Assignment Prompt & Instructions
attached
**files (4)**
– ## UnitIIIEssay.docx
– ## MAT1302UnitIII_AssignmentUpdated1.14.2024.docx
– ## UnitII.pdf
– UnitIII.pdf
**## UnitIIIEssay.docx**
**Unit III Essay**
**Assignment objective:** For this assignment, you will compose an essay with a brief overview in your own words of many of the following paradigms discussed thus far in the course.
**Length:** Your essay should be at least three pages in length, and you should use at least two references, one of which can be your textbook and one of which should come from the CSU Online Library. Be sure that the article you choose comes from a peer-reviewed psychology journal.
**References:** In-text citations and APA referencing are required for your textbook and for the outside resource(s) that you utilize. Adhere to APA Style when creating citations and references for this assignment.
**Details:** For this assignment, you will compose an essay with a brief overview in your own words of each of the following paradigms discussed thus far:
· One from Chapter 4 (Philosophical Foundations)
· One from Chapter 5 (Biological Foundations)
· One from Chapters 7 to 9 (Associationism, Voluntarism-Structuralism, or Functionalism)
Next, select one of these paradigms to cover in greater depth, and discuss how its principles are still applicable today.
Discuss three examples of how the paradigm could explain or be used to study behavior in your own life and identify associated strengths or limitations.
**Submission:** Save the submission as a Word document and upload the document to Blackboard.
**Grading:** The assignment will be reviewed in alignment to the grading rubric criteria provided, including clarity of the writing and APA Style. The assignment is worth 20% of your course grade.
**Resources**
The following resource(s) may help you with this assignment.
·
[Citation Guide](https://www.columbiasouthern.edu/downloads/pdf/success/citation-guide)
·
[CSU Online Library Research Guide](http://libguides.columbiasouthern.edu/psychology)
·
[Submit Writing Center Request](https://mycsu.columbiasouthern.edu/student/forms/courses/writing-center-request)
**## MAT1302UnitIII_AssignmentUpdated1.14.2024.docx**
**Unit III Assignment: Home Cost**
In this assignment, you will be asked to find a linear equation based on the price and square footage of homes near you. You will analyze the equation as it relates to the variables and transformations presented in the activity.
**Instructions:** Complete the steps outlined below, and answer parts A to F. Save all of your work to this template and submit it in Blackboard for grading.
**STEP 1:** Follow the directions below to create your data set.
· Navigate to Zillow.com, realtor.com, or another comparable real estate website where you can find houses for sale in your area of the country.
· Search for houses in your area within the price range of $100,000 to $900,000.
· If you live in an area with several zip codes, search one zip code.
· Record the square footage and the price for
**four** different houses in the chart below.
·
_Note: Pick a variety of prices within the price range given above for best results._
A. Use the four houses you selected above to complete the chart.
| | | | |
| — | — | — | — |
| **House** | **Square Footage**<br>**(x – variable)** | **Price**<br>**(y – variable)** | **(Sq. Footage, Price)**<br>**(x, y)** |
| House 1 | | | |
| House 2 | | | |
| House 3 | | | |
| House 4 | | | |
B. Based on the ordered pairs you selected, is the relation a function? Why, or why not?
**STEP 2:** Identify the two outermost points. List the corresponding ordered pairs below:
· Point One –
**What ordered pair has the smallest x-value (smallest square footage)?** (x1, y1) = ( , )
· Point Two –
**What ordered pair has the largest x-value (largest square footage)?** (x2, y2) = ( , )
C. Calculate the slope between the two outermost points.
_Round your answer to four decimal places._ _Show each step of your work._ Use the template below to assist you. Replace the “?” with the appropriate numbers.
Here, the slope also represents the average cost per square foot using the two houses you selected. Your average cost per additional square foot is _______________.
D. Complete parts D1 and D2 to write the linear equation in slope-intercept form.
D1.
Substitute the values for x1, y1, and m in the formula below. Use the decimal value found in part C for the slope (
_m_), and only one point (ordered pair) identified in step 2 in the point-slope formula listed below.
D2. Starting with the point-slope formula, find the slope-intercept form equation, y=mx+b. Show each step of your work. Round your value for
_m_ and
_b_ to four decimal places.
What is the linear equation in slope-intercept form? ______________
E. Indicate whether the line in Part D rises, falls, is horizontal, or is vertical.
a. The line rises from left to right.
b. The line falls from left to right.
c. The line is horizontal.
d. The line is vertical.
The correct answer is choice _____.
F. Based on your answer for Part E, describe the relationship between square footage of a house (x) and price (y). In other words, when the square footage increases, what happens to the price?
## image3.png
## image4.png
## image5.png
## image1.png
## image2.png
**## UnitII.pdf**
PSY 3301, History and Systems of Psychology 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
3. Examine the early history of psychology as a domain of philosophy.
3.1 Describe the major pre-scientific approaches, such as philosophy, to the study of psychological
issues.
4. Discuss the transition of psychology from primarily a philosophical discipline into a scientific
discipline.
4.1 Describe how psychology was explained at specific historical times.
Required Unit Resources
Chapter 4: Philosophical Foundations of Psychology
Chapter 5: Biological Foundations of Psychology
Chapter 6: Phrenology, Mesmerism, and Hypnosis
Unit Lesson
Introduction
Buckle up! You have a lot of reading to complete in this unit! It is suggested that you break your reading down
into small, achievable pieces. Try reading one chapter per night over the next several days. Your writing
assignment is relatively short and will be both informative and creative, so have fun with the material in this
unit, and consider the four broad camps we will be examining. Remember that we are not looking to be the
worldwide expert on any one historical paradigm, but it will be useful to have a description in mind for each
major psychological movement over time.
Philosophy
How do we know what we know? When humans in different locations began developing agriculture, it is
largely believed that this gave rise to specialization and to the time to pursue activities outside of the hunting
and gathering of food. With growing societies and civilizations beginning approximately 7,000 years ago,
modern humans sought out knowledge through the systems of faith, rationality, and systematic observation.
