FOUNDERS AND HISTORY OF COGNITIVE BEHAVIOUR THEORY The first discrete‚ intentionally therapeutic approach to Cognitive Behaviour Therapy (CBT) to be developed was Rational Emotive Therapy (RET)‚ which was originated by Albert Ellis‚ Ph.D. in the mid-1950’s. Ellis developed his approach in reaction to his disliking of the in-efficient and in-directive nature of Psychoanalysis. The philosophic origins of RET go back to the Stoic philosophers‚ including Epictetus and Marcus Aurelius. Epictetus
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INTRODUCTION TO CONSUMER BEHAVIOUR Consumer behavior is affected by a host of variables ranging from personal‚ professional needs‚ attitudes and values‚ personality characteristics‚ social economic and cultural background‚ age‚ gender‚ professional status to social influences of various kinds exerted a family‚ friends‚ colleagues‚ and society as a whole. The combination of these factors help the consumer in decision making further Psychological factors that as individual consumer needs
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Promote Children and Young People’s Positive Behaviour. Outcome 1: Understand policies and procedures for promoting children and young people’s positive behaviour. 1.1 Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour. When managing pupil’s behaviour in school all staff will need to be aware of school policies‚ this means that the children should also be familiar with the policies and have read them so that they will
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PSYCHOLOGY Eva Evangelio- Pacayra Faculty Centro Escolar University School of Science and Technology Department of Psychology PSYCHOLOGY • • is derived from the Greek word “psyche” which means MIND/SOUL and “logos” which means STUDY/KNOWLEDGE is the SCIENTIFIC study of HUMAN BEHAVIOR and MENTAL PROCESSES. The Roots of Psychology • • • • • • • John Locke- blank slate “Tabula Rasa” Wilhelm Wundt- Structuralism (uncovering the fundamental mental components) William James- Functionalism
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Introduction: A learned taste aversion is the aversion developed by an individual for a certain food that caused him an illness. John Garcia first discovered this phenomenon during his experiments on rats. After classical conditioning‚ rats associate the taste of the food (CS) with getting sick (UC). They therefore create an aversion for that specific taste. Garb and Stunkard (1974) conducted a study on learned taste aversion. They sent a questionnaire about such experience to 700 people. The results
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6.2: Learned and Unlearned Responses The null hypothesis is that there is no difference between the response distances of learned and unlearned responses. Since the p-value‚ 0.04‚ is less than 0.05‚ I would reject the null hypothesis. As the level of information processing increases‚ the response time increases because completing the reaction would take much more time if higher brain processing were required. I do see a difference in the response time when using a learned visual cue versus
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We sometimes remember people whom we met years ago‚ but seem to forget what we learned in a course shortly after we take the final exam. What is even worse is forgetting it right before we take the test. Why do we so easily and quickly forget phone numbers we have just looked up? These are‚ but a few of the instances and questions that have intrigued cognitive psychologists the world over and further motivated their investigation in the area of forgetting. They have sort to find out why. Forgetting
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What I Have Learned In this class I have learned so many different things about Microsoft Excel‚ Word‚ and PowerPoint. Each program that we covered has its uses in a professional setting. They also have many personal uses as well. Microsoft Excel we were taught how to use excel to create budgets‚ and also how to take that budget and make it into a graph. This is really beneficial for me in my personal life‚ because I have never used a budget. Now I can’t monitor what I am spending and
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............................................................................................ 4 The purpose of structure ........................................................................... 4 The consequences of structural deficiencies by Child in Mullins ............. 4 Current structure and effects ...................................................................... 5 Question C.........................................................................................................
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PSY 310 Social Psychology Fall I 2007 INSTRUCTOR: STAFF [TBA] PHONE: EMAIL: FAX: REQUIRED TEXTS: Title Social Psychology: Unraveling the Mystery Author(s) Kenrick‚ D. T.‚ Neuberg‚ S. L.‚ & Cialdini‚ R. B. Copyright (2007) Publisher Allyn and Bacon. ISBN 0-205-49395-5 Edition 4th Edition This Course Requires the Purchase of a Course Packet: YES NO Argosy University COURSE SYLLABUS PSY310 Social Psychology Faculty Information Faculty Name:
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