Deep Learning in Psychological Class, Term Paper Example

Abstract

In the present paper, the issue of deep learning in psychological class was outlined. Special attention was paid to the psychoanalysis concept, developed by Sigmund Freud and Carl Yung. Among other issues described were genetics, the brain and nervous system, sensation and perception, consciousness, learning and memory, thinking, emotion, motivation, development, personality, social influences, psychological health and disorders. Answers to other analytical questions were given.

Key words: psychoanalysis, nervous system, sensation and perception, consciousness.

Part I

Among all psychological concepts and theories studied, the most agreeable for me is psychoanalysis, developed by Sigmund Freud and Carl Yung and interpreted by their followers like Erich Fromm and Jacques Lacan. The reason, why this concept was chosen, is in its systematic approach of analysis. Freud explained individual’s actions from the perspective of three elements of psyche – unconsciousness (animal instincts and hidden desires), ego (consciousness, rational thinking) and superego (socially-imposed norms on individual’s behavior) (Nobus, 2000). Rational mind works when an individual is awakened, while subconscious element speaks to mind through the dreams and in the state of hypnosis. Superego has influence on consciousness, while subconsciousness is free of social conditionality (Nobus, 2000). When three elements are disharmonized by external force (trauma), psychological disorder or illness appears. It can take any form and affect any part of ego, eventually resulting in deviant behavior (Nobus, 2000).

I think that exactly this theory explains a human being in its whole complexity, as having natural animal instincts, suppressed by rational mind, which in its turn is suppressed by the social superego. It also describes the struggle of an individual against a tribal instinct of society to unify all its members, as it was ones outlined by Nietzsche (Nobus, 2000). Thus, human psychology is not separated from actual material reality of instincts and sexual desire.

Part II

Genetic area of Psychology studies inheritance of behavior specifics among people. The main data were obtained through observations of siblings or adopted children. The main findings suggest that temper and behavioral patterns can be inherited. Some genes may carry mental illnesses and disorders characteristic to a family. Findings also suggest that under conditions of favorable environment, deviant inclinations might never occur, if no extreme trigger was present. This exploration mainly referred to the children of serial maniacs. Thus, environment has the same significant role in development as inherited genes (Plomin, 2004).

The brain and nervous system area of psychology studies interconnection between psychological disorders and biological activity of brain and nervous system through the exploration of neurons and brain impulses. It also explores such nervous and brain disorder as Alzheimer’s and Parkinson’s disease (Parkins, 1990).

Sensation and perception area studies biological nature of both phenomena. The main distinction between two of them is that sensation is a passive process of taking information from the surrounding environment into the brain.  The process is characterized as passive, since sensation occurs even when brain is unconscious. On the other hand, perception is characterized as an active process of choosing, collecting and processing the information which senses has brought into the brain (Berthenthal, 1996). Psychophysics studies how physical incentives are transformed into psychological experiences.

Consciousness was studied by psychoanalysis mentioned before. Nowadays, it refers to the study of altered states of consciousness, meaning walking and sleeping, dreaming, hypnosis, pathological states, orgiastic trances, drug induced, aesthetic and mystic states. The most crucial systems for mind functioning are endocrine and nervous. Disorders in them result in consciousness deviances (Horst, 2002).

Learning and memory in psychology refer to comprehension of practical techniques and biological processes of information acquisition and storage. Although the exact parts of brain responsible for different kinds of memory were acknowledged, the material storage of memory remains unknown. There are sensory memory, referring to initial copy of incentive captured by any of the senses; short-termed, lasting a couple of seconds; and a long-termed memory, referring to lifetime experiences and knowledge. Learning can be observational or experiential (Sprenger, 1999).

Thinking is studied by cognitive psychology which, explores the mechanism of cognition and information processing by brain, both in technical and biological senses. It studies nature and interdependence between problem solving, memory and language. Thinking is conditioned by assimilation and accommodation to the surrounding environment (Over, 2003).

In psychology, emotion can be described through various approaches. It can be conditioned by event, followed by arousal and reasoning or interpretation. It can be expressed by senses or body language (Strongman, 2003).

Motivation can be intrinsic, based on satisfaction of personal instinctual needs and desires. It is believed to be controlled by subconsciousness and is an essential part of human behavior. Extrinsic motivation comes from society and is connected to the imposed superego (Ross, 2006).