Consider the sophistication that was emerging as homo sapiens created a stable food supply, began writing
and reading, and could organize growing populations into societies (Lawson et al., 2018).
UNIT II STUDY GUIDE
Philosophy, Biology, Pseudo-
Science, and Beyond
PSY 3301, History and Systems of Psychology 2
UNIT x STUDY GUIDE
Title
Figure 4.2 on page 44 in your textbook provides a visual representation of the four river valley civilizations
that grew several thousand years ago and left us enough records to consider their ways of living with
agriculture, urbanization, writing, and organized societies (Lawson et al., 2018). Remember that waterways
have been essential throughout history for food/crops and transportation, so it makes sense that we find our
first four examples in these lush natural areas.
China
Confucian philosophy in China developed around virtues and morality akin to an evolved demeanor (Lawson
et al., 2018). Relationships were addressed as were the harmony of both the individual and the society.
Education and morality were emphasized as a part of social harmony. At the same time, the Taoist
philosophy was developing in China that emphasized the broad cyclical nature of the universe as symbolized
by the yin and yang, which is shown below.
India
In India, the Hindu religion was founded with its emphasis on karma, polytheism, and the life-death-life cycle
of reincarnation (Lawson et al., 2018). Leaving his Hindu background behind, Buddha achieved full
enlightenment and began a new religion based upon his Four Noble Truths. Many branches of this religion
are practiced today—often with an emphasis on deep meditation as a means toward enlightenment.
Mesopotamia/Egypt
The history of Judaism may be somewhat familiar to those in the West who live in Judeo-Christian societies
(Lawson et al., 2018). Growing up through the Mesopotamian and Egyptian regions, Judaism flipped the
(Jonina, n.d.)
PSY 3301, History and Systems of Psychology 3
UNIT x STUDY GUIDE
Title
script from a polytheistic patchwork toward the worship of one omniscient creator. Learning, worship, and
good works were hallmarks of this faith—the history of which is set down in the Torah.
Greece
Greek religion and philosophy occurred around the same broad swaths of time, and it is known that different
civilizations were certainly aware of each other. In the Bible, Hebrews were taught not to live their lives like
the Greeks, for example. Greek philosophers were prolific, so for our purposes, we need to limit our focus to a
few central contributions (Lawson et al., 2018).
• Rationalism was the idea that systematic observation could yield knowledge. Remember that in many
areas, priests and kings were seen as the authority; rationalism sounds like a precursor to the
scientific method. Logos is a related term associated with reason and logic.
• Naturalism focused on principles and laws to dictate events. Today, we might look to weather
patterns to predict a storm rather than assume it is due to a pantheon of angry gods.
• In regard to evolution, your textbook notes at least one philosopher proposing that humans arose
from other species over 2,500 years ago.
• The term philosophy comes from the Greek words meaning the love of wisdom.
• In regard to molecular physics, the Greeks were not manipulating atoms, but a materialist named
Democritus came to feel that the natural world was made up of microscopically small elements.
• Many students will be familiar with the names Socrates, Plato, and Aristotle, whom are famous
philosophers who championed ideals such as reason, introspection, and observation. Politics, ethics,
and probably some approaches to psychology are influenced today by their work.
• The physician Galen proposed physiological explanations for ill health, which was, again, fairly new to
civilizations used to attributing problems to angry deities. Blood, phlegm, black bile, and yellow bile
became unbalanced in the body and were considered the cause of much suffering. According to
Goodman (2016), this concept survived into Tudor England, where it would be somewhat mediated
by diet.
The Roman Empire eventually eclipsed Greece, and it is fair to say that certain principles to living a good life
were modified over the ensuing centuries. When the Roman Empire gave way to Roman Catholic Christianity,
philosophy again blended with religion in the Western world (Lawson et al., 2018). Christianity would continue
navigating the balance between faith and reason for at least the next millennium, as would Islam, which
developed in the Middle East in the 6th century. Islamic science under Avicenna would preserve medical
knowledge and support the claim that physical and mental illness could have a biological cause.
Over the centuries to follow, each of the predominant faith systems of these regions would continue to seek a
balance between spirituality and newer concepts resembling scientific study. As the Western world moved
into the Renaissance period around 1450, society would experience a true tug of war between entrenched
religious systems, such as the Roman Catholic hierarchy, and strides in science from familiar names like
Copernicus, Galilei, and Newton.
PSY 3301, History and Systems of Psychology 4
UNIT x STUDY GUIDE
Title
Toward Modernity and Biology
As time moved on, there was a gradual curiosity again in Europe toward what we might consider as scientific
inquiry today. Francis Bacon of England believed that one should strictly observe scientific inquiry in order to
understand without any preconceived notions. Across the channel, Rene Descartes was busy creating
multiple concepts about the nature of life, including the well-known phrase: “I think, therefore I am” (Lawson et
al., 2018). He explained reflex action as the result of sensory stimulus causing a signaling in the brain, though
he felt that in the brain were small animal spirits which would tell you what to do next. Remember that the
church had forbidden human dissection for centuries, so a bit of guesswork was required. Descartes also
recognized some similarities between animals and humans, though he did not feel that animals had a thinking
mind. He recognized the importance of the mind-body connection in human beings; however, he also
recognized that these were still discrete structures. Once more we find theorists anxious to answer the
question of how humans work, which is a theme we will continue throughout this course.
Biological Foundations
Chapter 5 introduces multiple researchers who were fascinated to begin answering questions about humanity
and the nature of being. As different anatomical and physiological processes were examined further, we were
left with all sorts of ideas on the human condition.
• Thomas Hobbes: He described materialism by suggesting that all that exists is physical. People are
pleasure-seeking hedonists and behave like machines responding only to natural laws of motion.
• René Descartes: He introduced comparative psychology, which suggests that animal-human
similarities exist. Though the animal spirits were never found inside human anatomy, he had a basic
understanding of the structure and function of the human spinal cord.
• Bell and Magendie: The Bell-Magendie law indicated how sensory and neural information related to
movement function.
• Johannes Muller: He studied the function and speed of neural impulses.
