals with other people has to be skilled in the interpersonal intelligence. Anthropologist Politician Counselor Manager Nurse

Administrator Personnel Director

Intrapersonal Intelligence:
What is intrapersonal intelligence? Intrapersonal intelligence is self-knowledge and the ability to act adaptively on the basis of that knowledge. This intelligence includes having an accurate picture of oneself (ones strengths and weaknesses); awareness of inner moods, intentions, motivations, temperaments, and desires; and the capacity for self-discipline, self-understanding, and self-esteem. Essentially, its how well you know yourself. Program planner Researcher Psychiatristm Spiritual Counselor Psychology Teacher Philosopher Psychologist

Emotional Intelligence
u Daniel Goleman o o Proposed theory of emotional Intelligence Emotional intelligence has five components Knowing ones own emotions Managing ones own emotions Using emotions to motivate oneself Recognizing the emotions of other people Managing relationships

What is IQ?
Intelligence quotient (IQ): A numerical measure of a persons performance on an intelligence test relative to the performance of other examinees Test Norms: standards of normal performance on IQ tests based on the average & range of scores of a large, representative sample of test takers IQ = MA/CA = 100 50% genetic 50% environmental

Determinants of Intelligence :

Mental Abilities and Human Diversity

u Gender o o o o Overall, men and women do not differ significantly in general intelligence Women may show slight advantage in mathematical computation skills Men show an advantage in spatial ability Men are more likely to fall in the extremes of intelligence range

Extremes of Intelligence
u Mental retardation o o o Refers to a wide variety of mental deficits Defined as significantly sub-average general intelligence functioning that is accompanied by significant limitations in adaptive functioning Some people with retardation show savant performance on particular skills

Extremes of Intelligence:
u Giftedness o o o Refers to superior IQ combined with ability in academics, creativity, and leadership Giftedness is often in specific areas Globally gifted people are rare

Memory Building and Mind Mapping

Four Important Techniques
Organization o If information is organized it is easier. Being Physical o If you involve your senses it is easier. Clarity If you clear your mind of noise it is easier. Brilliance o If you use your memory techniques it is easier.

Organization continued
n Make it Meaningful o o o Relate what you are learning to what you want to get out of your education. Know what your rewards are. Relate new material to what you already know.

Create Associations o o o o Your memory is arranged in a way that makes sense to you. New data should be organized following the same paths. Gather material together and create a common association. One method is to create a metaphor or a story.

Being Physical
n Learn it once - actively o o o o o In class, sit up and on the edge of your chair. When studying stand up and pace. Make gestures when you recite material. Draw pictures of concepts in the air. Get your whole body involved in studying.

Visualize relationships o o o o Create pictures about what you are studying. Draw diagrams or make cartoons. Make visualizations to connect facts. By doing this you use both sides of your brain.

Techniques o o o Create action Make something happen in your picture. Make pictures vivid Make the images clear and exaggerated. Turn abstract into concrete Theory is abstract and a picture is concrete. Bizarre or unusual images work best for some.

Recite and Repeat o o o o You remember what you repeat aloud. This anchors it in two different senses - vocal and hearing. Silent recitation can play mind tricks with you. Put concepts into your own words.

Clarity
n Reduce Interference Turn the stereo off. Turn the TV off. No studying around food or the fridge. Study during the day. Let your brain warm up to study. It takes 15-20 minutes for efficient learning to take place.

Overlearn

Learn more about a subject than you have to. Study the subject until it is second nature. Find additional sources & cover them. Pretest yourself because this lets knowledge grow, so you feel smarter. Immerse yourself.

Be aware of attitudes

Your attitude towards a subject can affect your recall. We tend to forget information that contradicts our opinions. Take responsibility for your attitudes and notice them. By being aware, you can use memory techniques to unblock your memory.

Brillance
n Distribute Learning n Marathon study sessions do not work. You can learn more from 3 two hour sessions than 2 three hour sessions. Take regular breaks every 40 to 50 minutes. Consider them mini-rewards. The exception to this is when you are on a roll, then go for it.

Remember Something Else When you cannot remember and you know you know, think of something else. During a test, remember facts that are related to what you cannot remember. Brainstorming is a good block remover.

Combine Memory Techniques Memory techniques work but they work even better when combined. Example: combine repetition and reflection - repeat a math formula and think how to apply it. Example: combine attitude and distribution - you know you have a bad attitude so do

What Is a Mind Map?

Spatial understanding o Multiple intelligences Brain Storming Concept mapping Organizing Higher-order thinking They are active revision can make it more interesting & more effective for many They promote in depth learning = understanding They help to organise your learning Shows how your mind is organising info. They make recall easier Good for complex topics with many smaller topic areas Good for easy planning

Radiant / divergent thinking:

Notice when we used the spokes or branches radiating from the word college, more ideas and concepts emerges in contrast to the conventional linear format your thinking began to grow and expand rather than being confine. STEP 1 Use an a4 blank sheet or a3 if avaiable draw the mind map horizontally rather than vertically. This enables more space to work with STEP 2 Start at the centre of the page and radiate out. Draw an image or symbol in the centre to represent the theme or topic

STEP 3 Attach main themes to the central image the brain works by association. Print words in large capital letters on top of thick lines having the same length as the words the large capital letters and thick lines emphasise the hierarchy and significance of ideas by making them more visible and thus more memorable STEP 4 Use a hayfork or fishbone technique to connect subsidiary lines to main lines This reflect the logic and associative nature of the brain Psychologists have long established that people learn by associating new knowledge to existing knowledge and experience STEP 5 Print key words on the connecting lines or branches Each key word on a line/ branch gives the fashion from that word STEP 6 Use colour throughout . Colour further enhances the mind maps making it more interesting, unique and outstanding and improving retention andrecall STEP 7 Use images, symbols and codes .personalise the contents to represent main themes. Images improve problem solving and communication and over time will improve a persons perceptual skills. STEP 8 Segment the main themes by drawing boundary lines around them this gives the mind maps its unique brain patterned shape. Mind maps chunk information into meaningful and organised groups by a process of segmentation and aid retention and recall of information brain more freedom to branch out in a connective

Applying Mind Maps to career planning and job hunting They provide an excellent way of organising your ideas about yourself on paper This can be useful at all stages of the career planning or job hunting process.

Using Mind Maps for career planning & research MANY APPLICATIONS, E.G.: Creating a picture of your knowledge of yourself - The starting point for understanding what careers will suit you Brainstorming career ideas & how youll research them Mapping out contacts who can help you (more later!) Writing action plans

Using Mind Maps for job hunting 1. Written Applications Brainstorming evidence of your competencies, when preparing your CVs and Application Forms Planning the content of a covering Letter or section of an Application Form Mapping out the structure of a CV - Mind mapping software enables you to turn mind maps into structured Word documents

2. Interview Preparation Mapping out an interview presentation Preparing an overall picture of yourself related to the job o Skills, interests, experience etc. Preparing answers to specific interview questions e.g.: o What can you offer to this job? o Why are you applying this job? Memorising Mind Maps will make it easier to recall information/answers in the interview

Advantages of mind mapping:

Flexible Recall Associations Multi sensory Essence Reconnaisance Knowledge of left-right brain

Wortwhile visual aid Organised (FAMEWORK)

Limitations of Mind Maps

Not so effective for basic factual learning Work best when you already know something about the subject Difficult to operate for certain subjects? Not a substitute for practising exam questions Ought not to be the only form of revision used