# 01 - 11_Basic_Psychology

# 01 - 1. Learning Theory

# 1. Learning Theory

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1. Learning Theory 
 
The psychological construct of learning refers to the development of a relatively lasting change in 
behaviour as the result of a single or repeated experience. 
Non associative learning: These are simple forms of learning demonstrated in lower animals where only 
single events are used in learning paradigm - no pairing or ‘operation’ on the environment is required. 
- 
Habituation is a non-associative learning in which repeated stimulation leads to a reduction in 
response over time as the organism ‘learns’ the stimulus. 
- 
Sensitization is an increase in response to a stimulus as a function of repeated presentations of 
that stimulus. Similar to habituation, repetition of exposure is required to elicit the learning 
effect, but the response rates go up, not down (i.e. opposite to the effect seen in habituation). 
- 
Pseudoconditioning (cross-sensitization): The emergence of a response to a previously neutral 
stimulus simply as a result of exposures to a different but powerful stimulus. 
Associative learning: Here learning occurs through the association of two events. 
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Classic conditioning: learning takes place through repeated temporal association of two 
events. The learning organism is passive, respondent (i.e. shows an innate, reflexive response 
such as salivation) but not instrumental (i.e. does not actively operate on its environment). 
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Operant conditioning: learning results from consequences of one’s actions – operations. The 
learning organism actively operates (instrumental) on the environment. 
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Social learning theory: combines both classic and operant models of learning, and includes 
cognitive processes and social interaction to be relevant in human learning. 
Classical conditioning is produced by repeatedly pairing a neutral conditioned stimulus (CS e.g. bell) 
with an unconditioned stimulus (UCS e.g. food) that naturally evokes an unconditioned response (UCR 
e.g. salivation). Eventually the neutral stimulus alone eventually evokes the desired response (salivation – 
now called conditioned response, CR). It is a relatively rapid process and depends upon the nature of the 
unconditioned stimulus. Pavlov first demonstrated this paradigm in dogs. 
The development of the association between the CS and the UCR resulting in a CR is called acquisition. 
For animals this takes around 3 and 15 pairings; if sufficient emotional involvement is present acquisition 
can occur with even one pairing. 
Type of conditioning 
Pairing procedure 
Delayed or forward conditioning. 
CS (bell) presented before UCS (food); the CS+ UCS pairing 
continued till UCR (saliva) appears 
Backward conditioning. 
UCS (food) presented before CS (bell) – not useful in 
animals; used in advertising 
Simultaneous conditioning. 
UCS + CS presented together – often the case of learning in

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real life situations. 
Trace conditioning. 
CS presented and removed before UCS presented – 
conditioning depends on memory trace. 
 
A delay of less than 0.5ms is proposed to be the optimum for trace conditioning. 
Temporal contiguity (time between stimulus and response) is important for conditioning according to 
Pavlov. But Rescorla showed that predictability is more important than temporal contiguity in humans i.e. 
if one can predict painful tooth extraction on hearing the dentist’s drill, then the noise gets conditioned to 
elicit fear response better than two unconnected, unpredictable events having temporal contiguity. Note 
that for classical conditioning it is not necessary that the organism understands an association in cognitive 
terms but such awareness facilitates the learning. 
Higher-order conditioning refers to the use of an already conditioned stimulus CS1 as UCS for the next 
level of conditioning and eliciting a CR for another stimulus CS2. In this way second order and 
subsequently higher order conditioning are possible. Animals do not respond higher than 4th order 
usually. 
Pavlovs’ experiments were conducted using human subjects by Watson & Rayner. Watson produced 
‘phobia’ in an infant called Little Albert. By exposing him to loud frightening noise whenever he was 
shown a white rat, eventually Albert became fearful of the white rat, even when he heard no loud noise. A 
similar fear response was seen when any furry white object was shown to Albert. This ‘spread’ of 
associative learning from one stimulus to other is called stimulus generalisation. 
Discrimination is a process diametrically opposite to generalization; in many situations associative 
learning can be very selective. In such cases, learned responses are made only to specific stimuli and not to 
other similar stimuli e.g. a child may be afraid of dogs but not all four-legged animals. 
Extinction: reduction/disappearance of a learned response when the UCS – CS pairing (or the reinforcer in 
operant conditioning; see below) is not available anymore. Faster extinction may mean weaker learning. 
Extinction does not mean loss of learning, but only a suppression of behavioural response. Spontaneous 
recovery refers to regaining a previously extinguished learned response after a period of time. 
Counter conditioning is a form of classical conditioning where a previously conditioned response is 
replaced by a new response that may be more desirable. Utilised in behavioural therapy - systematic 
desensitisation, aversion therapy. 
Latent inhibition: A delay in learning the association between UCS and CS is seen if previous exposure to 
an isolated presentation of CS is present. 
An organism learns an appropriate behaviour after many trials because the right behaviour is followed by 
appropriate (desirable) consequence. This forms the basis of the concept of operant conditioning; this

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phenomenon is termed the law of effect and is often demonstrated using trial-and-error learning 
experiments originally described by Thorndike. 
A conditioning that leads to increase in the frequency of behaviour following learning is called 
reinforcement. A conditioning that leads to decrease in the frequency of behaviour following learning is 
called punishment. Both reinforcement and punishment can be positive (i.e. something is given) or 
negative (something is taken away). 
Positive Reinforcer 
Food for pressing a lever (given) 
Negative Reinforcer 
Ceasing of electric shock on pressing a lever (taken away) 
Positive Punishment 
Points on your driving license for speeding (given) 
Negative Punishment 
A monetary fine from a parking ticket (taken away) 
Primary Reinforcer 
Stimulus affecting biological needs (such as food) 
Secondary Reinforcer 
Stimulus reinforcing behaviour associated with primary reinforcers 
(money, praise) 
Both positive and negative reinforcement increase the desired response. 
The use of a “star chart,” with a variable interval schedule so that about 2 or 3 stars are administered per 
day depending on the good behaviour, and none for bad behaviour. This part would be positive 
reinforcement by giving something additional to increased the desired response 
In a patient with OCD, compulsions provide short-term relief of obsessional anxiety via negative 
reinforcement. When carrying out compulsive rituals, anxiety is reduced acutely. This provides a 
reinforcement to engage in the compulsions repeatedly - the termination of the aversive anxiety cued by 
obsessions, increases the compulsive behaviour that removed the anxiety, without addressing the core of 
obsessions. 
Reinforcement Schedules 
A reinforcement schedule refers to how and when behaviour is reinforced on the basis of the number of 
responses. 
Reinforcement Schedule 
Explanation/Example 
Continuous (aka 
contingency 
reinforcement) 
Reinforcement every time the positive response occurs - e.g. food pellet 
every time a rat presses a lever in an experiment 
Partial 
Only some of the positive responses result in positive reinforcement – the 
reinforcement is determined by number of responses (ratio) or time 
(interval) 
Fixed Interval 
Reward occurs after a specific period of time regardless of number of 
responses e.g. a monthly salary irrespective of your level of performance! 
Variable Interval 
Reward occurs after a variable (unpredictable) period of time, regardless

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of the number of responses e.g. an angler catching a fish - the first may be 
after 10 minutes, the next after 45, then 5 minutes etc. 
Fixed Ratio 
Reward occurs after a specific number of responses e.g. after completing 
20 MCQs, you give yourself a coffee (or chocolate) break. 
Variable Ratio 
Reward occurs after a random number of responses e.g. gambling slot 
machines. Your first win of £20 on a gamble may occur after 3 tries; then 
the next win may not occur even if you play 30 times, while the third win 
may follow in quick succession after the second. 
Important points to note: 
 
In fixed schedules, a pause in response is seen after reinforcement as the organism knows the 
reinforcement will not be happening for some reasonable time or attempts hereafter. The pause for 
fixed interval schedule is greater than the pause for fixed ratio schedule. When we interpret an 
operation to be under control (as in fixed schedules) we learn more quickly. 
 
Variable schedules generate a constant rate of response as the chance of obtaining a reward stays 
the same at any time and for any instance of behaviour. In general, partial schedules are more 
resistant to extinction than continuous schedule though they take longer to learn. Variable ratios 
are the most resistant to extinction. This may explain why gambling is such a difficult habit to 
eradicate. 
 
Another important determinant of operant conditioning is contingency - learning the probability 
of an event. 
Premack’s principle (a.k.a. Grandma’s rule): high-frequency behaviour can be used to reinforce lowfrequency behaviour e.g. “eat your greens and you can have dessert”. An existing high-frequency 
behaviour (eating dessert) is used to reward low-frequency behaviour (eating greens). 
Avoidance learning: an operant conditioning where an organism learns to avoid certain responses or 
situations. Avoidance is a powerful reinforcer and often difficult to extinguish. A special form of 
avoidance is escape conditioning seen in agoraphobia where places in which panic occurs are avoided / 
escaped from leading to a housebound state eventually. 
Aversive conditioning: This is an operant conditioning where punishment is used to reduce the 
frequency of target behaviour e.g. the use of disulfiram (noxious stimuli) to reduce the frequency of 
drinking alcohol. 
Covert reinforcement: In covert reinforcement schedules, the reinforcer is an imagined pleasant event 
rather than any material pleasure e.g. imagining MRCPsych graduation event to reinforce the behaviour 
of practicing MCQs. 
Covert sensitization: The reinforcer is the imagination of unpleasant consequences to reduce the 
frequency of an undesired behaviour e.g. an alcoholic may be deterred from continuing to spend on 
alcohol by imagining his wife leaving him, being unable to support himself and ending up broke and 
homeless.