Developmental psychology studies human development process in the integrity of psycho-physical processes and their interconnection with the surrounding environment. Psychological trauma in early childhood might result in psycho-physical problems in adulthood and whole life span. Each stage of human development contributes to improvement of certain body system or psychological process (Plomin, 2004).

Personality refers to the individual’s self-identification and self-estimation outside social roles and conditions. Personality estimation is conditioned by process of cognition, motivations and behavioral patterns. It is about how people differ from each other and posses common human features in the same time (Funder, 2001).

Social influences are embodied in superego, which creates social moral of right and wrong and influences decision-making process of an individual. They can be both positive and negative. Interaction between individual and society is a constant struggle between desire to belong to a community and need to stay unique and reserved in  the inner world (Wren, 1999).

Psychological health and disorders can be conditioned by various factors, particularly if influenced in the early childhood. Normal environment of development and sustainable living can resolve most of the psychological problems and contribute to a healthy mental condition (Klein & Doane, 1994).

Part III

By comprehending specifics of human behavior and its psychological conditionality, I would be able to treat the reason of the problem rather than its symptoms. Searching for the psychological disorder origins in the childhood and subconsciousness allows seeing the complexity of the problem and how it is implemented in everyday behavior from favorite clothes to manner of speech and world perception. Trough this knowledge one would learn what to say in a specific situation and which information might be misinterpreted, cause pain and emotional dissatisfaction of an individual.

Knowing one’s psychological profile contributes to a critical self-identification and self-perception. Knowing his inclinations, an individual can work on his behavior more fruitfully than blindfolded. The knowledge of psychology also gives practical advises for such improvements. The most essential in self-treatment and assistance to other people is gradual and cautious manner of advancement.

Part IV

The main difference in the pre-test answer concerning psychology is that, now, I understand that it is impossible to comprehend psychology entirely. It takes years to get into the depth and become a professional in the field. Also there are more practical things that can be useful in everyday life, meaning practical psychology is everywhere and one can apply it in order to help relatives and in order to comprehend oneself.

I used to think psychology did not go further the analysis of actual deed in the real time. Now, I understand that   analysis of human psychology requires a substantial exploration of patient’s child history, genetic inclinations and living environment. Concerning self-identification, I did not realize that social impact on an individual was that substantial that it could transform into a superego, always present in one’s mind, and that an individual should be studied in the framework of his typical society.

Part V

In this class, I have managed to apply those concepts through active participation in the research conducted through personal interest in psychological theories’ analysis. The study of theoretical thought evolution was supported by practical implementation of findings in self-exploration and self-cognition, as an example of human being.

Trough the exploration of totality of theoretical approaches to the target issues, critical thinking and rational analysis were improved. In order to comprehend the information properly, logical techniques of induction, deduction and comparative analysis were applied. The most essential educational value important for me in deep learning is a practical side of theories’ implementation. The second value is a long term of learning process, which contributes to a better comprehension of the subject and contributes to its practical implementation.

References

Berthenthal, B. (1996). Origins and Early Development of Perception, Action, and Representation. Annual Review of Psychology, 47. 431-459.

Funder, D.C. (2001). Personality. Annual Review of Psychology, 31 (1), 150-197.

Horst, S. (2002). Evolutionary Explanation and Consciousness. Journal of Psychology and Theology, 30 (1):  41-60.

Klein, R.M. & Doane, B.K. (1994). Psychological Concepts and Dissociative Disorders. Hove, NJ: Lawrence Erlbaum Associates.

Nobus, D. (2000). Jacques Lacan and the Freudian Practice of Psychoanalysis. London, LD: Routledge.

Over, D.E. (2003). Evolution and the Psychology of Thinking: the Debate. New York, NY: Psychology Press.

Parkins, E.J. (1990). Equilibration, Mind, and Brain: Towards an Integrated Psychology. New York, NY: Praeger Publishers.

Plomin, R. (2004). Genetics and Developmental Psychology. Merrill-Palmer Quarterly, 50 (3): 341-357.

Ross, B.H. (2006). The Psychology of Learning and Motivation. San Diego, CA: Academic Press.

Sprenger, M. (1999). Learning and Memory: Brain in Action. Alexandria, VA: Association for Supervision and Curriculum Development.

Strongman, K.T. (2003). Psychology of Emotion: From Everyday Life to Theory. New York, NY: Wiley.

Wren, K. (1999). Social Influences. London, LD: Routledge.