• Ida Hyde: She created the first microelectrode that allowed the observation of individual neurons and
cells.
Many brain studies were also performed during this period to determine if specific structures of the brain were
responsible for different functions. When damage occurred to different areas of the brain, changes in function
were observed, and attempts were made to further understand how the amazing human brain really works.
Many psychology students are familiar with Phineas Gage, the 19th century railway worker who suffered a
spike straight through his brain in a workplace accident. Yes, he could walk; but, no, his personality was never
the same. While much knowledge has been gained over the past 3 centuries, the complete understanding of
this amazing command center of the body still eludes us.
Today, modern technology allows us multiple ways to see inside the body and brain to further our
understanding of function and disease. We have an advanced knowledge of the workings of psychoactive
substances and even the ability to stimulate different portions of the brain to alleviate certain conditions
(Lawson et al., 2018).
PSY 3301, History and Systems of Psychology 5
UNIT x STUDY GUIDE
Title
Pseudo-Science and a Preview of Psychotherapy
Before we enter into an academic discussion of the field of psychology in its own right, we should briefly
address early attempts at a psychological understanding that did not quite hit the mark. Remember the tiny
animal spirits? The following concepts are a part of our historical canon, and some have a lasting application.
However, these are concepts we must approach with healthy skepticism in the march toward a 21st century
understanding of the psychological sciences.
Phrenology was the 19th century attempt to study the brain by feeling the skull (Lawson et al., 2018). While it
did help to develop the idea that the brain is the repository of different traits, the specifics did not pan out.
Imagine going for a job interview today and rather than being asked to complete a questionnaire to determine
agreeable personality traits, you are asked to submit to a phrenology exam wherein someone feels your skull
and makes determinations based on any bumps they perceive along the way. If this sounds completely
bizarre to you, do some reading on what was being said about the difference between races only a century
before.
Mesmerism was another pseudo-science that did not progress. According to proponents of this practice,
biological processes could be manipulated with magnets that drew on aspects of animal magnetism within the
body (Lawson et al., 2018). This theory partially arose from observations about gravity and the activity of the
tide in relation to the moon. Again, we are looking back with a greater understanding of human biology,
whereas 18th and 19th century practitioners were drawing upon what they could observe as they generated
new explanatory theories.
Hypnosis has a storied past and has come in and out of practice over the years. Originally used as a form of
anesthetic during surgery, drugs like chloroform eliminated some of its usefulness (Lawson et al., 2018). Still,
many practitioners have explored the practice of hypnosis; Charcot, for example, used it in Paris when
nothing could be found physically wrong with his hysterical female clientele. Empirical laboratory researchers
like Münsterberg and Hull practiced hypnosis into the 20th century. More is yet to come on these and other
applied methods of psychological intervention in following units.
References
Goodman, R. (2016). How to be a Tudor: A dawn-to-dusk guide to Tudor life. Liveright.
Jonina. M. (n.d.). ID 28954831 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-image-yin-
yang-symbol-image28954831
Lawson, R. B., Anderson, E. D., & Cepeda-Benito, A. (2018). A history of psychology: Globalization, ideas,
and applications (2nd ed.). Routledge.
PSY 3301, History and Systems of Psychology 6
UNIT x STUDY GUIDE
Title
Suggested Unit Resources
In order to access the following resources, click the links below.
View the Unit II Flash Cards to help you review information about important people and terminology contained
in this unit (PDF version of the Unit II Flash Cards).
[https://online.columbiasouthern.edu/bbcswebdav/xid-131514299_1](https://online.columbiasouthern.edu/bbcswebdav/xid-131514299_1)
[https://online.columbiasouthern.edu/bbcswebdav/xid-131514298_1](https://online.columbiasouthern.edu/bbcswebdav/xid-131514298_1)
– Course Learning Outcomes for Unit II
– Required Unit Resources
– Unit Lesson
– Introduction
– Philosophy
– China
– India
– Mesopotamia/Egypt
– Greece
– Toward Modernity and Biology
– Biological Foundations
– Pseudo-Science and a Preview of Psychotherapy
– References
– Suggested Unit Resources
**UnitIII.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unitiii-pdf-10586755)
**UnitIII.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unitiii-pdf-10586755)
**## UnitIIIEssay.docx**
**Unit III Essay**
**Assignment objective:** For this assignment, you will compose an essay with a brief overview in your own words of many of the following paradigms discussed thus far in the course.
**Length:** Your essay should be at least three pages in length, and you should use at least two references, one of which can be your textbook and one of which should come from the CSU Online Library. Be sure that the article you choose comes from a peer-reviewed psychology journal.
**References:** In-text citations and APA referencing are required for your textbook and for the outside resource(s) that you utilize. Adhere to APA Style when creating citations and references for this assignment.
**Details:** For this assignment, you will compose an essay with a brief overview in your own words of each of the following paradigms discussed thus far:
· One from Chapter 4 (Philosophical Foundations)
· One from Chapter 5 (Biological Foundations)
· One from Chapters 7 to 9 (Associationism, Voluntarism-Structuralism, or Functionalism)
Next, select one of these paradigms to cover in greater depth, and discuss how its principles are still applicable today.
Discuss three examples of how the paradigm could explain or be used to study behavior in your own life and identify associated strengths or limitations.
**Submission:** Save the submission as a Word document and upload the document to Blackboard.
**Grading:** The assignment will be reviewed in alignment to the grading rubric criteria provided, including clarity of the writing and APA Style. The assignment is worth 20% of your course grade.
**Resources**
The following resource(s) may help you with this assignment.
·
[Citation Guide](https://www.columbiasouthern.edu/downloads/pdf/success/citation-guide)
·
[CSU Online Library Research Guide](http://libguides.columbiasouthern.edu/psychology)
·
[Submit Writing Center Request](https://mycsu.columbiasouthern.edu/student/forms/courses/writing-center-request)
**## MAT1302UnitIII_AssignmentUpdated1.14.2024.docx**
**Unit III Assignment: Home Cost**
In this assignment, you will be asked to find a linear equation based on the price and square footage of homes near you. You will analyze the equation as it relates to the variables and transformations presented in the activity.