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Flooding: An operant conditioning technique where exposure to feared stimulus takes place for a 
substantial amount of time so the accompanying anxiety response fades away while the stimulus is 
continuously present e.g. a man with a phobia of heights standing on top of the Burj Khalifa or the Shard. 
This will lead to the extinction of fear. When a similar technique is attempted with imagined not actual 
exposure then this is called implosion. 
Shaping (a.k.a. successive approximation): This is a form of operant conditioning where a desirable 
behaviour pattern is learnt by the successive reinforcement of behaviours closer to the desired one. Note 
that shaping is used when the target behaviour is yet to appear (i.e. it is novel and does not exist already). 
Dog runs towards 
a wheel but 
doesn’t jump 
Runs and makes 
a jump close to 
the wheel 
Runs, jumps 
through the 
wheel 
Runs, jumps 
through the 
wheel on fire 
Circus on show 
Gets a bone 
Gets a bone 
Gets a bone 
Gets a bone 
Behaviour is shaped 
 
Chaining: This refers to reinforcing a series of related behaviours, each of which provides the cue for the 
next to obtain a reinforcer. Chaining is used when the target behaviour is already notable in some form 
but not in the fully formed sequence. An example is teaching a child to write his name. The shape of 
individual alphabets is first taught using reinforcers and forward chaining can be used to link each 
alphabet in the correct order, finally reinforcing the completed name. Backward chaining starts at the end 
e.g. when making cupcakes, the child is first taught how to sprinkle over a fnished cupcake, the next time 
icing the cake and sprinkleing, the next time placing the prepared cake mixture into cupcake wrappers 
then icing then sprinkling etc. 
Incubation: An emotional response increases in strength if brief but repeated exposure of the stimulus is 
present. Rumination of anxiety-provoking stimuli can serve to increase the anxiety via incubation. This is 
a powerful mechanism that maintains phobic anxiety and PTSD. 
Stimulus preparedness (Seligman) explains why snake and spider phobia are commoner than ‘shoe 
phobia’ or ‘watch phobia’. In evolutionary terms, the stimuli that were threatening to hunter-gatherer men 
has been hard wired into our system, reflexively eliciting responses immediately – and phobia develops 
more readily for such ‘prepared stimuli’. 
Learned helplessness (Seligman): initially put forward as a behavioural model for depression. When 
confronted with aversive stimuli from which escape is impossible, an animal stops making attempts to 
escape. This was shown experimentally with a dog on an electrified floor unable to escape. After a while, 
the dog stopped trying, as if accepting its fate. This paradigm is frequently invoked to explain the 
dependence seen in victims of domestic abuse. 
Reciprocal inhibition (Wolpe): If stimulus with desired response and stimulus with the undesired 
response are presented together repeatedly, then the incompatibility leads to a reduction in frequency of 
the undesired response. This is evident when your dog barks at your friend; try hugging her in front of

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your dog every time the dog barks and slowly the dog will stop barking at your friend. This is used in 
relaxation therapy for anxiety and in systematic desensitisation. 
Cueing (a.k.a. prompting): specific cues can be used to elicit specific behaviours – e.g. in a classroom a 
teacher puts her finger on her lips to reduce chatter and elicit the response of silence. The process of 
unlearning such cue associations is called fading. 
Bandura’s social learning theory: Bandura believed that not all learning occurred due to direct 
reinforcement, and proposed that people could learn simply by observing the behaviour of others and the 
outcomes. According to behaviourists, learning is defined as a relatively permanent change in behaviour 
but social learning theorists differentiate actual performance from learning a potential behaviour. 
Social learning theorists emphasize the role of cognition in learning; awareness and expectations rather 
than the actual experience of reinforcements or punishments are sufficient to have a major effect on the 
behaviours that people exhibit. 
Cognitive processing during social learning: 
1. Attention to observed behaviour is the basic element in learning. 
2. Visual image and semantic encoding of observed behaviour memory 
3. Memory permanence via retention and rehearsal 
4. Motor copying of the behaviour and imitative reproduction 
5. Motivation to act. 
 Reciprocal causation: Bandura proposed that behaviour can influence both the environment and the 
individual and each of these three variables, the person, the behaviour, and the environment can have an 
influence on each other. The most commonly discussed experiment illustrating Bandura’s theory is the 
Bobo Doll experiment. Children watching a 
model showing aggression against a bobo doll 
learnt to display the aggression without any 
reinforcement schedules. 
Cognitive learning (Tolman): reinforcement 
may be necessary for a performance of learned 
response but not necessary for the learning 
itself to occur (latent learning). He inferred that 
rats can make cognitive maps of mazes – called 
place learning - which consists of cognitive expectations as to what comes next. 
 Insight learning (Kohler) is diametrically opposite to associative learning and views learning as purely 
cognitive and not based on S-R mechanism - a sudden idea occurs and the solution is learnt. 
 Hierarchy of learning: Gagne’s hierarchy of learning (see the attached table) describes that simple or 
basic learning steps are prerequisites for later complex learning. This pattern of learning can also be seen 
during human development and in the hierarchy of evolution. 
Stages 
Gagne’s learning hierarchy 
Classical conditioning (signal learning) 
Operant conditioning 
Chaining 
Verbal association 
Discrimination learning 
Concept learning 
Rule learning 
Problem solving

# 02 - 2. Basic principles of visual and auditory pe

# 2. Basic principles of visual and auditory perception

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2. Basic principles of visual and auditory perception 
 
When perceiving an object it needs to be differentiated from its background. Determinants of figure vs. 
ground differentiation include 
1. Contour – surroundedness 
2. Size 
3. Orientation 
4. Symmetry 
This is also influenced by perceptual set (see below). 
Reversal of figure-ground perception frequently occurs so that sometimes, the ground is perceived as 
figure and vice versa e.g. try googling for images of Rubin’s vase illusion. This indicates that same stimuli 
can produce more than one perception. Figure-ground differentiation is also crucial for perceiving 
auditory stimuli e.g. when we are at a crowded party we are still able to filter our friend’s voice and have 
a conversation amidst all noisy background (cocktail party phenomenon). Shadowing is an experimental 
extension of this effect where two different messages are given to the right and the left ear and the subject 
is asked to follow one and suppress the other. These experiments are called dichotic listening tests (see 
below for further information in ‘attention’ section). 
The principle of Gestalt: Gestalt means shape or form; it also refers to the global whole of an object. 
Gestalt law of perceptual organisation includes 
 
According to Gestalt laws, global processing occurs before local processing of components. The whole is 
different from the sum of its parts. This is true at least for 2 dimensional objects though ecological validity 
is lower for 3D objects. 
•Objects close to each other are perceived as one figure 
Proximity 
Proximity 
•Incompletely closed figures are perceived as fully closed 
Closure 
Closure 
•Continuous items are perceived as one object. 
Continuity 
Continuity 
•Similar items are grouped together based on colour or shape etc. 
Similarity 
Similarity 
•Things moving together are perceived as one object. 
Common fate 
Common fate

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Depth perception depends on pictorial and non-pictorial primary cues. The non-pictorial cues are 
generally binocular cues and include 
a. Retinal image disparity 
b. Stereopsis 
c. Accommodation (monocular) 
d. Convergence 
 
Pictorial cues (secondary) include largely monocular elements such as 
a. Size 
b. Brightness 
c. Superimposition 
d. Texture 
e. Linear perspective (rails converge at distance, wide apart when closer) 
f. Aerial perspective (colour – blue mountains means a distant sight) 
g. Motion parallax (closer it is faster it seems) 
 
Visual cliff is an apparatus used to test an infant’s perception of depth. A pane of thick glass covers a 
shallow drop and a deep drop. The underlying surfaces of both deep and shallow sides are covered with 
the same chequered pattern. Children of six months and older will not venture to the ‘deep side’ and this 
is taken as an indication that the child can perceive depth. 
Perceptual constancy is defined as the ability to perceive objects to be the same and unchanging in 
character despite varied inputs. It consists of 
1. Size constancy 
2. Shape constancy e.g. a door is always a door no matter which angle it is showing to the viewer 
3. Location constancy – movement of the head gets nullified somehow so we do not perceive 
objects around us getting relocated as we move our head! 
4. Brightness, hue and colour constancy 
 
Autokinesis refers to the phenomenon that if light is shown from a small, dim, and fixed light source for 
an extended period of time in a dark room, it will appear as if the light source is moving. This visual 
illusion can explain UFO sightings and can also affect pilots. 
The phi phenomenon is a perceptual illusion described by Wertheimer. This refers to the phenomenon in 
which a false perception of motion is produced by a succession of still images shown with fixed time 
interval rapidly. 
Theories of perception: 
Bottom-up theory: Gestalt is an example of a bottom-up theory. According to bottom up theories, 
perception is purely data driven and directly starts with the optic array. Piecing together of basic elements 
of the data gives rise to more complex systems. This makes the original elements sub-systems of the 
‘emergent system’. But perception is not just seeing, it is ‘seeing as’.

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Top-down theory: Gregory’s constructivist theory is an example of a top-down theory. According to this 
theory, retinal images are sketchy and cannot explain the complex and fully formed perceptions that we 
experience. Perception is best defined as a process of using information known already to formulate and 
test a hypothesis. It is driven from the ‘top down’ – i.e. from higher cortical areas. Illusions such as Muller 
Lyer (i.e. when you compare >----< and , despite the horizontal line being of same length in both 
instances, the first one may appear to be longer) support top-down processing. 
A perceptual set is defined as the readiness to perceive selected features as an object. This is related to the 
level of motivation e.g. hunger, emotional state, values, beliefs, context and expectations (e.g. UFOs are 
sighted only by those who believes in them and ‘expects’ them). 
Illusions and hallucinations 
Illusion is defined as any perceptual situation in which a physical object is perceived but appears different 
from what it really is e.g. a white wall appears yellow if a yellow light is shone on it. 
A hallucination is an experience in which an object (e.g. sound or light) is perceived in the absence of any 
corresponding object in the real world. A hallucination is often indistinguishable from genuine perception. 
 
