Welcome to the original site of journal psyche. Established in 1992, psyche was a free, online publication exploring the nature of consciousness and its relation to the brain.Cognitive behavioral learning theory psyche was an interdisciplinary journal addressing the problem of consciousness from the perspectives of psychology, philosophy, cognitive science, neuroscience, anthropology, artificial intelligence, and physics.Cognitive behavioral learning theory psyche was founded by patrick wilken and it was one of the first online academic journals published on the internet.

Dr. Wilken was an original editor of psyche and in 2003 he was joined by timothy bayne.Cognitive behavioral learning theory in 2007 the association for the scientific study of consciousness (ASSC) assumed the ownership of psyche and in 2008 the journal was re-launched as an official publication of ASSC.Cognitive behavioral learning theory at that time, patrick wilken parted ways with ASSC and gabriel kreiman become the new editor-in-chief. In 2010 ASSC made a difficult decision to abandon psyche.Cognitive behavioral learning theory during almost 20 years of its existence, psyche published a large number of articles and reports for a diverse academic audience. It advanced scientific studies of consciousness and brought together many researchers in different fields of study.Cognitive behavioral learning theory this site is a tribute to journal psyche. Continue reading →

The truth is often realized through balance, found in the middle ground between opposing extremes—a reality fromm embraced when developing his theory of the unconscious.Cognitive behavioral learning theory fromm blended the ideas of both freud and marx, creating a compromise between the freudian emphasis on the unconscious, biological drives, repression, etc. (the belief that the character is determined by biology), and marx’s belief that people are a product of their society (particularly the economic systems therein).Cognitive behavioral learning theory

• authoritarianism. Freedom, for all its promise of excitement, is also a lonely prospect; true freedom is associated with having no commitments, and nothing to lose—it is marked by a profound separateness.Cognitive behavioral learning theory it is perhaps unsurprising, then, that we seek to escape this freedom by fusing ourselves with others. One of the more primitive ways in which we do this is by becoming a part of an authoritarian system, either by submitting to it (joining an existing structure) or by becoming authoritarian (applying structure to others).Cognitive behavioral learning theory regardless of your chosen method, the result is the same: you escape your separate identity.

Authoritarianism is by no means limited to dictatorships and other extreme examples, however; mild versions of it are found in many places—think of the relationship between students and professors, for instance: students seek structure, and the professor adheres to his notes.Cognitive behavioral learning theory as harmless and natural as this interaction may seem, for the students, it’s a means to avoid taking any responsibility for their learning, and for the professor, it’s a way of eschewing the real, challenging, and perhaps controversial issues of his field.Cognitive behavioral learning theory

• destructiveness. Authoritarians respond to a painful existence by effectively erasing themselves via the systems they inhabit; destroyers, on the other hand, try to erase the world around them so it cannot cause pain.Cognitive behavioral learning theory many seemingly random acts of brutality, vandalism, humiliation, crime, terrorism, and so on, can be accounted for by this manner of escape from freedom.Cognitive behavioral learning theory

The question of what drives us—what great force underlies our motivation as individuals, propelling us forward through all manner of trying circumstance—was a matter of longtime fascination for psychologist alfred adler.Cognitive behavioral learning theory he eventually came to call this motivating force the “striving for perfection”, a term which encapsulates the desire we all have to fulfill our potential, to realize our ideals—a process strikingly similar to the more popular idea of self-actualization.Cognitive behavioral learning theory

Self-actualization is perhaps the less problematic of the two terms, as one cannot process adler’s ideas without immediately bumping up against the troublesome nature of the words “perfection” and “ideal”.Cognitive behavioral learning theory while the idea of striving to be the best version of one’s self is an obviously positive goal, the concept of perfection is, in psychology, often given a rather negative connotation.Cognitive behavioral learning theory after all, perfection likely does not exist, and therefore cannot be reached, meaning that efforts to do so are invariably frustrating and can come full circle to create an extreme lack of motivation (i.E., giving up).Cognitive behavioral learning theory