**Instructions:** Complete the steps outlined below, and answer parts A to F. Save all of your work to this template and submit it in Blackboard for grading.
**STEP 1:** Follow the directions below to create your data set.
· Navigate to Zillow.com, realtor.com, or another comparable real estate website where you can find houses for sale in your area of the country.
· Search for houses in your area within the price range of $100,000 to $900,000.
· If you live in an area with several zip codes, search one zip code.
· Record the square footage and the price for
**four** different houses in the chart below.
·
_Note: Pick a variety of prices within the price range given above for best results._
A. Use the four houses you selected above to complete the chart.
| | | | |
| — | — | — | — |
| **House** | **Square Footage**<br>**(x – variable)** | **Price**<br>**(y – variable)** | **(Sq. Footage, Price)**<br>**(x, y)** |
| House 1 | | | |
| House 2 | | | |
| House 3 | | | |
| House 4 | | | |
B. Based on the ordered pairs you selected, is the relation a function? Why, or why not?
**STEP 2:** Identify the two outermost points. List the corresponding ordered pairs below:
· Point One –
**What ordered pair has the smallest x-value (smallest square footage)?** (x1, y1) = ( , )
· Point Two –
**What ordered pair has the largest x-value (largest square footage)?** (x2, y2) = ( , )
C. Calculate the slope between the two outermost points.
_Round your answer to four decimal places._ _Show each step of your work._ Use the template below to assist you. Replace the “?” with the appropriate numbers.
Here, the slope also represents the average cost per square foot using the two houses you selected. Your average cost per additional square foot is _______________.
D. Complete parts D1 and D2 to write the linear equation in slope-intercept form.
D1.
Substitute the values for x1, y1, and m in the formula below. Use the decimal value found in part C for the slope (
_m_), and only one point (ordered pair) identified in step 2 in the point-slope formula listed below.
D2. Starting with the point-slope formula, find the slope-intercept form equation, y=mx+b. Show each step of your work. Round your value for
_m_ and
_b_ to four decimal places.
What is the linear equation in slope-intercept form? ______________
E. Indicate whether the line in Part D rises, falls, is horizontal, or is vertical.
a. The line rises from left to right.
b. The line falls from left to right.
c. The line is horizontal.
d. The line is vertical.
The correct answer is choice _____.
F. Based on your answer for Part E, describe the relationship between square footage of a house (x) and price (y). In other words, when the square footage increases, what happens to the price?
## image3.png
## image4.png
## image5.png
## image1.png
## image2.png
**## UnitII.pdf**
PSY 3301, History and Systems of Psychology 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
3. Examine the early history of psychology as a domain of philosophy.
3.1 Describe the major pre-scientific approaches, such as philosophy, to the study of psychological
issues.
4. Discuss the transition of psychology from primarily a philosophical discipline into a scientific
discipline.
4.1 Describe how psychology was explained at specific historical times.
Required Unit Resources
Chapter 4: Philosophical Foundations of Psychology
Chapter 5: Biological Foundations of Psychology
Chapter 6: Phrenology, Mesmerism, and Hypnosis
Unit Lesson
Introduction
Buckle up! You have a lot of reading to complete in this unit! It is suggested that you break your reading down
into small, achievable pieces. Try reading one chapter per night over the next several days. Your writing
assignment is relatively short and will be both informative and creative, so have fun with the material in this
unit, and consider the four broad camps we will be examining. Remember that we are not looking to be the
worldwide expert on any one historical paradigm, but it will be useful to have a description in mind for each
major psychological movement over time.
Philosophy
How do we know what we know? When humans in different locations began developing agriculture, it is
largely believed that this gave rise to specialization and to the time to pursue activities outside of the hunting
and gathering of food. With growing societies and civilizations beginning approximately 7,000 years ago,
modern humans sought out knowledge through the systems of faith, rationality, and systematic observation.
Consider the sophistication that was emerging as homo sapiens created a stable food supply, began writing
and reading, and could organize growing populations into societies (Lawson et al., 2018).
UNIT II STUDY GUIDE
Philosophy, Biology, Pseudo-
Science, and Beyond
PSY 3301, History and Systems of Psychology 2
UNIT x STUDY GUIDE
Title
Figure 4.2 on page 44 in your textbook provides a visual representation of the four river valley civilizations
that grew several thousand years ago and left us enough records to consider their ways of living with
agriculture, urbanization, writing, and organized societies (Lawson et al., 2018). Remember that waterways
have been essential throughout history for food/crops and transportation, so it makes sense that we find our
first four examples in these lush natural areas.
China
Confucian philosophy in China developed around virtues and morality akin to an evolved demeanor (Lawson
et al., 2018). Relationships were addressed as were the harmony of both the individual and the society.
Education and morality were emphasized as a part of social harmony. At the same time, the Taoist
philosophy was developing in China that emphasized the broad cyclical nature of the universe as symbolized
by the yin and yang, which is shown below.
India
In India, the Hindu religion was founded with its emphasis on karma, polytheism, and the life-death-life cycle
of reincarnation (Lawson et al., 2018). Leaving his Hindu background behind, Buddha achieved full
enlightenment and began a new religion based upon his Four Noble Truths. Many branches of this religion
are practiced today—often with an emphasis on deep meditation as a means toward enlightenment.
Mesopotamia/Egypt
The history of Judaism may be somewhat familiar to those in the West who live in Judeo-Christian societies
(Lawson et al., 2018). Growing up through the Mesopotamian and Egyptian regions, Judaism flipped the
(Jonina, n.d.)
PSY 3301, History and Systems of Psychology 3
UNIT x STUDY GUIDE
Title
script from a polytheistic patchwork toward the worship of one omniscient creator. Learning, worship, and
good works were hallmarks of this faith—the history of which is set down in the Torah.