Human visual perception 
The development of human visual perception is an illustration of a constitutional-environmental 
interaction. Most of the time during development, complex visual stimuli such has human faces are 
preferred. Innate visual processes such as visual scanning, tracking, fixating, figure-ground 
discrimination are present from birth. Learnt visual processes include size constancy, shape constancy, 
depth perception, shape discrimination. 
From birth we have the ability to discriminate brightness and carry out eye tracking, visual acuity is 
significantly impaired and focusing is fixed at 20cm. At 2-4 months – depth perception is apparent (as 
evidenced by visual cliff experiments). By 4 months – accommodation and colour vision seems to be 
present in most children. By 6 months – 6:6 acuity is achieved.

# 03 - 3. Information processing and attention

# 3. Information processing and attention

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3. Information processing and attention 
Focused or selective attention refers to the mechanism by which certain information is registered while 
others are rejected. 
Capacity or divided attention refers to the upper limit of the amount of processing that can be performed 
on incoming information at any one time. 
Many studies of attention have used auditory tasks. 
 
Dichotic listening refers to feeding one message into the left ear and a different message 
simultaneously into the right ear. Participants have to repeat one of the messages aloud. This process 
is called Shadowing (first used by Cherry). This is a method to study selective attention. Divided 
attention can be tested using a dual-task technique whereby the individual is asked to attend and 
respond to both or all incoming messages. 
 
Cocktail party effect: It is a concept related to selective attention. It is a term used in early attention 
research ‘to describe the ability of people to be able to switch their attention rapidly to a nonprocessed message’. The cocktail party effect shows that certain types of stimuli can elicit switching 
between messages e.g. the physical location of the speaker, the pitch of the voice or the use of 
familiar stimuli such as the listener’s name. (Lunch-queue effect) 
 
Broadbent’s early selection filter theory: 
o Our ability to process information is capacity limited. 
o A temporary buffer system receives all information and passes it to a selective filter. 
o The selection is based on physical characteristics of the information – one source is selected and 
others are rejected. 
o Processing two different pieces of information will take longer and will be less efficient as 
switching takes a substantial period of time. 
 
 
 
 
 
 
 
 
 
Triesman’s attenuation theory: 
o Treisman (1964) proposed that physical characteristics and semantic relevance (meaning) are 
used to select one message for full processing while other messages are given partial processing. 
 
Deutsch-Norman late selection filter model: 
o This model rejects Broadbent and suggests that filtering occurs only later, after all inputs are 
analysed at a higher level. This is also called the pertinence model. 
 
Pigeon-holing: 
o Later Broadbent revised the early selection filter theory and stated that apart from filtering, 
pigeon-holing can also take place. 
STM 
Selective Filter 
short 
term 
memory 
sight 
sound 
smell 
Selected 
stimulus 
Selected 
stimulus 
Senses

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o Pigeonholing is similar to filtering but selection is not based on physical characters; it is based on 
categorization. 
o E.g. if one is asked to attend to the names of animal (a category) from many stimuli, this will take 
place irrespective of physical characters such as volume, pitch etc. 
 
Automaticity 
o Automatic processing: 
 
Does not require conscious attention 
 
Unaffected by capacity limits 
 
Difficult to modify 
 
E.g. driving a car or listening to the radio 
o Controlled processing: 
 
Requires attention 
 
Heavy demands 
 
Slow and capacity limited 
 
E.g. reading this notes! 
 
Closed loop control: when we first learn a task it is under conscious attention system. When we 
become skilled at it, open loop control takes over. Open loop is controlled by automatic motor 
processes. It is fast and allows conscious attention to be diverted to other activities. 
 
Stroop test and letter cancellation tasks can test selective attention. 
A hierarchical model of attention: Sohlberg and Mateer proposed a clinically useful model of evaluating 
attention in a hierarchical fashion based on the sequential recovery of attentional ability in patients with 
brain damage. Five different kinds of activities of growing difficulty are described in the model 
connecting with the activities that patients could do as they recover gradually. This model has been 
clinically useful in terms of rehabilitation of brain-damaged patients. 
Studies of attention in schizophrenia suggest that there is an underlying attentional abnormality for those 
with a genetic predisposition for psychosis. The overall reaction time is much slower in patients with 
schizophrenia and their relatives; sustained attention, distraction, verbal memory and controlled 
processing are also affected. 
Focused 
attention 
The ability to perceive individual items of information (respond discretely to the specific 
modality of stimuli). 
Sustained 
attention 
The ability to maintain a consistent behavioral response during continuous and repetitive 
activity. Also called as vigilance or concentration 
Selective 
attention 
The ability to avoid distractions from internal or external cues and maintain a behavioural 
or cognitive set in the face of competing stimuli. 
Alternating 
attention 
The ability of mental flexibility that allows individuals to shift their focus of attention and 
move between tasks having different cognitive requirements. 
Divided 
attention 
This is the highest level of attention and it refers to the ability to respond simultaneously to 
multiple tasks or multiple task demands. It is much more difficult to achieve within same 
modality (e.g. visual) as it is between different modalities (visual and auditory)

# 04 - 4. Memory

# 4. Memory

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4. Memory 
In all cognitive operations involving memory 3 different processes are thought to occur. 
 
Encoding - It leads to the formation of initial memory traces and receives information from the 
outside. 
 
Storage - Retention of information and maintenance 
 
Retrieval - Accessing and recovering information from memory stores 
William James divided memory to primary (short term) and secondary memory (long term). In fact 3 
forms of memory are now recognised. 
1. Sensory memory: This is modality specific, has a large capacity but gets disrupted by the inflow of 
new information in the same modality. Each sense has its own sensory memory e.g. iconic (visual) 
lasting 0.5 seconds, echoic (auditory) lasting 2 seconds etc. No processing is involved in sensory 
memory. If attention is paid to the sensory memories during perception, sensory memory gets 
consolidated or ‘moves’ into the short-term memory system. 
2. Short term memory: The capacity of STM according to Miller is 7+/- 2 items. This is evident while 
testing digit span (but see below for chunking). Unaided, STM lasts 15 to 30 seconds. By 
maintenance rehearsal, this duration can be increased further up to indefinite periods. If 
maintenance rehearsals are prevented, then by 15 seconds the original material is completely 
forgotten. Brown Paterson task involves introducing distraction (such as counting a three digit 
number backwards) immediately after the digit span test in order to prevent rehearsal. STM uses 
acoustic coding (mostly) or visual coding. Recall of information is effortless and usually error-free. 
Information is held in STM by the process of rehearsal. Loss of information from STM occurs mainly 
through displacement (newly acquired items entering STM displaces existing material) and decay 
(older materials have a weaker trace strength than the recently acquired items). In order for memory 
to move from temporary to long-term storage, elaborative encoding (Daniel Schacter) must take 
place. 
NOTE: The term working memory is increasingly used to describe a large part of what was called as 
STM in the past. Working memory allows cognitive processes to be performed on data that is briefly 
stored in short-term memory. 
3. Long term memory: This has unlimited capacity and lasts for an indefinite duration. The coding is 
largely semantic, though visual and acoustic coding can occur to some extent. 
According to Atkinson & 
Shiffrin, STM and LTM are 
regarded 
as 
structural 
components. 
Rehearsal 
is 
supposed to be the transient 
control process that can aid 
maintenance of STM and 
transfer to LTM. Other control processes include encoding, retrieval strategies and decision to 
 STM LTM 
 Encoding Acoustic Semantic 
 Retrieval Error-free Error-prone 
 Capacity 7+/-2 chunks Unlimited

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remember. Rehearsal may be maintenance/rote rehearsal or elaborative rehearsal where encoding is 
semantically elaborated or changed. It is proposed that rehearsal can take place at 3 levels of 
processing. Shallow processing where surface features are only rehearsed, phonemic processing 
where sound features are rehearsed or semantic processing where deeper encoding and meaning 
related associations are made. Higher level of processing depends on time available and nature of the 
material processed. 
[The terms often used in psychology are short term memory (corresponds to immediate memory in clinical 
psychiatry) and long term memory (recent memory and remote memory in psychiatry). STM (immediate 
memory) is tested by the recall of digits immediately after their presentation (Digit span).] 
Other classifications: 
Recent memory is the ability to remember what has been experienced within the past few minutes 
(recall of items after five minutes), hours (recall of last meal), days (recall of recent news items). 
Remote memory is the ability to remember events in the distant past (weeks to years). This can be 
tested by inquiring about important dates in their lives such as date of birth, date of marriage, how 
many siblings they have etc. 
Tulving elaborated multistore model (LTM) to have two forms - declarative (explicit – includes 
semantic and episodic memory) and non-declarative (implicit) memory. 
Procedural or Implicit memory: This cannot be consciously inspected. This is not affected by an organic amnesia of 
hippocampal origin. It is made of procedural memory for skills and habits, priming, classical conditioning and nonassociative learning. 
Episodic memory is autobiographical, self-focused, spatio-temporal memory. 
Semantic memory includes factual knowledge of the world. It is proposed to be made of multiple episodic memory 
components. 
Priming is a form of learning that occurs without conscious recall of the episode of learning; 
performance demonstrates that the information is learnt but conscious episodic recall is absent. 
Baddley & Hitch proposed a working memory model. Working memory is proposed to have central 
executive and 2 arms – phonological loop and visuospatial sketchpad. The central executive is 
capacity limited but modality free, similar to attention system. The phonological loop consists of 
auditory rehearsal loops while visuospatial scratch pad consists of pattern recognition and movement 
perception components. It is proposed that dyslexia may be related to erratic phonological loop. The 
4th component of WM is sometimes called episodic buffer. This is a multimodal store that integrates 
info from the slave systems onto LTM. This buffer is important for chunking. 
Working memory is important for various processes including executive functions, decision-making, 
error detection and correction, new learning (anterograde memory formation) and judgement. 
Serial position effect: While memorising and recollecting a list of words both primacy and recency 
effects are seen. Regardless of the length of a list, the initial words (primacy) and last few words

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(recency) are remembered better than those at the middle of the list. Primacy is supposed to be due to 
LTM as consolidation has occurred in the sufficient time between learning the first word and testing 
recall. Recency effect is due to STM wherein last heard words are freshly retained. 
In those with organic anterograde amnesia, recency is better preserved than primacy. Here the 
problem is in transferring to LTM from STM and/or retrieval from LTM. In retrograde amnesia, the 
physical establishment of LTM memory (called consolidation) fails. 
Retrieval: 
Modes of retrieval (i.e. moving from LTMSTM) are through 
 
Recognition (solving MCQs) 
 
Recall (actively searching and reproducing), 
 
Reintegration/reconstruction (recollection of past 
experiences based on certain cues). An eyewitness testimony 
is a reconstructive memory, which is a mode of retrieval 
from long-term memory. However, reconstructive memory 
of events as in eyewitness testimony is affected by the type 
of questioning asked to elicit the memory. 
Forgetting: 
Hermann Ebbinghaus plotted the forgetting curve by plotting 
the proportion of words retained in memory against time. The 
curve shows a sharp drop over the first nine hours and 
particularly during the first hour. After nine hours, the rate of 
forgetting slows and declines little thereafter, even after the 
lapse of 31 days. The main findings from his and other studies 
are; 
 
Forgetting is maximum in the first few hours, and the 
rate of forgetting gets less with time. 
 