Indeed, adler himself balked at using “perfection” to describe his single motivating force, beginning instead with phrases like aggression drive (to describe the frustrated reaction we have when our basic needs, such as the need to eat or be loved, are not being met)—yet even this term had obvious negative connotations; aggression is, after all, seldom seen as a good thing, and using the term “assertiveness” may have served adler better.Cognitive behavioral learning theory

(interestingly, freud himself took exception to the term “aggression drive”, though not on the basis that it was overly negative in connotation; instead, freud felt that it would detract from the pivotal position of the sex drive in psychoanalytic theory.Cognitive behavioral learning theory freud may have had a change of heart in later years, however, as his idea of a “death instinct” bore a great deal of similarity to adler’s theory.)

cognitive behavioral learning theory

Another, perhaps better, descriptor used by adler to refer to basic motivation was compensation, which in this case was meant to denote the process of striving to overcome one’s inherent limitations.Cognitive behavioral learning theory adler postulated that since we all have various issues and shortcomings as people, our personalities develop largely through the ways in which we do (or do not) compensate for or overcome these inherent challenges.Cognitive behavioral learning theory adler later rejected this idea in part (though it still played an important role in his theory; more on that later), as he decided it was inaccurate to suggest one’s problems are the cause for who one eventually becomes.Cognitive behavioral learning theory continue reading → the quest for self-actualization

Few people have had as much influence on modern psychology as carl jung; we have jung to thank for concepts like extroversion and introversion, archetypes, modern dream analysis, and the collective unconscious.Cognitive behavioral learning theory psychological terms coined by jung include the archetype , the complex, synchronicity, and it is from his work that the myers-briggs type indicator (MBTI) was developed, a popular staple of personality tests today.Cognitive behavioral learning theory

To jung, the ego was the center of the field of consciousness, the part of the psyche where our conscious awareness resides, our sense of identity and existence.Cognitive behavioral learning theory this part can be seen as a kind of “command HQ”, organizing our thoughts, feelings, senses, and intuition, and regulating access to memory. It is the part that links the inner and outer worlds together, forming how we relate to that which is external to us.Cognitive behavioral learning theory

How a person relates to the external world is, according to jung, determined by their levels of extroversion or introversion and how they make use of the functions of thinking, feeling, sensation, and intuition.Cognitive behavioral learning theory some people have developed more of one or two of these facets than the others, which shapes how they perceive the world around them.

The ego is just one small portion of the self, however; jung believed that consciousness is selective, and the ego is the part of the self that selects the most relevant information from the environment and chooses a direction to take based on it, while the rest of the information sinks into the unconscious.Cognitive behavioral learning theory it may, therefore, show up later in the form of dreams or visions, thus entering into the conscious mind.

“everything of which I know, but of which I am not at the moment thinking; everything of which I was once conscious but have now forgotten; everything perceived by my senses, but not noted by my conscious mind; everything which, involuntarily and without paying attention to it, I feel, think, remember, want, and do; all the future things which are taking shape in me and will sometime come to consciousness; all this is the content of the unconscious… besides these we must include all more or less intentional repressions of painful thought and feelings.Cognitive behavioral learning theory I call the sum of these contents the ‘personal unconscious’.”

The concept of nonconscious processing is not exactly new, sigmund freud introduced his model of the human mind in the essay “ the unconscious” published in 1915.Cognitive behavioral learning theory yet, freud’s view was that the principal purpose of unconscious and subconscious layers is storing the information rather than information acquisition and processing.Cognitive behavioral learning theory apparently, freud underestimated nonconscious mind. According to a large body of psychological and neuropsychological research conducted in the past two decades (composed of data collected by 100+ independent researchers all over the world), what happens in our conscious minds is just the proverbial tip of the iceberg; our conscious thinking, perceiving, and learning accounts for only a small fraction of our total mental activity, with the rest being entirely nonconscious.Cognitive behavioral learning theory this idea was first presented 35 years ago in “cognitive psychology and information processing” book by roy lachman, janet lachman, and earl butterfield:

cognitive behavioral learning theory

Our minds, as it turns out, really do function like the computers of the body; but the role of conscious mind is much more modest than thought before.Cognitive behavioral learning theory it is certainly not a central processor (or CPU) but rather a set of peripheral devices, presenting an interface that interacts with the outside world.Cognitive behavioral learning theory the actual bulk of the processing occurs in the nonconscious mind, which is the real CPU of our body. Our minds are also similarly proficient at multitasking; while we are busy experiencing a portion of what is going on around us, our minds are busy absorbing much of the rest of what is present in our environment.Cognitive behavioral learning theory

A recent study collected information from surveys conducted among the members of the association for psychological science and the american psychological association.Cognitive behavioral learning theory the study identified the top 100 eminent psychologists of the 20 th century. Not surprisingly, skinner, piaget, and freud are the top three.Cognitive behavioral learning theory what may be of interest is that carl rogers is ranked number 6.

Among the reasons cited is rogers’ groundbreaking work in the development of humanistic or client centered therapy.Cognitive behavioral learning theory what made it groundbreaking was his insistence that the model be subject to scientific inquiry and clinical trial. One result of his work was a psychological theory.Cognitive behavioral learning theory in that work rogers advanced a complex set of 19 propositions describing his theory. In this article we will make an effort to provide a brief overview of it.Cognitive behavioral learning theory

To provide theoretical legitimacy to his clinical work, rogers wrote 16 books and even more articles explaining how these 19 propositions worked on understanding the human personality.Cognitive behavioral learning theory among the most significant key points of rogers’ approach is its redefining of the therapeutic relationship. Traditionally that relationship was defined by the theories of freud and others where the therapist role was that of a leader and the patient as the follower.Cognitive behavioral learning theory

Rogers argued that for the therapist/patient relationship to be effective, it must include an intentional relationship built on mutual trust and respect.Cognitive behavioral learning theory in the later years of his work rogers expanded his model to apply to other applications including a theory of personality, interpersonal relations, education, nursing, cross-cultural relations and other “helping” professions and situations.Cognitive behavioral learning theory continue reading → mental disorders and the limbic-cortical theory of consciousness

As that experience of life differs so incredibly widely from individual to individual, encompassing unfathomable diversity, a unified theory of consciousness that incorporates all the elements of the human sphere (including dreams, myths, imagination, art, culture, and religion) is far from easy to create.Cognitive behavioral learning theory this is almost certainly why none of the current prevailing theories of consciousness (along with most theories of child development) seem to have fully integrated the full scope of human nature.Cognitive behavioral learning theory

This is in part likely due to how our understanding of the brain and nervous system developed: largely from a pieced-together knowledge of mental health diseases and pathology.Cognitive behavioral learning theory this angle of assessment simply does not lend itself to a healthy overall grasp of consciousness, personality, and the experience of living a human life.Cognitive behavioral learning theory no discussion of modular centres, genetic unfolding, epigenetic influences, etc., will yield a deep understanding of how the brain actually produces its greatest marvel: consciousness.Cognitive behavioral learning theory

Neuroscience is certainly intriguing and at times revealing, but is often applied in a limited and dogmatic way far too rigid to be of use in developing a theory of consciousness.Cognitive behavioral learning theory then, one adds the influence of the pharmaceutical-psychiatric complex, which heavily pushes the concept that neurotransmitters and brain chemistry are the undisputed basis of consciousness and psychiatry, a profitable and therefore highly questionable construct.Cognitive behavioral learning theory how scientific this system actually is has recently come under a great deal of scrutiny. A true theory of consciousness must take into account far more than simply neurotransmitters and brain chemistry; it must account for human nature, how it is manifest in the brain and body, how it is developed and organized, and how it evolved. More and more research studies find that many mental disorders listed in DSM5 could be successfully treated by intentional deactivating of problematic limbic circuits in our brain.Cognitive behavioral learning theory to understand this process we need to consider how limbic-cortical mappings develop in our brain.