Greece
Greek religion and philosophy occurred around the same broad swaths of time, and it is known that different
civilizations were certainly aware of each other. In the Bible, Hebrews were taught not to live their lives like
the Greeks, for example. Greek philosophers were prolific, so for our purposes, we need to limit our focus to a
few central contributions (Lawson et al., 2018).
• Rationalism was the idea that systematic observation could yield knowledge. Remember that in many
areas, priests and kings were seen as the authority; rationalism sounds like a precursor to the
scientific method. Logos is a related term associated with reason and logic.
• Naturalism focused on principles and laws to dictate events. Today, we might look to weather
patterns to predict a storm rather than assume it is due to a pantheon of angry gods.
• In regard to evolution, your textbook notes at least one philosopher proposing that humans arose
from other species over 2,500 years ago.
• The term philosophy comes from the Greek words meaning the love of wisdom.
• In regard to molecular physics, the Greeks were not manipulating atoms, but a materialist named
Democritus came to feel that the natural world was made up of microscopically small elements.
• Many students will be familiar with the names Socrates, Plato, and Aristotle, whom are famous
philosophers who championed ideals such as reason, introspection, and observation. Politics, ethics,
and probably some approaches to psychology are influenced today by their work.
• The physician Galen proposed physiological explanations for ill health, which was, again, fairly new to
civilizations used to attributing problems to angry deities. Blood, phlegm, black bile, and yellow bile
became unbalanced in the body and were considered the cause of much suffering. According to
Goodman (2016), this concept survived into Tudor England, where it would be somewhat mediated
by diet.
The Roman Empire eventually eclipsed Greece, and it is fair to say that certain principles to living a good life
were modified over the ensuing centuries. When the Roman Empire gave way to Roman Catholic Christianity,
philosophy again blended with religion in the Western world (Lawson et al., 2018). Christianity would continue
navigating the balance between faith and reason for at least the next millennium, as would Islam, which
developed in the Middle East in the 6th century. Islamic science under Avicenna would preserve medical
knowledge and support the claim that physical and mental illness could have a biological cause.
Over the centuries to follow, each of the predominant faith systems of these regions would continue to seek a
balance between spirituality and newer concepts resembling scientific study. As the Western world moved
into the Renaissance period around 1450, society would experience a true tug of war between entrenched
religious systems, such as the Roman Catholic hierarchy, and strides in science from familiar names like
Copernicus, Galilei, and Newton.
PSY 3301, History and Systems of Psychology 4
UNIT x STUDY GUIDE
Title
Toward Modernity and Biology
As time moved on, there was a gradual curiosity again in Europe toward what we might consider as scientific
inquiry today. Francis Bacon of England believed that one should strictly observe scientific inquiry in order to
understand without any preconceived notions. Across the channel, Rene Descartes was busy creating
multiple concepts about the nature of life, including the well-known phrase: “I think, therefore I am” (Lawson et
al., 2018). He explained reflex action as the result of sensory stimulus causing a signaling in the brain, though
he felt that in the brain were small animal spirits which would tell you what to do next. Remember that the
church had forbidden human dissection for centuries, so a bit of guesswork was required. Descartes also
recognized some similarities between animals and humans, though he did not feel that animals had a thinking
mind. He recognized the importance of the mind-body connection in human beings; however, he also
recognized that these were still discrete structures. Once more we find theorists anxious to answer the
question of how humans work, which is a theme we will continue throughout this course.
Biological Foundations
Chapter 5 introduces multiple researchers who were fascinated to begin answering questions about humanity
and the nature of being. As different anatomical and physiological processes were examined further, we were
left with all sorts of ideas on the human condition.
• Thomas Hobbes: He described materialism by suggesting that all that exists is physical. People are
pleasure-seeking hedonists and behave like machines responding only to natural laws of motion.
• René Descartes: He introduced comparative psychology, which suggests that animal-human
similarities exist. Though the animal spirits were never found inside human anatomy, he had a basic
understanding of the structure and function of the human spinal cord.
• Bell and Magendie: The Bell-Magendie law indicated how sensory and neural information related to
movement function.
• Johannes Muller: He studied the function and speed of neural impulses.
• Ida Hyde: She created the first microelectrode that allowed the observation of individual neurons and
cells.
Many brain studies were also performed during this period to determine if specific structures of the brain were
responsible for different functions. When damage occurred to different areas of the brain, changes in function
were observed, and attempts were made to further understand how the amazing human brain really works.
Many psychology students are familiar with Phineas Gage, the 19th century railway worker who suffered a
spike straight through his brain in a workplace accident. Yes, he could walk; but, no, his personality was never
the same. While much knowledge has been gained over the past 3 centuries, the complete understanding of
this amazing command center of the body still eludes us.
Today, modern technology allows us multiple ways to see inside the body and brain to further our
understanding of function and disease. We have an advanced knowledge of the workings of psychoactive
substances and even the ability to stimulate different portions of the brain to alleviate certain conditions
(Lawson et al., 2018).
PSY 3301, History and Systems of Psychology 5
UNIT x STUDY GUIDE
Title
Pseudo-Science and a Preview of Psychotherapy
Before we enter into an academic discussion of the field of psychology in its own right, we should briefly
address early attempts at a psychological understanding that did not quite hit the mark. Remember the tiny
animal spirits? The following concepts are a part of our historical canon, and some have a lasting application.
However, these are concepts we must approach with healthy skepticism in the march toward a 21st century
understanding of the psychological sciences.
Phrenology was the 19th century attempt to study the brain by feeling the skull (Lawson et al., 2018). While it
did help to develop the idea that the brain is the repository of different traits, the specifics did not pan out.
Imagine going for a job interview today and rather than being asked to complete a questionnaire to determine
agreeable personality traits, you are asked to submit to a phrenology exam wherein someone feels your skull
and makes determinations based on any bumps they perceive along the way. If this sounds completely
bizarre to you, do some reading on what was being said about the difference between races only a century
before.