Forgetting is never complete, and some information is 
retained over longer periods of time, even for life. 
 
Recalling the material during the test period increases the probability of remembering items 
or events. 
 
Continuous motor skills, such as cycling and swimming, show no forgetting at all. But 
discrete motors skills such as typing are lost more quickly. 
Problems with encoding (registration), retention or retrieval, can all result in forgetting. 
Decay theory states that neural engrams breakdown with time. This means that disuse with time is 
the cause of forgetting, but no evidence exists that neurological decay occurs. Also what happens 
before and after learning is more important than the mere passage of time in forgetting. 
FLASHBULB MEMORIES 
 
Distinctly vivid long-lasting 
memories of a personal circumstance 
surrounding a person’s discovery of 
shocking events. 
These are not as accurate or 
permanent as photographic 
memories but forgetting curve for 
the flashbulb memories is far less 
affected by time than other types of 
memories. 
These memories are often associated 
with important historical or 
autobiographical events. Such 
events could include, for example, 
the 9/11 or 7/7 etc.

© SPMM Course 
Displacement theory states that due to capacity limitation new info replaces old information. 
Retrieval failure theory states that due to lack of proper cues to recall we forget things. According 
to encoding specificity principle, anything we encode during learning can be a cue/tag for later 
retrieval. Recall improves if same cues are available when recalling, but this holds true only for 
recall, not recognition. Hence, some times recall is better than recognition! Such cues can be the 
context (place, external state) specific or emotion/ inner state specific. 
According to interference theory forgetting occurs due to interference. When newly learnt 
material interferes with recall of old material, this is called retroactive interference. Proactive 
interference refers to the interference of new learning from older learnt material. There is a low 
ecological validity for interference model as most experiments were conducted with memorizing 
word lists, a skill that is rarely required in daily life. 
Strategies to improve encoding include – order and sorting info, chunking, mnemonics, using imageries, 
adding importance and salience to the info and using primacyrecency effects. Retrieval can be helped by cueing and 
reinstatement of learning context. 
Chunking is a method of increasing the capacity of short-term 
memory by combining units or information (usually numbers) 
into chunks. By doing so, impressive feats of memory can result. 
For example the numbers 1,5,2,3,5.2,5,8,5,3,7,8 would normally 
overload our short-term memory but if they are arranged into 
chunks 152, 352, 585, 378, they become a lot more manageable. 
The more similar the retrieval situation is to the encoding 
situation, the better retrieval. This is called encoding specificity 
principle. 
Amnesia refers to a marked impairment in episodic memory, 
although other types of memory such as working memory, 
semantic memory and procedural memory may remain relatively 
intact. 
Anterograde Amnesia: The loss of the ability to form or 
retain new episodic memories after an injury/lesion/event 
Lack memory for events taking place in immediate future after an event 
Classic cases often involve hippocampal damage 
The subject cannot learn anything new. 
Nothing can be moved from STM to LTM. 
 
RIBOT’S GRADIENT 
 
Theodule Ribot first suggested that 
recent memories might be more 
vulnerable to brain damage than remote 
memories in 1881. 
After damage to the hippocampal 
memory system, patients tend to lose 
more of their recent than of their remote 
memories. This pattern, unique to 
organic amnesia, is called the Ribot 
gradient. 
This may be related to the dependence of 
retrieval on hippocampal systems, while 
consolidation gradually ‘pushes’ stored 
memories to the neocortex, making them 
independent of the hippocampal system.

© SPMM Course 
Retrograde Amnesia: The loss of episodic memories that were stored before brain damage had 
occurred. 
 Lack memory for immediately preceding events. 
 Follows head injury 
 The subject never consolidates the information that is already in STM (retrieval failure i.e. 
fails to move from LTM to STM). 
 
Transient global amnesia is caused by transient cerebral ischemia causing a temporary lack of blood 
supply to the regions of the brain concerned with memory functions. The main features include sudden 
onset of severe anterograde amnesia with a retrograde amnesia for the preceding days or weeks. 
Sometimes amnesic episodes may occur in patients who have had no brain injury but suffered a traumatic 
or emotionally disturbing life event (hysterical or psychogenic amnesia). There are two types-Global and 
situation specific. 
Fugue state is a type of psychogenic global amnesia in which there is a sudden loss of all autobiographical 
memories, knowledge of self and personal identity. Usually, there is a period of wandering, and there is 
an amnesic gap upon recovery. It usually last a matter of hours or days. Memory recovery is complete 
after few hours or days. In most cases, the fugue states will clear over a few days and the amnesia is 
mainly transient. If not, the patient usually adopts a new name and identity and begins a new life. As in 
organic amnesia, fugue patients will normally retain their procedural and semantic memories. The patient 
may have episodic memory loss that is usually only retrograde memory loss and no anterograde 
impairment. 
Situation specific amnesia: Offenders, as well as victims of crimes commonly, claim amnesia regarding 
the offence. In 25-45% of homicides, 8% of other violent crimes and a small percentage of non-violent 
crimes, offenders claim amnesia (Kopelman 2002a). Amnesia for an offence is associated with alcohol or 
substance misuse and acute psychosis, but purely psychological amnesia is often limited to crimes of 
passion. 
In people with PTSD anterograde memory dysfunction has been demonstrated with some reduction in 
hippocampal volume on MRI (Bremmer 1999) attributed to effects of glucocorticoids (Markowitsch 1996) 
Amnesic syndromes: Various disorders can give rise to amnesic syndromes (e.g. hypoxia, herpes 
encephalitis) and the features would include 
1. Immediate memory is unimpaired. 
2. Anterograde amnesia- inability to acquire new information (impaired delayed recall) 
3. Retrograde amnesia of variable extent and severity-The degree depends on the extent of brain 
damage 
4. Preserved global intellectual abilities 
5. Preserved implicit memory

© SPMM Course 
Korsakoff’s syndrome: It is a form of an amnesic syndrome caused by thiamine deficiency. The patient 
may have severe anterograde amnesia and extensive retrograde memory loss. This retrograde memory 
loss includes autobiographical memory loss with relative sparing of the most distant memories. Working 
memory and procedural memory are unimpaired. Bedside tests: Three words learning task (e.g. apple, table, 
penny) is a test of anterograde memory and learning, useful to investigate Korsakoff’s syndrome. 
Post-traumatic amnesia: The time between the injury and recovery of normal continuous memory, seen in 
head injury patients. The longer the PTA, the more severe the brain damage and poorer the prognosis for 
the recovery. PTA Retrograde amnesia is also possible after head injury – tested with recent 
autobiographical questions (what did you eat for dinner yesterday?). In most cases, the amnesic gap is 
short and (< 1 min). It is not a good indicator of prognosis. 
Memory loss following ECT: The impairment is usually temporary. There may be both anterograde and 
retrograde amnesia, both of which reduce rapidly in most patients. A third of patients report persistent 
memory loss following ECT (Rose et al. 2003). Memory impairment is less pronounced with unilateral 
ECT. 
Tests of memory: 
Digit span is the commonest test of auditory, verbal working memory. Both forward and backward digit span are 
tested in routine clinical practice. The average range of digit forwards is 6+/-1 and for reverse digit span is 5+/-1 
Three words learning task (e.g. apple, table, penny) is a test of anterograde memory and learning. 
Name and address recall task (7 items) is the commonest test of recent (verbal) memory. Here the subject is asked to 
recall as many items, without prompts, in five or ten minutes 
Rey-Osterrieth complex figure test is one of non-verbal memory test. Here the subject is first asked to copy a complex 
geometric figure and then to draw from memory after an interval of 30 minutes. The recall is impaired in patients 
with dementia and amnesic syndrome. 
Wechsler memory tests: Here the subject is asked to read a short story from the Wechsler memory scale containing 25 
elements and both immediate and delayed recall after an interval of 30 minutes is tested. 
 
Infantile amnesia: The average age of the earliest retrieved memory is 3.5 years. There is a total lack of 
memories for events occurring during the first few years of life, and there is a variable degree of amnesia 
for events that occurred in the first 2 to 5 years. This is termed infantile amnesia. 
Emotion and retrieval: 
Retrieval is reconstructing past experiences and is influenced by a number of variables including emotion. 
Current mood affects what is attended, encoded and retrieved. The mood-congruent effect refers to the 
ability to more easily recall information if it is congruent with the current mood e.g. in a depressed mood, 
negative thoughts and circumstances are more readily retrieved. Mood-state dependent retrieval refers to 
the phenomenon wherein retrieval of information is easier if the emotional state at the time is the same as 
the emotional state at the time of encoding.

