Introducción a la psicología: corrientes y psicología experimental británica

INTRODUCCIÓN A LA PSICOLOGÍA

Prof. Satoko Kojima Hoshino Curso 2024-2025 PUBLICA UNIVER ERSITAS S NAVARRENSIS upna Pública de Navarra Nafarroako Unibertsitate PublikoaINTRODUCCIÓN A LA PSICOLOGÍA 2024-2025

Contenido del Curso

7\124054679251248 001070251243431001020035194646 1267- 01047549. 345734 345734 1347124\5467928124643 001267315, 7519.4 46121243/010475344496 549615 511567556843457845 11240546792512484310011 54646 2124310104753 615451 567 406467925 94646121> 1545119 4054 53444 879 120 751 05467/2512434310012673975194646121243 5 496545/156755684. 4-578471 5.4679251243 4573471124054679 A343100126733751946,46 67313751946401212431010475496154511567 124343100126733751 1511567550883457345734772405467929 12406:+ 31010475496154514 9754573471240 4 5-1.612124 3 755684345 40 86/825 133757 405. 67925 4 9464812124 9464612 903453160755684 4673251 054.6792 310 519 7319751. 6 57925124 2675 5675 7925 1212 12 12434310,012 24343.100121 104754961545 5734712405467 92.51. 7245734 248431001; 105 3101047549 5734712 549815/51156784 7345 0126733 43101 $55 457345734 431001267334 46 24310.104 3100126733751946467 4.57345734/12 25124343100126 4540 2124310104754961 5568434573457347124F 1F46792512434310012 .6844 451212-3101047540 1345734.711 :7925124343 . 310104 4-55684345 405487925 (20464612154 9464612 9075568400 3 751 56755684 7251243

upna Universidad Pública de Navarra Nafarroako Unibertsitate Publikoa 104¥549 73471 19251 3431 24343101 101047

Tema 2. Escuelas en Psicología

Prof. Satoko Kojima Hoshino

66 61212 545115 54679 925 546 121243 545115675 PUBLICA UNIVERS RSITAS NAVARRENSIS 16755884341267 0760.016121243101047549 <.< 4511567556 : 5.734 :: 56.73137. 13464.61218 141496545115675568434 267 13751946 124310 . 849615451156,75568434.5734 5934573471124654679251965451156755. 1267 161212412405467925 405 431001; 75569434573457347*2405467925124943100126 . 5194646121243. 4965.4 346466 675568496545 4054879 46121 568A 4679 16121 110 4.7 143100 519464612 1156 10.0 251 11-5 6. 49654511567551 5124343106 75194640f21243 110104754965451156755158876 7124054679251243431063137! 7313 262 11 475. 54 -734719654 . 73-4711240 .3751946 :5451156). . 8434 <7112405507925 4946 . . 12 434 124 49 0/5568 245-12 467925124 16121243101 73-37511 156/566849457345744716 1124054.67 73194646 047549 347 731375194 9464812124 755684345 45115675 467925 13 51156755 . . 3464 17124054679251 194646121243 154511567 .405467925. 19464612124 0054511567 792

LA PSICOLOGÍA COGNITIVA

16121 12-40 18 00126733 549 310104 78457 24.34 3755 484460 612124 12758684345 1567551 310 734 J126733 121243101047 ST1567.556 486500 6115 12485465 05.12673137 194646 1:40546/923 12.873137519466 65451156755 375194646 567556 . 451156755.8 01047549654511567554546272 34573471965451156755 34573471124054679251 12 58 2464612124310 755684345 :343100 94646 7556844323. 512434310012 56/5568434573 4573471124054679281243 449654 7313751946-4612124310104> 167556843457345734 04954 4/3431. /51212 5684345/12405 1925124343100 14343100512673134519464612124. 734 13 6823 12434310012 310102754 461212 1010 7556 405 94( 94 J1047- 654 .. P546792549654511567556 494573457347124054679251243431001267 124054679251248431001267337519464612124310104753444 345734 17124054679251243431001126 0126733.7.519464612124310104753454 9464612124310104754 196154511567556843457345 51243431001267397519464612124. 94646/212431010475496154511567 155684345784373471240.5467925 126 405 2673 010 496545115678 46792512434910012673137 46121243101047534449654 45115675568434573457347 46792512434310011267313 46121243101047534549654 151156755684375734573.47 67925 2131970013673137 24 9.7. 1243101.04754 2124310184754945115675 6 571567556 240546792512- 546121243 54511567 5467925 212 .0104754965 1240546792 3101047- 74549654

Modelo Conductista

Behaviorist Model (only study observable / external behavior) Stimulus in the environment Black Box can't be studied Response behavior

Modelo Cognitivo

Cognitive Model (can scientifically study internal behavior) Input in the environment Mediational Process mental event Output behavior

¿DE DÓNDE PARTE LA PSICOLOGÍA COGNITIVA?