Mesmerism was another pseudo-science that did not progress. According to proponents of this practice,
biological processes could be manipulated with magnets that drew on aspects of animal magnetism within the
body (Lawson et al., 2018). This theory partially arose from observations about gravity and the activity of the
tide in relation to the moon. Again, we are looking back with a greater understanding of human biology,
whereas 18th and 19th century practitioners were drawing upon what they could observe as they generated
new explanatory theories.
Hypnosis has a storied past and has come in and out of practice over the years. Originally used as a form of
anesthetic during surgery, drugs like chloroform eliminated some of its usefulness (Lawson et al., 2018). Still,
many practitioners have explored the practice of hypnosis; Charcot, for example, used it in Paris when
nothing could be found physically wrong with his hysterical female clientele. Empirical laboratory researchers
like Münsterberg and Hull practiced hypnosis into the 20th century. More is yet to come on these and other
applied methods of psychological intervention in following units.
References
Goodman, R. (2016). How to be a Tudor: A dawn-to-dusk guide to Tudor life. Liveright.
Jonina. M. (n.d.). ID 28954831 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-image-yin-
yang-symbol-image28954831
Lawson, R. B., Anderson, E. D., & Cepeda-Benito, A. (2018). A history of psychology: Globalization, ideas,
and applications (2nd ed.). Routledge.
PSY 3301, History and Systems of Psychology 6
UNIT x STUDY GUIDE
Title
Suggested Unit Resources
In order to access the following resources, click the links below.
View the Unit II Flash Cards to help you review information about important people and terminology contained
in this unit (PDF version of the Unit II Flash Cards).
[https://online.columbiasouthern.edu/bbcswebdav/xid-131514299_1](https://online.columbiasouthern.edu/bbcswebdav/xid-131514299_1)
[https://online.columbiasouthern.edu/bbcswebdav/xid-131514298_1](https://online.columbiasouthern.edu/bbcswebdav/xid-131514298_1)
– Course Learning Outcomes for Unit II
– Required Unit Resources
– Unit Lesson
– Introduction
– Philosophy
– China
– India
– Mesopotamia/Egypt
– Greece
– Toward Modernity and Biology
– Biological Foundations
– Pseudo-Science and a Preview of Psychotherapy
– References
– Suggested Unit Resources
**UnitIII.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unitiii-pdf-10586755)
**## UnitIIIEssay.docx**
**Unit III Essay**
**Assignment objective:** For this assignment, you will compose an essay with a brief overview in your own words of many of the following paradigms discussed thus far in the course.
**Length:** Your essay should be at least three pages in length, and you should use at least two references, one of which can be your textbook and one of which should come from the CSU Online Library. Be sure that the article you choose comes from a peer-reviewed psychology journal.
**References:** In-text citations and APA referencing are required for your textbook and for the outside resource(s) that you utilize. Adhere to APA Style when creating citations and references for this assignment.
**Details:** For this assignment, you will compose an essay with a brief overview in your own words of each of the following paradigms discussed thus far:
· One from Chapter 4 (Philosophical Foundations)
· One from Chapter 5 (Biological Foundations)
· One from Chapters 7 to 9 (Associationism, Voluntarism-Structuralism, or Functionalism)
Next, select one of these paradigms to cover in greater depth, and discuss how its principles are still applicable today.
Discuss three examples of how the paradigm could explain or be used to study behavior in your own life and identify associated strengths or limitations.
**Submission:** Save the submission as a Word document and upload the document to Blackboard.
**Grading:** The assignment will be reviewed in alignment to the grading rubric criteria provided, including clarity of the writing and APA Style. The assignment is worth 20% of your course grade.
**Resources**
The following resource(s) may help you with this assignment.
·
[Citation Guide](https://www.columbiasouthern.edu/downloads/pdf/success/citation-guide)
·
[CSU Online Library Research Guide](http://libguides.columbiasouthern.edu/psychology)
·
[Submit Writing Center Request](https://mycsu.columbiasouthern.edu/student/forms/courses/writing-center-request)
**## MAT1302UnitIII_AssignmentUpdated1.14.2024.docx**
**Unit III Assignment: Home Cost**
In this assignment, you will be asked to find a linear equation based on the price and square footage of homes near you. You will analyze the equation as it relates to the variables and transformations presented in the activity.
**Instructions:** Complete the steps outlined below, and answer parts A to F. Save all of your work to this template and submit it in Blackboard for grading.
**STEP 1:** Follow the directions below to create your data set.
· Navigate to Zillow.com, realtor.com, or another comparable real estate website where you can find houses for sale in your area of the country.
· Search for houses in your area within the price range of $100,000 to $900,000.
· If you live in an area with several zip codes, search one zip code.
· Record the square footage and the price for
**four** different houses in the chart below.
·
_Note: Pick a variety of prices within the price range given above for best results._
A. Use the four houses you selected above to complete the chart.
| | | | |
| — | — | — | — |
| **House** | **Square Footage**<br>**(x – variable)** | **Price**<br>**(y – variable)** | **(Sq. Footage, Price)**<br>**(x, y)** |
| House 1 | | | |
| House 2 | | | |
| House 3 | | | |
| House 4 | | | |
B. Based on the ordered pairs you selected, is the relation a function? Why, or why not?
**STEP 2:** Identify the two outermost points. List the corresponding ordered pairs below:
· Point One –
**What ordered pair has the smallest x-value (smallest square footage)?** (x1, y1) = ( , )
· Point Two –
**What ordered pair has the largest x-value (largest square footage)?** (x2, y2) = ( , )
C. Calculate the slope between the two outermost points.
_Round your answer to four decimal places._ _Show each step of your work._ Use the template below to assist you. Replace the “?” with the appropriate numbers.
Here, the slope also represents the average cost per square foot using the two houses you selected. Your average cost per additional square foot is _______________.
D. Complete parts D1 and D2 to write the linear equation in slope-intercept form.
D1.
Substitute the values for x1, y1, and m in the formula below. Use the decimal value found in part C for the slope (
_m_), and only one point (ordered pair) identified in step 2 in the point-slope formula listed below.
D2. Starting with the point-slope formula, find the slope-intercept form equation, y=mx+b. Show each step of your work. Round your value for
_m_ and
_b_ to four decimal places.