© SPMM Course 
Elaboration: Material that is fully elaborated produces stronger memory trace as it is believed that 
consolidation is linked to the depth with which the data is processed. 
Schemas are mechanisms for elaborating and for reconstructing memory at test. They are organized sets 
of facts. During recall, distortion can occur in order to ensure the information fit the schemas or to fit 
cultural stereotypes. This then impacts the recall of the information. 
Inference is a method where known, easily accessible information is used to piece together the retrieved 
information, resulting in a biased recall. 
Brain imaging and neuropsychological studies provide strong evidence that 
a. The brain areas mediating performances in STM are principally the pre-frontal lobes 
b. The phonological STM system is mediated by the left hemisphere regions of Broca's’ area and 
prefrontal cortex. 
c. The visuospatial STM system is mediated by the parietal and prefrontal areas of the right 
hemisphere. 
d. The brain areas responsible for LTM includes the regions of the limbic system especially the 
hippocampus and the entorhinal cortex of the medial temporal lobe

# 05 - 5. Thought & language

# 5. Thought & language

© SPMM Course 
5. Thought & language 
 
There are several different theories that consider how language can affect thoughts and behaviour. 
 
Sapir-Whorf 
Hypothesis 
Grammatical structure of mother tongue influences how we perceive the 
world e.g. a language that does not have a word for a specific colour makes 
that colour less likely to be remembered - this has largely been disputed as 
very little experimental data has been produced in support. 
Behavioural economics 
People are more likely to believe events that are verbally described more 
vividly (e.g. availability heuristics) 
Prospect theory 
People make different economic choices based on how something is framed 
Cognitive distortions 
Challenging our 'internal dialogue' can change our cognitive distortions (as 
in CBT) 
Counting 
Some cultures do not have numbers above 10, or even 2 - instead using the 
word 'many' to describe any number above the highest. This indicates a 
conceptual difference in how some people would interpret 100 vs. 1000 vs. 1 
million. 
Neuro-linguistic 
programming 
A theory that language patterns can affect behaviour, such as influences a 
consumer in a sale setting. 
 
Concepts, prototypes and cores 
Constituents of thoughts are defined as concepts and are important to psychological processes such as 
learning, memory and decision-making. There are several theories of concepts – one of which is the 
prototype theory. 
 
Let us consider a lexical concept termed X. This concept may not yet have a defined structure but many 
constituent features of X are well defined. In this case we can conceptualize that something will fall under 
the concept X, if sufficient number of constituent features are satisfied. In other word, we obtain a 
prototype of a concept using the linguistic components, thus acquire further knowledge of the world 
around us. Consider the concept of FRUITS – most fruits are rounded. Now consider the properties of 
apple and banana. 
Apple 
Banana 
Edible 
Edible 
Red 
Yellow 
Sweet 
Sweet 
Crunchy 
Soft 
Rounded 
Elongated

© SPMM Course 
Using this model, apples would be judged to be more typical of fruits than bananas as the idea of an 
APPLE shares more of its constituents with the idea of a FRUIT. 
Deductive and Inductive reasoning: Reasoning is broadly divided into deductive and inductive 
reasoning. Deductive reasoning starts with a theory with which we form a hypothesis and collect 
observations to confirm or dispute our hypothesis. This is often known as top-down reasoning. 
THEORY  HYPOTHESIS  OBSERVATION  CONFIRMATION 
Inductive reasoning starts with observations and formulate tentative hypotheses that are then explored 
and a theory is formed. This is known as bottom-up reasoning. 
OBSERVATIONS  PATTERN  HYPOTHESIS  THEORY 
Inductive reasoning is open-ended and exploratory in comparison to the narrow nature of deductive 
reasoning. 
Problem-solving: Two methods of information processing have been described in problem-solving. 
 Algorithmic method involves step-by-step search which guarantees solution but it is timeconsuming and more useful in simpler and smaller magnitude problems. 
 Heuristic method uses rules of thumb; more likely solutions are tried before others – hence 
solution is not guaranteed but it is more quick and ‘dirty’! Means-end analysis is a type of 
heuristics in which the solution is sought from working backwards and may include reduction and 
breaking down of a complex problem into easily solvable steps. 
Heuristics in decision-making: 
1. Availability heuristics: the decision is based on readily available information without systematic 
search. 
2. Representativeness bias: fitting a problem into one of the well-known categories and solve it in a 
similar fashion. 
3. Gambler’s fallacy: an outcome is due as it has not happened for some time. A gambler thinks that 
more he loses, the more chances that he wins later. 
4. Base rate fallacy: tend to ignore the relative frequency of occurrence of events but stick to 
stereotypes. Consider that a very good student fails an exam, the probability of which is not 
negligible. Someone has earlier said that this student could fail only if the examiner gets annoyed 
by his handwriting and does not read his answer fully. One believes this has happened even 
though the probability of such an event is ridiculously small, as the primary event of that student 
failing has now occurred. 
5. Sunk cost bias or entrapment: no choice than to continue to a decision, as one believes withdrawal 
would not justify the cost incurred.

# 06 - 6. Personality

# 6. Personality

© SPMM Course 
6. Personality 
 
Theories of personality consider the following different dimensions: 
1. Personality as an enduring and consistent feature (dispositional) vs. differing with and influenced by 
situations (situationalism) 
2. Personality traits are shared and comparable (nomothetic) vs. traits are unique to individuals and not 
comparable (idiographic) 
 
Various theories of personality differ in the degree to which they embrace situationalism (vs. 
dispositionalism) and the notion of idiography (uniqueness). 
 
 
 
(Adapted from Gross Psychology 9e Page 731) 
Allport’s theory: Allport analysed 18000 adjectives used as ‘trait labels’. A trait refers to an enduring 
disposition viewed as a continuous dimension. He described three types of traits: 
1. Cardinal traits: influential, core traits 
2. Central traits: 5 – 10 traits, less general 
3. Secondary traits: least important, least consistent traits that only close friends can notice. 
 
Cattell’s approach: Cattell selected 4500 traits from Allport’s work, and further reduced them to 171 
elements before factor analyzing them to identify 16 dimensions. Surface traits are correlated to one 
another but not important for understanding one’s personality and Source traits that are basic building 
blocks of the 16 PF questionnaire devised by Cattell. Cattell undertook oblique factor analysis to identify 
these source traits. Cattell’s factors are a larger number of less powerful somewhat correlated (not fully 
independent) factors arising out of first order analysis – called traits. Cattell maintained that a 
•Unique features 
•Variable and 
situational 
•Unique features 
(idiographic) 
•Consistent and 
enduring 
•Variable and 
situational 
•Shared features 
•Shared features 
(nomothetic) 
•Consistent/enduring 
(dispositional) 
Eysenck's 
factors 
Cattell's traits 
Eysenck's 
factors 
Cattell's traits 
Psychoanalytic 
theories 
Psychoanalytic 
theories 
Situationlism 
Humanistic 
school 
Situationlism 
Humanistic 
school 
Kelly's personal 
construct theory 
Kelly's personal 
construct theory

© SPMM Course 
fundamental discontinuity exists between normal and abnormal personalities (categorical). During his 
work Catell identified 3 types of data that reveal qualities of one’s personality: 1. Q-data: obtained from 
questionnaires 2. L-data: Obtained from lifetime records (e.g. report cards, friend’s accounts etc.) and 3. Tdata: test based data (e.g. Thematic Apperception Test etc.). 
Eysenck’s approach: Eysenck used second order analysis (orthogonal factor analysis) that identified small 
number of powerful independent factors. This method yielded 3 dimensional traits. These are neuroticism 
(vs. stability), psychoticism and extraversion (vs. introversion). Eysenck’s personality questionnaire 
contains a lie scale. Biologically, extraversion is related to arousal and ascending reticular activating 
system; neuroticism may be related to sympathetic system reactivity. Introverts are said to be easily 
aroused. Hence they are also more easily conditionable than extraverts; this may explain why introverts 
stay indoors more often. Extraverts have low arousal state; hence they are not easily conditionable. 
Eysenck maintained that no fundamental discontinuity exists between normal and abnormal personalities 
(dimensional view). 
Cloninger’s psychobiological model of personality includes four dimensions of temperament (each 50 to 
60 % heritable), which manifest early in life and 3 components of character, which are shaped by 
environment. The temperamental dimensions include 
 Novelty-seeking (includes frustration avoidance, impulsive decision-making) 
 Harm-avoidance (pessimistic worry about the future, passive avoidant behaviour, fear of 
uncertainty); 
 Reward-dependence (sentimentality, social attachment, and dependence on praise and approval) 
 Persistence (high perseverance and tolerance of frustration) 
The character dimensions are self-directedness, cooperativeness, and self-transcendence. 
DSM identifies 3 clusters of personality disorders. In general Cluster A personalities are associated with 
low reward-dependence. Cluster B personality with high novelty-seeking and Cluster C personalities with 
high harm-avoidance traits. 
Rotter’s locus of control theory is a single trait theory – where external and internal loci are used to 
measure personality attributes. Note that both Cattell’s and Eysenck’s are multitrait theories. 
Big Five Traits– McCrae & Costa 1992: 
1. Openness 
2. Conscientiousness 
3. Extraversion 
4. Agreeableness 
5. Neuroticism 
(OCEAN) 
The Big-Five concept has provided a unified framework for trait research. NEO decreases with age; AC 
increases with age.