Reacción al Conductismo

REACCIÓN AL CONDUCTISMO"Dadme una docena de niños sanos y bien formados y mi mundo específico para criarlos, y yo me comprometo a tomar cualquiera de ellos al azar y entrenarlo para que llegue a ser cualquier tipo de especialista que quiera escoger: médico, abogado, artista, mercader y si, incluso mendigo y ladrón, sin tener para nada en cuenta sus talentos, capacidades, tendencias, habilidades, vocación o raza de sus antepasados" (Watson, 1930)

La psicología del procesamiento de la información

«1956 podría considerarse el año crítico para el desarrollo de la psicología del procesamiento de la información» (Newell & Simon, en Human Problem Solving, citado en Miller, 2003) En la eclosión de la psicología cognitiva confluyeron los avances de disciplinas que en los años 50 realizaron aportaciones relevantes que ponían en entredicho los antiguos postulados del conductismo, entre ellos la teoría de la información y la cibernética, la inteligencia artificial, la analogía del ordenador y las innovaciones en lingüística de Noam Chomsky. Algunas de estas innovaciones estaban muy ligados a la investigación militar de la II Guerra Mundial y la Guerra Fría. Ulric Neisser (19298-2012) fue el primero en utilizar la expresión psicología cognitiva y lo expresaba así en su manual publicado en 1967:«Tal como se emplea aquí, el térmico "cognición" se refiere a todos los procesos mediante los cuales el ingreso [input] sensorial es transformado, reducido, elaborado, almacenado, recobrado o utilizado. ( ... ) [T]érminos como sensación, percepción, imaginación, recuerdo, solución de problemas y pensamiento, entre otros, se refieren a etapas o aspectos hipotéticos de la cognición» (Neisser, 1967/1979)

COGNITIVE PSYCHOLOGY CLASSIC EDITION Psychology Press Classic Editions Ulric Neisser Neisser, U. (2014). Cognitive psychology: Classic edition. Psychology Press.

Review de George A. Miller

Review TRENDS in Cognitive Sciences Vol.7 No.3 March 2003 141 ELSEVIER The cognitive revolution: a historical perspective George A. Miller Department of Psychology, Princeton University, 1-S-5 Green Hall, Princeton, NJ 08544, USA Cognitive science is a child of the 1950s, the product of a time when psychology, anthropology and linguistics were redefining themselves and computer science and neuroscience as disciplines were coming into existence. Psychology could not participate in the cognitive revolution until it had freed itself from behaviorism, thus restoring cognition to scientific respectability. By then, it was becoming clear in several disciplines that the solution to some of their problems depended cru- cially on solving problems traditionally allocated to other disciplines. Collaboration was called for: this is a personal account of how it came about. Anybody can make history. Only a great man can write it. Oscar Wilde's aphorism is appropriate. At the time, the suggestion that we were making history would have been presumptuous. But anybody can make history; writing history is another matter. I know something of the scholarship required and nothing approaching it has gone into the story I will tell here. But I offer this personal account in the hope that it might interest and help the real historians of science. At the time it was happening I did not realize that I was, in fact, a revolutionary, and two different stories became intertwined in my life. They unfolded concurrently but I will tell the psychological story first. The cognitive revolution in psychology The cognitive revolution in psychology was a counter- revolution. The first revolution occurred much earlier when a group of experimental psychologists, influenced by Pavlov and other physiologists, proposed to redefine psychology as the science of behavior. They argued that mental events are not publicly observable. The only objective evidence available is, and must be, behavioral. By changing the subject to the study of behavior, psychology could become an objective science based on scientific laws of behavior. The behavioral revolution transformed experimental psychology in the US. Perception became discrimination, memory became learning, language became verbal beha- vior, intelligence became what intelligence tests test. By the time I went to graduate school at Harvard in the early 1940s the transformation was complete. I was educated to study behavior and I learned to translate my ideas into the new jargon of behaviorism. As I was most interested in speech and hearing, the translation sometimes became tricky. But one's reputation as a scientist could depend on how well the trick was played. In 1951, I published Language and Communication [1], a book that grew out of four years of teaching a course at Harvard entitled 'The Psychology of Language'. In the preface, I wrote: "The bias is behavioristic - not fanatically behavioristic, but certainly tainted by a preference. There does not seem to be a more scientific kind of bias, or, if there is, it turns out to be behaviorism after all.' As I read that book today it is eclectic, not behavioristic. A few years later B.F. Skinner published Verbal Behavior [2], a truly behavioral treatment of language and communication. By Skinner's standards, my book had little or nothing to do with behavior. In 1951, I apparently still hoped to gain scientific respectability by swearing allegiance to behaviorism. Five years later, inspired by such colleagues as Noam Chomsky and Jerry Bruner, I had stopped pretending to be a behaviorist. So I date the cognitive revolution in psychol- ogy to those years in the early 1950s. Limitations of information theory During those years I personally became frustrated in my attempts to apply Claude Shannon's theory of information to psychology. After some initial success I was unable to extend it beyond Shannon's own analysis of letter sequences in written texts. The Markov processes on which Shannon's analysis of language was based had the virtue of being compatible with the stimulus-response analysis favored by behaviorists. But information measurement is based on probabilities and increasingly the probabilities seemed more interesting that their logarithmic values, and neither the probabilities nor their logarithms shed much light on the psychological processes that were responsible for them. I was therefore ready for Chomsky's alternative to Markov processes. Once I understood that Shannon's Markov processes could not converge on natural language, I began to accept syntactic theory as a better account of the cognitive processes responsible for the structural aspects of human language. The grammatical rules that govern phrases and sentences are not behavior. They are Corresponding author: George A. Miller (geo@clarity,princeton.edu), http:/tics.trends.com 1364-6613/03/$ - see front matter 0 2003 Elsevier Science Ltd. All rights reserved. doi:10.1016/S1364-6613(03)00029-9 Miller, G. A. (2003). The cognitive revolution: a historical perspective. Trends in cognitive sciences, 7(3), 141-144.