What is the linear equation in slope-intercept form? ______________
E. Indicate whether the line in Part D rises, falls, is horizontal, or is vertical.
a. The line rises from left to right.
b. The line falls from left to right.
c. The line is horizontal.
d. The line is vertical.
The correct answer is choice _____.
F. Based on your answer for Part E, describe the relationship between square footage of a house (x) and price (y). In other words, when the square footage increases, what happens to the price?
## image3.png
## image4.png
## image5.png
## image1.png
## image2.png
**## UnitII.pdf**
PSY 3301, History and Systems of Psychology 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
3. Examine the early history of psychology as a domain of philosophy.
3.1 Describe the major pre-scientific approaches, such as philosophy, to the study of psychological
issues.
4. Discuss the transition of psychology from primarily a philosophical discipline into a scientific
discipline.
4.1 Describe how psychology was explained at specific historical times.
Required Unit Resources
Chapter 4: Philosophical Foundations of Psychology
Chapter 5: Biological Foundations of Psychology
Chapter 6: Phrenology, Mesmerism, and Hypnosis
Unit Lesson
Introduction
Buckle up! You have a lot of reading to complete in this unit! It is suggested that you break your reading down
into small, achievable pieces. Try reading one chapter per night over the next several days. Your writing
assignment is relatively short and will be both informative and creative, so have fun with the material in this
unit, and consider the four broad camps we will be examining. Remember that we are not looking to be the
worldwide expert on any one historical paradigm, but it will be useful to have a description in mind for each
major psychological movement over time.
Philosophy
How do we know what we know? When humans in different locations began developing agriculture, it is
largely believed that this gave rise to specialization and to the time to pursue activities outside of the hunting
and gathering of food. With growing societies and civilizations beginning approximately 7,000 years ago,
modern humans sought out knowledge through the systems of faith, rationality, and systematic observation.
Consider the sophistication that was emerging as homo sapiens created a stable food supply, began writing
and reading, and could organize growing populations into societies (Lawson et al., 2018).
UNIT II STUDY GUIDE
Philosophy, Biology, Pseudo-
Science, and Beyond
PSY 3301, History and Systems of Psychology 2
UNIT x STUDY GUIDE
Title
Figure 4.2 on page 44 in your textbook provides a visual representation of the four river valley civilizations
that grew several thousand years ago and left us enough records to consider their ways of living with
agriculture, urbanization, writing, and organized societies (Lawson et al., 2018). Remember that waterways
have been essential throughout history for food/crops and transportation, so it makes sense that we find our
first four examples in these lush natural areas.
China
Confucian philosophy in China developed around virtues and morality akin to an evolved demeanor (Lawson
et al., 2018). Relationships were addressed as were the harmony of both the individual and the society.
Education and morality were emphasized as a part of social harmony. At the same time, the Taoist
philosophy was developing in China that emphasized the broad cyclical nature of the universe as symbolized
by the yin and yang, which is shown below.
India
In India, the Hindu religion was founded with its emphasis on karma, polytheism, and the life-death-life cycle
of reincarnation (Lawson et al., 2018). Leaving his Hindu background behind, Buddha achieved full
enlightenment and began a new religion based upon his Four Noble Truths. Many branches of this religion
are practiced today—often with an emphasis on deep meditation as a means toward enlightenment.
Mesopotamia/Egypt
The history of Judaism may be somewhat familiar to those in the West who live in Judeo-Christian societies
(Lawson et al., 2018). Growing up through the Mesopotamian and Egyptian regions, Judaism flipped the
(Jonina, n.d.)
PSY 3301, History and Systems of Psychology 3
UNIT x STUDY GUIDE
Title
script from a polytheistic patchwork toward the worship of one omniscient creator. Learning, worship, and
good works were hallmarks of this faith—the history of which is set down in the Torah.
Greece
Greek religion and philosophy occurred around the same broad swaths of time, and it is known that different
civilizations were certainly aware of each other. In the Bible, Hebrews were taught not to live their lives like
the Greeks, for example. Greek philosophers were prolific, so for our purposes, we need to limit our focus to a
few central contributions (Lawson et al., 2018).
• Rationalism was the idea that systematic observation could yield knowledge. Remember that in many
areas, priests and kings were seen as the authority; rationalism sounds like a precursor to the
scientific method. Logos is a related term associated with reason and logic.
• Naturalism focused on principles and laws to dictate events. Today, we might look to weather
patterns to predict a storm rather than assume it is due to a pantheon of angry gods.
• In regard to evolution, your textbook notes at least one philosopher proposing that humans arose
from other species over 2,500 years ago.
• The term philosophy comes from the Greek words meaning the love of wisdom.
• In regard to molecular physics, the Greeks were not manipulating atoms, but a materialist named
Democritus came to feel that the natural world was made up of microscopically small elements.
• Many students will be familiar with the names Socrates, Plato, and Aristotle, whom are famous
philosophers who championed ideals such as reason, introspection, and observation. Politics, ethics,
and probably some approaches to psychology are influenced today by their work.
• The physician Galen proposed physiological explanations for ill health, which was, again, fairly new to
civilizations used to attributing problems to angry deities. Blood, phlegm, black bile, and yellow bile
became unbalanced in the body and were considered the cause of much suffering. According to
Goodman (2016), this concept survived into Tudor England, where it would be somewhat mediated
by diet.
The Roman Empire eventually eclipsed Greece, and it is fair to say that certain principles to living a good life
were modified over the ensuing centuries. When the Roman Empire gave way to Roman Catholic Christianity,
philosophy again blended with religion in the Western world (Lawson et al., 2018). Christianity would continue
navigating the balance between faith and reason for at least the next millennium, as would Islam, which
developed in the Middle East in the 6th century. Islamic science under Avicenna would preserve medical
knowledge and support the claim that physical and mental illness could have a biological cause.
Over the centuries to follow, each of the predominant faith systems of these regions would continue to seek a
balance between spirituality and newer concepts resembling scientific study. As the Western world moved
into the Renaissance period around 1450, society would experience a true tug of war between entrenched
religious systems, such as the Roman Catholic hierarchy, and strides in science from familiar names like
Copernicus, Galilei, and Newton.