© SPMM Course 
Kelly’s personal construct theory: Kelly proposed an idiographic theory of personality influenced by the 
humanistic school. According to him one’s personality can be deciphered only when observations 
regarding interpersonal relationships are made and hypotheses are formulated and tested. For this 
purpose, Kelly used a repertory grid. Initially a list of important people is generated (called elements). 2 
elements are chosen and contrasted with the third one to see what themes emerge – called constructs. 
Such constructs are applied to elements down the list till all are exhausted and sufficiently descriptive. 
Such constructs and elements can also be used for measuring formal thought disturbances (Bannister grid). 
Humanistic or phenomenological school of personality focuses on the individuals’ view of the world 
rather than their unconscious impulses. In contrast to trait-based approaches that view personality as 
relatively enduring and shared, the humanistic school emphasises on the uniqueness of an individual’s 
personality and the capacity for growth in an optimistic manner. Therapeutic models such as Roger’s 
Client Centred Therapy originated from humanistic school. 
Interactionism: A major issue with trait theories (nomothetic approaches) is the poor correlation between 
one’s traits and observed behaviour. This led to a raise in the prominence of the so-called situationalism 
that contends that all are apparently enduring behavioural patterns are in fact a result of environmental 
demands on an individual. A middle path is the concept of interactionism (Magnusson and Endler, 1977), 
which proposes that personality and the environment interact with each other to produce the observed 
behaviour. 
Typology: Early personality theorists such as Sheldon and Kretschmer used body shape based physical 
types to describe associated personality traits. Kretschmer related body types to personality variations and 
dispositions to major psychoses (1921). 
 
Asthenic – thin body; aloof individuals; correlated with schizophrenia 
 
Pyknic – plump individuals; childish with swings in mood; correlated with manic-depression 
 
Athletic – well-built individuals with a steady temperament. 
 Based on the study of thousands of nude photographs of first year college students, Sheldon proposed 
three body types (1954). 
 
Endomorphic - plump and round people who are relaxed and outgoing. 
 
Mesomorphic - strong and muscular people who are energetic and assertive. 
 
Ectomorphic - tall and thin people who are fearful and restrained; associated with schizophrenia 
Friedman & Rosenman introduced Type A / Type B personality classification. Type A persons show 
impatience, excessive time consciousness, insecurity, high competitiveness, hostility and aggression and 
are incapable of relaxation. They may be high achievers and workaholics. Type B persons are relaxed, and 
easy-going; creative, often self-analyze and evade stress but cope poorly when under stress. Type A was 
first described as a risk factor for coronary disease but MRFIT study later concluded that there is no 
difference between Type A and Type B in regard to coronary proneness. This classification has poor

# 07 - Measuring personality traits

# Measuring personality traits:

© SPMM Course 
psychometric construct and content validity. The hostility component of Type A is the only significant 
risk factor for CHD association. 
Measuring personality traits: 
Projective tests are individually administered tests to obtain information about emotional functioning. 
They are based on the principle that ambiguous unstructured open-ended situations stimulate projection 
of an individual’s internal emotional world onto the stimulus (environment). Murray was a major 
proponent of projective tests. But the first projective test introduced was Rorschach’s inkblots. Thematic 
Apperception Test (Murray), Draw-a-person test, sentence completion tests are other examples. Projective 
tests do not have much place in contemporary practice. 
 Classification of projective tests: 
1. Association inducing: verbalizing response pertaining to a stimuli e.g. Rorschach. 
2. Completion tests: completing unfinished stimulus e.g. sentence completion test 
3. Choice or ordering: rank order or categorise stimuli. 
4. Construction: develop or construct story or narration e.g. TAT. 
5. Self-expression: create something without stimulus e.g. Draw a man (Goodenough), House Tree 
Person (Buck). 
 Rorschach is the most commonly used, consists of 10 inkblots, sequentially presented and asked 
to describe. Has two phases – free association and inquiry phase – both are analyzed later. Can be 
scored using Exner’s system. Needs extensive training to be used. 
 Thematic Apperception Test (Murray) TAT has 20-30 pictures and one blank card and the subject 
has to make a story from each depicted picture; not all cards are used. Stimuli somewhat more 
structured. 
 Jung introduced Word Association Test (WAT). In WAT and sentence completion tests, time 
pressure is usually applied. 
Minnesota multiphasic personality inventory (MMPI) is a popular inventory for measuring personality. 
It has 10 scales with clinical labels. It is NOT a projective test. 
 
Self-report inventory 
 
Most researched personality inventory 
 
Developed by Hathaway & McKinley 
 
567 statements included 
 
Empirically derived 10 clinical scales are used to score responses 
1. Hypochondriasis 
2. Depression 
3. Hysteria 
4. Psychopathic deviance 
5. Masculinity-femininity. 
6. Paranoia. 
7. Psychasthenia.

© SPMM Course 
8. Schizophrenia. 
9. Hypomania. 
10. Social introversion 
 
 
Also contains lie scale (validity component) 
The Q-sort technique developed from client-centered therapy involves a person sorting cards with selfdescriptive statements(e.g. ‘I don’t trust my own emotions’, ‘I like to be around friends’) on them into 
ordered piles under the headings ‘self’ and ‘ideal’. A numerical discrepancy score between ideal and real 
self can be thus computed. 
The International Personality Disorder Examination (IPDE): 
 Psychometric trait instrument for the clinical assessment of personality disorders (for those > 5 
years age). 
 IPDE comprises both a pencil-and-paper self-report screening questionnaire (77 true/false), and 
semi-structured diagnostic interview rated by trained clinician. 
 Compatible with both ICD 10 and DSM IV. 
 Allows for a definite, probable, or negative diagnosis with respect to each personality disorder 
 Translated into several foreign languages 
 Ratings can be based either on the patient's answers or informant responses. 
 Allows a "past personality disorder" diagnosis prior to the past 12 months 
 Allows a "late onset" diagnosis when the diagnostic criteria have only been met after age 25 years.

# 08 - 7. Motivation needs and drives

# 7. Motivation: needs and drives

© SPMM Course 
7. Motivation: needs and drives 
 
Motivation refers to the process involved in initiation, direction and energisation of behaviour. It can have 
various dimensions including internal vs. external, innate vs. learned, conscious vs. unconscious and 
mechanistic vs. cognitive. 
Maslow identified deficiency needs called D motives and growth needs (or ‘being’) needs called B 
motives. He proposed a hierarchy of human needs with phylogenic and ontogenic evolution through the 
hierarchy. The needs become less biological as one ascends through the hierarchy. 
The higher needs come into focus 
only when the lower needs are 
satisfied at least to some extent. Once 
an individual has moved upwards to 
the next level, needs in the lower level 
will no longer be prioritized. If a 
lower set of needs is no longer being 
met, the individual will temporarily 
re-prioritize those needs by focusing 
attention on the unfulfilled needs, but 
will not permanently regress to the 
lower level. 
Some authors place aesthetic needs 
and cognitive needs (need to know & understand) in between esteem needs and actualisation. 
Transcendence can be placed above self-actualisation. The need for self-actualisations is "the desire to 
become more and more what one is, to become everything that one is capable of becoming." 
According to Maslow, the following characters are seen in self-actualizing people: 
 
Spontaneous in their ideas and actions. 
 
Creative. 
 
Interested in solving problems. 
 
Appreciate life. 
 
Have a system of internalized independent morality. 
 
Able to view all things in an objective manner. 
Law of Effect related to learning theories can also be considered as a theory of motivation. A satisfying 
effect strengthens behaviour; a dissatisfying effect weakens behaviour. So behaviour is contingent on the 
consequences ( the basis of behaviourism) (Thorndike, 1911).

© SPMM Course 
Drive-Reduction Theory (Hull): According to this, the physiological aim of drive reduction is 
homeostasis- the tendency for organisms to keep physiological systems (e.g. temperature) at equilibrium. 
Any imbalance in homeostasis creates a need – a biological requirement for well-being. The brain responds 
to such needs by creating a psychological state called drive – a feeling of arousal that prompts action to 
reduce drive. According to Hull, primary drives stem from biological needs; secondary drives are 
psychological and learned from primary drives (e.g. self-esteem, power etc.) Similarly Murray (1938) 
divided needs into primary or vasculogenic needs that are physiological (e.g. air, water, food, sex) and 
secondary needs that are acquired or learned through experiences e.g. money etc. 
Yerkes-Dodson Law: An inverted U-shaped curve relates the level of arousal with the performance of an 
act. Optimum arousal (moderate) is required for best performance; too low or too high arousal proves to 
be a hindrance e.g. sexual performance. But it is demonstrated that the relationship is not as simple as 
proposed as task difficulty varies highly. So, difficult or intellectually demanding tasks may require a 
lower level of arousal (to facilitate concentration). But tasks demanding stamina or persistence may be 
performed better with higher levels of arousal (to increase motivation). Because of task differences, the 
shape of the curve can be highly variable. 
Curiosity is an intrinsic motivator – it is stimulated when something in our environment attracts our 
attention. There are two types of curiosity that can stimulate intrinsic motivation – sensory curiosity 
(change in tone of voice or level of contrast e.g. typing bold letters) or cognitive curiosity (learner believes 
it may be useful to modify existing cognitive structures e.g. improving knowledge in statistical models in 
order to improve understanding of baseball batting averages). 
The optimal discrepancy is the strongest curiosity when information appears different from what we 
know but is not so dissimilar as to be considered strange or irrelevant. 
Cognitive consistency theory focuses on the cognitive balance that is created when inconsistencies result 
in tension, which motivates our brains/body to respond. The theory suggests people see imbalances and 
correct them through the motivation to make things consistent. 
1. People expect consistency. 
2. Inconsistencies create a state of dissonance 
3. Dissonance drives us to restore consistency. 
 
