Psychology & Behavior - Complete Interactive Lesson
Part 1: Sensation & Perception
Psychology & Behavior for the MCAT
Part 1 of 7 โ Sensation & Perception
Sensation vs. Perception
- Sensation: Detection of stimuli by sensory receptors (bottom-up)
- Perception: Brain's interpretation of sensory information (top-down)
Sensory Thresholds
| Concept | Definition |
|---|---|
| Absolute threshold | Minimum stimulus detectable 50% of the time |
| Difference threshold (JND) | Minimum change in stimulus detectable 50% of the time |
| Weber's Law | (JND is proportional to stimulus intensity) |
| Signal detection theory | Detection depends on signal strength AND decision criteria (hits, misses, false alarms, correct rejections) |
Sensory Adaptation
- Decreased sensitivity to constant stimuli over time
- Example: You stop noticing the smell of your own house
- Does NOT apply to pain (for survival reasons)
Gestalt Principles of Perception
| Principle | Description |
|---|---|
| Proximity | Near objects grouped together |
| Similarity | Similar objects grouped together |
| Closure | Brain fills in gaps to complete shapes |
| Continuity | Prefer smooth, continuous patterns |
| Figure-ground | Distinguish object from background |
Sensation & Perception ๐ฏ
Key Takeaways โ Part 1
- Sensation = detection (bottom-up). Perception = interpretation (top-down).
- Weber's Law: JND is proportional to stimulus intensity ()
- Signal detection theory: both signal AND decision criteria matter
- Gestalt principles: proximity, similarity, closure, continuity, figure-ground
Part 2: Learning & Memory
Psychology & Behavior for the MCAT
Part 2 of 7 โ Learning & Memory
Classical Conditioning (Pavlov)
| Term | Definition | Example |
|---|---|---|
| UCS (unconditioned stimulus) | Naturally triggers response | Food |
| UCR (unconditioned response) | Natural response | Salivation |
| CS (conditioned stimulus) | Learned trigger | Bell |
| CR (conditioned response) | Learned response | Salivation to bell |
Key phenomena: Acquisition, extinction, spontaneous recovery, generalization, discrimination
Operant Conditioning (Skinner)
| Type | Effect on Behavior | Example |
|---|---|---|
| Positive reinforcement | Increase (add pleasant) | Treat for good grades |
| Negative reinforcement | Increase (remove unpleasant) | Seatbelt silences alarm |
| Positive punishment |
Part 3: Cognition & Language
Psychology & Behavior for the MCAT
Part 3 of 7 โ Motivation, Emotion & Stress
Theories of Motivation
| Theory | Key Idea |
|---|---|
| Drive reduction | Behavior reduces biological needs (hunger โ eat) |
| Incentive theory | External rewards pull behavior |
| Maslow's hierarchy | Physiological โ Safety โ Love โ Esteem โ Self-actualization |
| Self-determination | Autonomy, competence, relatedness |
| Arousal theory | Seek optimal level of arousal (Yerkes-Dodson law) |
Yerkes-Dodson Law
- Performance is best at moderate arousal
- Simple tasks: higher arousal = better
- Complex tasks: lower arousal = better
- Inverted-U relationship
Theories of Emotion
| Theory | Sequence |
|---|---|
| James-Lange | Event โ Physiological response โ Emotion ("I'm afraid BECAUSE I'm running") |
| Cannon-Bard | Event โ Physiological response AND Emotion simultaneously |
Part 4: Motivation & Emotion
Psychology & Behavior for the MCAT
Part 4 of 7 โ Cognition & Consciousness
Cognitive Development (Piaget)
| Stage | Age | Key Feature |
|---|---|---|
| Sensorimotor | 0-2 | Object permanence |
| Preoperational | 2-7 | Egocentrism, lack of conservation |
| Concrete operational | 7-11 | Conservation, logical thinking (concrete) |
| Formal operational | 12+ | Abstract/hypothetical reasoning |
Language Development
| Stage | Age | Example |
|---|---|---|
| Babbling | 6-9 months | "ba-ba-ba" |
| One-word (holophrastic) | 12 months | "mama" |
| Two-word (telegraphic) | 18-24 months | "want cookie" |
| Grammar explosion | 2-5 years |
Part 5: Developmental Psychology
Psychology & Behavior for the MCAT
Part 5 of 7 โ Personality & Psychological Disorders
Personality Theories
| Theory | Key Idea |
|---|---|
| Psychoanalytic (Freud) | Id (pleasure), Ego (reality), Superego (morality); unconscious drives |
| Humanistic (Rogers, Maslow) | Self-actualization, unconditional positive regard |
| Trait (Big Five) | Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism (OCEAN) |
| Social-cognitive (Bandura) | Reciprocal determinism (behavior โ cognition โ environment) |
| Biological | Temperament, genetics, brain structure |
Freud's Defense Mechanisms
| Defense | Description | Example |
|---|---|---|
| Repression | Pushing threatening thoughts unconscious | Forgetting traumatic event |
| Projection | Attributing own unacceptable feelings to others | Cheater accuses partner of cheating |
Part 6: Personality & Disorders
Psychology & Behavior for the MCAT
Part 6 of 7 โ Neuroscience & Biological Bases of Behavior
Brain Regions
| Region | Functions |
|---|---|
| Frontal lobe | Executive function, planning, personality, motor cortex, Broca's area (speech production) |
| Parietal lobe | Somatosensory cortex, spatial processing |
| Temporal lobe | Auditory processing, Wernicke's area (language comprehension), memory |
| Occipital lobe | Visual processing |
| Cerebellum | Motor coordination, balance |
| Brainstem | Vital functions (breathing, heart rate, sleep) |
Limbic System
| Structure | Function |
|---|---|
| Hippocampus | Memory formation (declarative/explicit) |
| Amygdala | Emotion (especially fear) |
| Hypothalamus |
Part 7: Review & MCAT Practice
Psychology & Behavior for the MCAT
Part 7 of 7 โ Development & Identity
Erikson's Psychosocial Stages
| Stage | Age | Crisis |
|---|---|---|
| Trust vs. Mistrust | 0-1 | Infant depends on caregiver reliability |
| Autonomy vs. Shame | 1-3 | Toddler develops independence |
| Initiative vs. Guilt | 3-6 | Child explores and leads |
| Industry vs. Inferiority | 6-12 | Competence in school and social |
| Identity vs. Role Confusion | 12-18 | Adolescent finds self |
| Intimacy vs. Isolation | 18-40 | Young adult forms close relationships |
| Generativity vs. Stagnation | 40-65 | Contributing to society |
| Integrity vs. Despair | 65+ | Reflecting on life's meaning |
Kohlberg's Moral Development
| Level |
|---|