PSY 3301, History and Systems of Psychology 4
UNIT x STUDY GUIDE
Title
Toward Modernity and Biology
As time moved on, there was a gradual curiosity again in Europe toward what we might consider as scientific
inquiry today. Francis Bacon of England believed that one should strictly observe scientific inquiry in order to
understand without any preconceived notions. Across the channel, Rene Descartes was busy creating
multiple concepts about the nature of life, including the well-known phrase: “I think, therefore I am” (Lawson et
al., 2018). He explained reflex action as the result of sensory stimulus causing a signaling in the brain, though
he felt that in the brain were small animal spirits which would tell you what to do next. Remember that the
church had forbidden human dissection for centuries, so a bit of guesswork was required. Descartes also
recognized some similarities between animals and humans, though he did not feel that animals had a thinking
mind. He recognized the importance of the mind-body connection in human beings; however, he also
recognized that these were still discrete structures. Once more we find theorists anxious to answer the
question of how humans work, which is a theme we will continue throughout this course.
Biological Foundations
Chapter 5 introduces multiple researchers who were fascinated to begin answering questions about humanity
and the nature of being. As different anatomical and physiological processes were examined further, we were
left with all sorts of ideas on the human condition.
• Thomas Hobbes: He described materialism by suggesting that all that exists is physical. People are
pleasure-seeking hedonists and behave like machines responding only to natural laws of motion.
• René Descartes: He introduced comparative psychology, which suggests that animal-human
similarities exist. Though the animal spirits were never found inside human anatomy, he had a basic
understanding of the structure and function of the human spinal cord.
• Bell and Magendie: The Bell-Magendie law indicated how sensory and neural information related to
movement function.
• Johannes Muller: He studied the function and speed of neural impulses.
• Ida Hyde: She created the first microelectrode that allowed the observation of individual neurons and
cells.
Many brain studies were also performed during this period to determine if specific structures of the brain were
responsible for different functions. When damage occurred to different areas of the brain, changes in function
were observed, and attempts were made to further understand how the amazing human brain really works.
Many psychology students are familiar with Phineas Gage, the 19th century railway worker who suffered a
spike straight through his brain in a workplace accident. Yes, he could walk; but, no, his personality was never
the same. While much knowledge has been gained over the past 3 centuries, the complete understanding of
this amazing command center of the body still eludes us.
Today, modern technology allows us multiple ways to see inside the body and brain to further our
understanding of function and disease. We have an advanced knowledge of the workings of psychoactive
substances and even the ability to stimulate different portions of the brain to alleviate certain conditions
(Lawson et al., 2018).
PSY 3301, History and Systems of Psychology 5
UNIT x STUDY GUIDE
Title
Pseudo-Science and a Preview of Psychotherapy
Before we enter into an academic discussion of the field of psychology in its own right, we should briefly
address early attempts at a psychological understanding that did not quite hit the mark. Remember the tiny
animal spirits? The following concepts are a part of our historical canon, and some have a lasting application.
However, these are concepts we must approach with healthy skepticism in the march toward a 21st century
understanding of the psychological sciences.
Phrenology was the 19th century attempt to study the brain by feeling the skull (Lawson et al., 2018). While it
did help to develop the idea that the brain is the repository of different traits, the specifics did not pan out.
Imagine going for a job interview today and rather than being asked to complete a questionnaire to determine
agreeable personality traits, you are asked to submit to a phrenology exam wherein someone feels your skull
and makes determinations based on any bumps they perceive along the way. If this sounds completely
bizarre to you, do some reading on what was being said about the difference between races only a century
before.
Mesmerism was another pseudo-science that did not progress. According to proponents of this practice,
biological processes could be manipulated with magnets that drew on aspects of animal magnetism within the
body (Lawson et al., 2018). This theory partially arose from observations about gravity and the activity of the
tide in relation to the moon. Again, we are looking back with a greater understanding of human biology,
whereas 18th and 19th century practitioners were drawing upon what they could observe as they generated
new explanatory theories.
Hypnosis has a storied past and has come in and out of practice over the years. Originally used as a form of
anesthetic during surgery, drugs like chloroform eliminated some of its usefulness (Lawson et al., 2018). Still,
many practitioners have explored the practice of hypnosis; Charcot, for example, used it in Paris when
nothing could be found physically wrong with his hysterical female clientele. Empirical laboratory researchers
like Münsterberg and Hull practiced hypnosis into the 20th century. More is yet to come on these and other
applied methods of psychological intervention in following units.
References
Goodman, R. (2016). How to be a Tudor: A dawn-to-dusk guide to Tudor life. Liveright.
Jonina. M. (n.d.). ID 28954831 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-image-yin-
yang-symbol-image28954831
Lawson, R. B., Anderson, E. D., & Cepeda-Benito, A. (2018). A history of psychology: Globalization, ideas,
and applications (2nd ed.). Routledge.
PSY 3301, History and Systems of Psychology 6
UNIT x STUDY GUIDE
Title
Suggested Unit Resources
In order to access the following resources, click the links below.
View the Unit II Flash Cards to help you review information about important people and terminology contained
in this unit (PDF version of the Unit II Flash Cards).
[https://online.columbiasouthern.edu/bbcswebdav/xid-131514299_1](https://online.columbiasouthern.edu/bbcswebdav/xid-131514299_1)
[https://online.columbiasouthern.edu/bbcswebdav/xid-131514298_1](https://online.columbiasouthern.edu/bbcswebdav/xid-131514298_1)
– Course Learning Outcomes for Unit II
– Required Unit Resources
– Unit Lesson
– Introduction
– Philosophy
– China
– India
– Mesopotamia/Egypt
– Greece
– Toward Modernity and Biology
– Biological Foundations
– Pseudo-Science and a Preview of Psychotherapy
– References
– Suggested Unit Resources
**UnitIII.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unitiii-pdf-10586755)