Need for achievement (nAch) refers to the individual’s desire for significant accomplishment and 
mastering skills to a high standard. First used by Henry Murray, it is associated with a range of actions. 
Need for achievement motivates an individual to succeed in competition. People high in nAch are 
characterised by a tendency to seek challenges and a high degree of independence. nAch is a personality 
trait measured in the Thematic Apperception Test (TAT). 
Sources of high nAch include: 
1. Parents who encouraged independence in childhood 
2. Praise and rewards for success

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3. Association of achievement with positive feelings 
4. Association of achievement with one's own competence and effort, not luck 
5. A desire to be effective or challenged 
6. Intrapersonal strength 
7. Desirability 
8. Feasibility 
9. Goal Setting abilities

# 09 - 8. Emotions

# 8. Emotions

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8. Emotions 
 
Ekman identified 6 primary human emotions – surprise, fear, sadness, anger, happiness and disgust. 
These are universal, innate and ready-wired responses, also seen in primates to some extent. 
An emotion has 3 components – 1. Subjective ‘cortical’ experience 2. Physiological ‘visceral’ changes 3. 
Associated behavioural (‘skeletal’) changes. 
James-Lange theory of emotions: 
 
Perception of a stimulus leads to bodily (skeletal and visceral) changes. The peripheral responses 
send feedback to the cortex via thalamus leading to the perception of the emotion. 
 
A modification is a facial feedback hypothesis, according to which different facial movements 
elicit different emotional perceptions. 
 
But wide repertoires of bodily changes are not available to explain the widely variant emotions 
perceived. Also, emotional perception occurs faster than that could be explained by a feedback 
theory. 
 
Studies on peripheral features of emotions have shown that anger is associated with the maximum 
rise in temperature, while fear and disgust are associated with a drop in temperature. The increase 
in heart rate produced by sadness is usually greater than that produced by happiness. 
 
Cannon-Bard theory: On the perception of a stimulus, thalamus coordinates signals to cortex leading to a 
conscious experience and simultaneously sends signals to hypothalamus leading to physiological changes. 
The thalamus is considered to be cardinal in the emotional appraisal. 
Schachter-Singer labelling theory: On the perception of a stimulus, both physiological changes and a 
conscious experience of general arousal take place simultaneously. This generic arousal is then interpreted 
to either positive or negative and labelled appropriately according to the situational cues. This is also 
called jukebox theory or two-factor theory. If an appropriate label is not found, by default, negative 
appreciation of arousal occurs (e.g. ‘dysphoria’ when experiencing boredom). 
Lazarus cognitive appraisal theory states that appraisal precedes affective reaction – hence affective 
primacy cannot be supported. Cognitive appraisal refers to the immediate, intuitive, personal evaluations 
of a situation that gives an idea of how the individual subjectively experiences their environment. 
Roseman and Scherer propose eight cognitive appraisal dimensions to distinguish emotional 
understanding, rather than the traditional two (pleasantness and arousal). A third group of theorists 
suggest that each emotion is categorised by a unique pattern of cognitive appraisals.

# 10 - 9. Stress physiological and psychological asp

# 9. Stress: physiological and psychological aspects

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9. Stress: physiological and psychological aspects 
 
Stress is an organism’s response to a challenge in the environment or stimulus. The response, deemed 
fight-or-flight, is via the activation of the sympathetic nervous system. Though the sympathetic nervous 
system activation is short-lived (as the parasympathetic system calms down the physiological response), 
prolonged stress can have systemic effects (e.g. cardiac dysfunction). 
The neuroendocrine system plays an important role in regulating response to stress. (see the chapter on 
Neuroscience for further details.) 
In psychological terms, stress is the feeling of pressure – positive stress or ‘eustress’ is a small amount of 
stress that improves motivation and ability but large amounts of negative stress (‘distress’) can be 
detrimental to mental health. As well as the external environment, stress can also be caused by internal 
cognitions, which can be addressed in CBT for anxiety. 
Stress can be classified into four categories: 
Crises/catastrophes 
Completely out of the control of the individual e.g. natural disasters, war – can 
lead to post-traumatic stress disorder 
Major life events 
Going to university, marriage, birth of a child, the death of a loved one (NB not 
all life events produce detrimental stress; the context of occurrence is important). 
Daily hassles or 
microstressors 
Meeting deadlines, making decisions, irritating colleagues. 
Ambient stressors 
Low-grade environmental e.g. pollution, traffic, noise 
 
 
Stressors can result in various levels of conflicts. 
 Approach-approach conflict: choosing between two equally attractive options e.g. which restaurant to 
have dinner 
 Avoidance-avoidance: choose between two unattractive options 
 Approach-avoidance conflict – attractive and unattractive traits e.g. going to university but incurring 
significant debt 
Stress Vulnerability model (Zubin and Spring, 1977) proposes individuals have strengths and 
vulnerabilities for dealing with stress. On the diagram shown here, person a has low vulnerability and 
thus can deal with a high deal of stress without much negative consequences, whereas person c has high 
vulnerability and therefore even moderately low stress can cause them to become mentally unwell. This 
model applies to a wide variety of psychiatric disorders including psychosis. Causes of increasing 
vulnerability include genetic factors, childhood loss and trauma. This is a simplistic model and more

# 11 - The Stress Vulnerability Model

# The Stress Vulnerability Model

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sophisticated models exist. Medications, psychological interventions and training to improve coping skills 
can build resilience and reduce vulnerability. 
The Stress Vulnerability Model 
 
 
 
 
 
 
 
 
Coping process: Lazarus (1999) developed the most popular model of coping – the cognitive-mediation 
model which explains why different individuals respond differently to the same types of stressors, and 
why the same individual may respond differently to a similar stressor at different times. This model 
proposes three stages in the coping process. 
Three stages: 
Primary appraisal 
Evaluation of stressor 
Secondary appraisal 
Evaluation of resources and options to manage the stressful situation 
Coping stage 
Choose and use strategy to cope with stressor 
 
Coping strategies may be divided into either problem-focused coping, where an individual attempts to 
change the stressful situation or the relationship between oneself and the stressful context, or emotionfocused coping, in which the individual alters his or her appraisal or emotional reaction to the stressful 
situation. 
Locus of control refers to the extent to which individuals believe that they control events affecting them. It 
is one of the four core dimensions affecting self-evaluation, the others being neuroticism, self-efficacy and 
self-esteem. Locus of control concept is aligned with the framework of the social-learning theory of 
personality (Rotter 1954). 
According to the locus of control, outcomes of an individual’s actions can be attributable to the 4 
features shown in the box. 
SEROTOIN TRANSPORTER & 
LIFE EVENTS 
 
In an interesting study of environmentgene interaction, Caspi et al (2003) 
noted that individuals with one or two 
copies of the short allele of the 5-HT T 
promoter polymorphism exhibited more 
depressive symptoms, diagnosable 
depression, and suicidality in relation to 
stressful life events than individuals 
homozygous for the long allele.

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Learned resourcefulness is a concept that is related to 
Seligman’s concept of learned helplessness. It refers to 
the conscious appreciation of the acquired repertoire of behaviour and skills that aids a person to selfregulate internal events (emotions, cognitions), which would otherwise interfere with ability to execute 
target behaviour. 
Psychological resilience: individual’s ability to appropriately adapt to stress and adversity. Factors 
developing and sustaining resilience: communication and problem-solving skills, ability to manage strong 
feelings/impulses, ability to make and execute plans, confidence in own ability. Both learned 
resourcefulness and helplessness can explain how stressors are appraised in their context. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
ABILITY 
(Internal & stable) 
EFFORT 
(Internal unstable) 
TASK DIFFICULTY 
(External stable) 
LUCK 
(External unstable)

# 12 - 10. States and levels of awareness

# 10. States and levels of awareness

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10. States and levels of awareness 
Consciousness is defined loosely as human awareness of stimuli. There are many theories of 
consciousness, e.g. Sigmund Freud’s Topographical model of the mind. The topographical model was 
elaborated in The Interpretation of Dreams in 1900. Here, the mind is divided into three systems: the 
conscious system, the preconscious system, and the unconscious system. 
The conscious system 
 Receives and process information from the outside world. 
 Its contents are communicated via speech and behaviour. 
 Attention cathexis refers to the investment of psychic energy on a particular idea or feeling to process 
it consciously. Cathexis is ‘stable’ in the conscious mind. 
 Operates secondary process thinking mainly. 
The unconscious system: 
 Contains the contents of censored or repressed wishes. 
 Characterized by primary-process thinking, and is governed by the pleasure principle. 
 Shift of cathexis happens very often and quickly 
 Evident via parapraxes (Freudian slips) and dreams. 
The preconscious system: 
 As and when needed service 
 Interfaces with both unconscious and conscious - contents of unconscious become conscious by 
‘squeezing’ through the preconscious 
 Maintains the ‘repressive barrier’ to censor unacceptable wishes and desires (not the repressed 
contents). 
Problems with a topographic theory: When someone employs defense mechanisms such as displacement, 
repression etc., he or she is not aware of the process of this defense. Hence, these cannot be represented 
by preconscious as Freud originally proposed – as preconscious is available to the conscious ‘as and when’ 
needed. Further, an ‘unconscious need for punishment’ was frequently noted among Freud’s patients – 
topographical theory fails to explain this. 
The role of the unconscious mind in decision-making is still greatly debated. Unconscious cognition is 
processing of memory, thought, learning and perception without awareness. Freud believed the 
unconscious stored memories and desires that influenced an individual's thought process. Freud believed 
the unconscious could be accessed through dream analysis and random association. Carl Jung categorised 
the unconscious into personal unconscious (holding individual memories/experiences) and collective 
unconscious (holding memories/experiences of a species passed down through generations). 
Arousal: physiological and psychological state of being awake/reactive to stimuli. Activation of the 
reticular activating system in the brain stem, along with the autonomic nervous system leads to an ‘alert

