School of Psychology| clipping Period| Basic Belief| Technique Used| Proponents|
structural linguistics| youthful 19th snow to early twentieth century| The basic structure of fountainhead is of prime importance.| Analytic introspection, reaction-time experiments| Wilhelm Wundt, Edward Titchener|
Functionalism| upstart 19th century to early 20th century| The uses and functions of the nous are more important than its structure.| Mental tests, questionnaires, objective observations| William James,John Dewey|
Gestalt Psychology| Early 20th century to fork out| The whole is greater than the sum of its parts.| Studies in perception| Max Wertheimer, Karl Koffka, Wolfgang Kohler |
Psychoanalysis| Late 19th century to present| Behavior is controlled by stiff unconscious urges| Clinical observation| Sigmund Freud|
Behaviorism| Early 20th century to present| Psychology should focus on apparent events and behaviors.| Scientific method, instruct| John Watson, Burrhus Frederick Skinner, Ivan Pavlov|
Humanistic | Mid-20th century to present| Psychology should focus on uniquely human experiences.| reciprocation of feelings| Abraham Maslow, Carl Rogers|
Cognitive | present| Psychology should focus on how the mind acquires, stores, and processes information.
| Experiments in memory, thinking, information processing| Jean Piaget|
Additional Notes on Learning
1. Learning can be defined as a relatively permanent change in immediate or potential behavior or mental process that results from onetime(prenominal) experiences or practice.
2. There are five processes of learning:
a. dependence the simplest kind of learning, accounts for learning to sack a stimulus that has do familiar and has no serious consequences. Example: learning to ignore the noise of children playing in the school quadrangle.
b. classical conditioning an individual learns that one event follows another. Example: a college scholar learns...If you want to get a full essay, order it on our website: Orderessay
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