Week 8 Final Project: Psychology Yearbook Due Sunday At 1:59

Week 8 Final Project: Psychology Yearbook Due Sunday by 1:59am Points

Create a “yearbook” presentation of psychological concepts and theories throughout history, past and present findings. For each course outcome, choose at least one time period to research about the significant findings that happened during the time. Include information about the major figure or figures of the time, where applicable. Make clear connections to key concepts and theories related to each course outcome using scholarly sources and relevant images. Follow APA format and include a minimum of 3 outside scholarly sources, along with textbook lessons and the weekly online lessons for each course outcome. The presentation should be 14-21 slides (excluding title, introduction, and references) and address the following course outcomes: Assess theoretical perspectives related to human behavior and physiological explanations; Analyze sensation, perception, and consciousness; Examine stress impacts and management techniques; Illustrate learning and memory models; Analyze motivation and personality theories; Describe developmental changes from infancy to adulthood; and Describe psychological disorders, causes, and societal responses. Ensure the presentation is well-organized, with a clear introduction, proper formatting, relevant images, in-text citations, and a references slide in APA style.

Sample Paper For Above instruction

The development of psychology as a scientific discipline has been marked by significant milestones across various periods, theories, and influential figures. To effectively compile a psychological yearbook that addresses the outlined course outcomes, it is essential to identify key historical periods, the major figures associated with those times, and the significant findings that have shaped contemporary psychology. Each course outcome corresponds to a specific domain within psychology, and understanding the historical context enriches our comprehension of current theories and practices.

Historical Foundations and Theories in Psychology

The establishment of psychology as a scientific discipline can be traced back to the late 19th century, with Wilhelm Wundt founding the first experimental psychology laboratory in 1879. Wundt's emphasis on structuralism sought to analyze the consciousness through introspection, laying the groundwork for future empirical research. This period, often called the "birth of experimental psychology," reflects the first course outcome's focus on assessing theoretical perspectives related to human behavior (Hothersall, 2004).

During the early 20th century, Sigmund Freud emerged as a pivotal figure introducing psychoanalysis, a theory emphasizing unconscious processes and early childhood influences on behavior. The psychodynamic perspective, closely linked to Freud's work, remains influential today, highlighting the importance of mental processes and defense mechanisms (Freud, 1900). These historical insights address course outcome 1 by showcasing physiological and psychological explanations for behavior, emphasizing the importance of understanding underlying unconscious motives.

In the mid-20th century, behaviorism, championed by figures such as John B. Watson and B.F. Skinner, shifted focus toward observable behaviors and environmental influences. This movement questioned the emphasis on mental states, favoring empirical measurement and conditioning theories. Behaviorism significantly impacted views on learning and motivation, directly relating to course outcomes 4 and 5 (Watson, 1913; Skinner, 1953). This period's findings underscored how external stimuli shape behavior, a core concept in modern psychological practice.

Current Perspectives and Findings

Advances in cognitive psychology in the latter half of the 20th century introduced models of mental processes, including perception, learning, and memory. Cognitive scientists like Ulric Neisser emphasized understanding internal mental processes, linking closely to course outcome 2 and 4. The development of neuroimaging techniques, such as fMRI, revolutionized the physiological understanding of cognition, bridging the gap between brain activity and psychological functions (Gazzaniga, Ivry & Mangun, 2018).

Similarly, research into stress and health psychology gained momentum, exploring how physiological responses to stress influence overall health. Hans Selye's pioneering work in the 1930s established the concept of the General Adaptation Syndrome, describing the physiological response to stress and laying the foundation for modern stress management techniques (Selye, 1936). This aligns with course outcome 3, illustrating the dynamic relationship between environment, mental health, and physiological responses.

Developmental and Societal Aspects

Developmental psychology has undergone significant expansion, with scholars like Jean Piaget delineating stages of cognitive development from infancy through adolescence. Piaget's developmental stages describe how children acquire knowledge, impacting social and cognitive growth (Piaget, 1952). These findings inform course outcome 6, addressing physical, cognitive, and social development changes that occur throughout life.

Understanding psychological disorders and societal responses has evolved dramatically, with diagnoses such as depression, anxiety, and schizophrenia being studied through various schools of thought such as biological, psychological, and social models. Jerome Wakefield's integrative model of mental disorders emphasizes the interplay between biological dysfunction and environmental context, informing modern mental health practices (Wakefield, 1992). This perspective supports course outcome 7 by illustrating diverse causes and societal responses to mental health issues.

Conclusion

By exploring these historical contexts, influential figures, and groundbreaking findings, a comprehensive psychological yearbook can be constructed that spans the evolution of theories and models. Integrating images, scholarly sources, and clear connections to each course outcome enriches understanding and appreciation of psychology's rich history. Such a presentation not only educates but also demonstrates the progression of scientific inquiry and understanding within the discipline.

References

• Freud, S. (1900). The interpretation of dreams. Standard Edition of the Complete Psychological Works of Sigmund Freud, Volume IV.
• Gazzaniga, M. S., Ivry, R. B., & Mangun, G. R. (2018). Cognition, Brain, and Consciousness. W. W. Norton & Company.
• Hothersall, D. (2004). History of Psychology. McGraw-Hill.
• Piajet, J. (1952). The origins of intelligence in children. International Universities Press.
• Selye, H. (1936). The stress of life. McGraw-Hill.
• Skinner, B. F. (1953). Science and human behavior. Free Press.
• Wakefield, J. C. (1992). The concept of mental disorder: On the boundary between biological facts and social values. American Psychologist, 47(3), 373–388.
• Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20(2), 158–177.
• Additional scholarly sources as required to support each course outcome.