© SPMM Course 
state’ – raised blood pressure and heart rate, alertness and readiness to respond. Arousal regulates 
consciousness and attention, important for fight-or-flight response and sexual activity. Arousal is also 
crucial for the appraisal of emotion (see notes for emotion theory) and motivation (see notes for 
motivation). 
Alertness is a state of heightened awareness of environmental stimuli resulting in ability to act promptly 
to danger. 
Biorhythms: Chronobiology refers to the study of biological rhythms. Various biological processes of the 
human body repeat themselves in a cyclical fashion indicating the presence of a biorhythm. Processes 
repeating approximately every 24 h are considered to have a daily rhythm (circadian e.g. sleep-wake 
cycle); those with cycles lasting less than a day are called ultradian (e.g. daily arousal levels, phased brain 
activity patterns during sleep) while those lasting more than a day are called infradian (e.g. menstrual 
cycles last 28-30 days). Infradian rhythms may also occur as a result of seasonal changes in animals e.g. 
migration cycles in birds and hibernation in some mammals - these are called circannual rhythms. 
Biorhythms are driven mostly by endogenous factors but are entrained by external time cues (called 
‘zeitgebers’ or time givers). For example, light is an important zeitgeber without which the sleep-wake 
circadian cycle may indeed be a 25h cycle instead of the entrained 24h cycle that we have. Social 
zeitgebers are external social cues that function to entrain biological rhythms, e.g. the need to go to work 
by 8AM, etc. Life events that disrupt social zeitgebers can increase one’s vulnerability to depression/manic 
episodes. The suprachiasmatic nucleus is an internal pacemaker located in the anterior hypothalamus 
that regulates many biorhythms. More details on this neuroendocrine system are given in the Neuroscience 
section along with details regarding sleep structure and parasomnias. 
Sleep deprivation: Most cognitive processes cope surprisingly well despite sleep deprivation. In early 
stages, sleep deprived individuals show reduced arousal and perform poorly on monotonous tasks, but 
optimally on interesting tasks, indicating that the motivation to perform is more affected than one’s 
performance capacity. With further deprivation, 2-3 second periods of micro-sleep (wherein the individual 
is unresponsive) are noted. The individual also complains of ‘hat phenomenon’ a feeling that “something 
is gripping one’s forehead and temples”. Further deprivation results in delusional ideations, paranoia, loss 
of sense of identity and difficulty in social interaction including disorganized speech; this syndrome is 
termed sleep-deprivation psychosis. 
Upon deprivation, sleep debt accumulates over time, some of which is ‘paid back’ when an individual 
resumes sleep after the period of deprivation. REM sleep deprivation has profound effects on 
concentration and other psychological functions. REM phases of sleep recover better than NREM sleep, a 
phenomenon known as REM rebound. 
Hypnosis: the state of consciousness involving focused attention and reduced peripheral awareness. 
There are two theories about what occurs – altered state: hypnosis is an altered state of mind with a level 
of awareness different from normal; non-state: hypnosis is a form of imaginative role-enactment.

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Normally preceded by ‘hypnotic induction’, non-state theory suggests the client becomes more focused, 
heightens expectation. 
 
The term suggestion (instruction or suggestion of subject into the hypnotic state) was not used in the 
initial description of hypnotism, but suggestion now forms part of the language associated with hypnosis. 
Some state that ‘suggestion’ is communication directed at the conscious mind whereas others believe it is 
communication with the unconscious. Braid defined hypnotism as focused (conscious) attention upon a 
dominant idea (or suggestion). Other hypnotists (e.g. Erickson) who believed that responses are mediated 
through an ‘unconscious mind’, employed indirect suggestions such as metaphors. 
 
Meditation is defined the practice of training one’s mind or inducing a mode of consciousness for the 
benefit or as an end itself. It often involves self-regulation and clearing the mind. It can help reduce blood 
pressure, help with anxiety and depression. Mindfulness-based therapy is about increasing awareness of 
emotions/cognitions in order to address them. 
Trance is a state of consciousness other than normal waking consciousness. It can be associated with 
hypnosis meditation, prayer and illicit substances. It denotes any state of awareness or consciousness 
other than normal waking consciousness.

# 13 - 11. Intelligence

# 11. Intelligence

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11. Intelligence 
 
The two-factor theory of intelligence was postulated by Spearman. Spearman carried out a factor analysis 
of the result of children’s performance on a number of tests and concluded that all tests measured both a 
common factor of general intelligence (g) and a specific factor (s). He believed that individual differences 
were due to differences in g. 
Triarchic theory of intelligence: Sternberg's Triarchic Theory of (Successful) Intelligence contends that 
intelligent behaviour arises from a balance between analytical, creative and practical abilities, and that 
these abilities function collectively to allow individuals to achieve success in particular sociocultural 
contexts (Sternberg, 1999). Analytical abilities enable the individual to evaluate, analyze, compare and 
contrast information. Creative abilities generate invention, discovery, and other creative endeavours. 
Practical abilities tie everything together by allowing individuals to apply what they have learned in the 
appropriate setting. 
To be successful in life, the individual must make the best use of his or her analytical, creative and 
practical strengths while at the same time compensating for weaknesses in any of these areas. 
Three sets of components are essential for this process: 
1. Knowledge-acquisition components: used in obtaining new information. 
2. Meta-components: executive processes used in problem-solving and decision-making. 
3. Performance components: processes that actually carry out the actions that the meta-components 
dictate. 
Flynn effect: An interesting feature of IQ measurements is the observation that IQ scores increased from 
one generation to the next for all of the countries in which generational cohorts have been studied to date 
(Flynn, 1994). This is called Flynn phenomenon. In general, countries have seen generational increases 
between 5 and 25 points. The largest gains appear to occur on tests that measure fluid intelligence 
(problem solving: These tests on average have shown an increase of about 15 points or one standard 
deviation per generation e.g. Raven’s progressive matrices) rather than crystallized intelligence (verbal 
and math skills: These tests on average have shown an increase of about 9 points per generation e.g. 
Weschler’s tests). 
Salient features of Flynn effect: 
1. Non-verbal IQ has risen more rapidly than has verbal IQ. 
2. Performance gains are smallest on the most culturally specific tests, and largest on the most abstract 
tests. 
3. Performance gains, as they occur over time, are roughly constant for all age groups. 
4. Problem-solving abilities have seen the biggest performance gains.

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What causes Flynn phenomenon? 
 
Artifacts (i.e. IQ tests do not actually measure the construct of intelligence but measure something 
that has a link to intelligence that can change with generations) 
 
Test sophistication (e.g. improvement in test taking strategies across time) 
 
Actual intelligence increases (e.g., due to improved nutrition, improvement in early childhood 
education). 
 
Regression towards the mean (repeated resampling tends to reveal the true mean value) 
Paradoxes of the Flynn Effect: There are several observations that highlight the baffling nature of the Flynn 
Effect. 
 
The factor paradox: Prior factor analysis research suggests that a single factor, ‘general 
intelligence’ or ‘g,’ underlies IQ. The Flynn Effect does not affect all sections of the intelligence 
tests to the same degree. Hence if we’re getting smarter every generation, some parts not all of our 
intelligence is getting smarter, and this is difficult to explain. 
 
The interaction paradox: As Flynn Effect suggests, a difference of some 18 points in the average IQ 
over two generations exist. In that case, it ought to be highly visible when the elderly interact with 
the young! This is not the case though. 
 
The mental retardation paradox: If Flynn effect was true then in 1900, average IQ was 75, just 
above mental retardation range; this assumption predicts a very high frequency of persons with 
mental retardation. But no such phenomenon has been noted. 
 
The identical twins paradox: Twins raised apart tend to have very similar IQ scores, but the Flynn 
Effect suggests that intelligence as measured by IQ is more subjected to environmental effects than 
genes. 
Commonly used tests for measuring IQ 
 
Stanford-Binet Scale is the first formal IQ test introduced before 1st World War in 1905 (used for 
ages 2 to 18). 
 
Wechsler Adult Intelligence Scale (WAIS-Revised version) is for individuals aged older than 16. 
 
Wechsler Intelligence Scale for Children (WISC-Revised) is for those aged 6 to 16. 
 
Wechsler Preschool and Primary Scale of Intelligence (WPPSI) is for children aged 4 to 6.

© SPMM Course 
Notes prepared using excerpts from: 
 
 Carskadon MA, Dement WC. Normal human sleep: An overview. Philadelphia: Elsevier Saunders; 
2005. pp. 13–23. 
 Eysenck MW (2004). Psychology: An International Perspective. Taylor & Francis. 
 Fox, J. (1996) Projective testing. In Jacobson & Jacobson (ed.) Psychiatric secrets, Hanley & Belfus. 
Page 22. 
 Gross, R (2012). Psychology: The Science of Mind and Behaviour 6th Edition. Hatchette UK. 
 Hiscock, M (2007) 'The Flynn effect and its relevance to neuropsychology', Journal of Clinical and 
Experimental Neuropsychology, 29:5, 514 – 529 
 Kaplan & Sadock's Synopsis of Psychiatry: Behavioral Sciences/Clinical Psychiatry, 10th Edition. 
Lippincott Williams & Wilkins 2007 
 Mates, M (1992). "Altered Levels of Consciousness in Schizophrenia". Journal of Orthomolecular 
Medicine 7 (4): 216–220. 
 Mischel, W. (1999). Introduction to Personality. 6th edn. Orlando: Harcourt Brace Jovanovich. An 
interesting introduction to personality research. 
 Salvatore etal.Biological rhythms and mood disorders. Dialogues Clin Neurosci. Dec 2012; 14(4): 
369–379. 
 Williams, R. B. (2001). Hostility: Effects on health and the potential for successful behavioral 
approaches to prevention and treatment. In A. Baum, T. A. Revenson & J. E. Singer (Eds.) Handbook 
of Health Psychology. Mahwah, NJ: Erlbaum. 
 McKay, GC & Kopelman MD. Advances in Psychiatric Treatment Mar 2009, 15 (2) 152-158;
http://apt.rcpsych.org/content/15/2/152 
 
DISCLAIMER: This material is developed from various revision notes assembled while preparing 
for MRCPsych exams. The content is periodically updated with excerpts from various published 
sources including peer-reviewed journals, websites, patient information leaflets and books. 
These sources are cited and acknowledged wherever possible; due to the structure of this 
material, acknowledgments have not been possible for every passage/fact that is common 
knowledge in psychiatry. We do not check the accuracy of drug-related information using 
external sources; no part of these notes should be used as prescribing information