Psych 101 offers engaging articles that explore the concepts, theories and practices of classic and contemporary psychology. Whether you are a student, a teacher or just curious, we hope you will enjoy reading our works.

Maslow's Hierarchy of Needs: An In-Depth Exploration
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Maslow's Hierarchy of Needs: An In-Depth Exploration

Maslow's Hierarchy of Needs, introduced by Abraham Maslow in his 1943 paper "A Theory of Human Motivation," is a foundational model in psychology that describes the stages of human development and motivation. This theory posits that human needs are arranged in a hierarchical order, starting from the most basic physiological needs to the highest level of self-actualization. Understanding this hierarchy provides valuable insights into human behaviour, motivation, and psychological well-being.

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Criticism of Maslow's Hierarchy of Needs
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Criticism of Maslow's Hierarchy of Needs

By critically examining Maslow's Hierarchy of Needs, we can appreciate its historical significance while also embracing more complex and culturally sensitive models of human motivation

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Freud's Psychoanalytic Theory Part 5: Exploring Psychoanalysis and Therapeutic Techniques
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Freud's Psychoanalytic Theory Part 5: Exploring Psychoanalysis and Therapeutic Techniques

Sigmund Freud's psychoanalytic theory revolutionized the field of psychology by introducing the concept of psychoanalysis as a therapeutic approach. Psychoanalysis aims to explore the unconscious mind, uncover repressed memories and desires, and provide insights into the complexities of human behaviour. This article delves into Freud's psychoanalytic theory of psychoanalysis and examines its key therapeutic techniques and their implications for understanding psychological healing.

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Freud's Psychoanalytic Theory Part 4: An Exploration of Defence Mechanisms
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Freud's Psychoanalytic Theory Part 4: An Exploration of Defence Mechanisms

Sigmund Freud's psychoanalytic theory introduced the concept of defense mechanisms, which are unconscious psychological strategies employed by the ego to protect individuals from anxiety and distress. Defense mechanisms operate outside conscious awareness and help individuals cope with internal conflicts, uncomfortable thoughts, and threatening emotions. This article provides an in-depth exploration of Freud's psychoanalytic theory of defense mechanisms, examining their nature, types, and implications for understanding human behavior.

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Freud's Psychoanalytic Theory Part 3: An Exploration of Psychosexual Development
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Freud's Psychoanalytic Theory Part 3: An Exploration of Psychosexual Development

Sigmund Freud's psychoanalytic theory introduced the concept of psychosexual development, emphasizing the significance of early childhood experiences in shaping personality and behaviour. According to Freud, individuals pass through a series of stages, each characterized by the focus of libidinal energy on different erogenous zones. This article provides an in-depth exploration of Freud's psychosexual development theory, examining the stages, conflicts, and implications for understanding human development.

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Freud’s Psychoanalytic Theory Part 2: An Exploration of the Unconscious Mind
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Freud’s Psychoanalytic Theory Part 2: An Exploration of the Unconscious Mind

Sigmund Freud's psychoanalytic theory revolutionized the field of psychology by emphasizing the role of the unconscious mind. According to Freud, the unconscious holds hidden thoughts, memories, and desires that greatly influence human behavior. This article provides an in-depth exploration of Freud's psychoanalytic theory of the unconscious mind, shedding light on its nature, functions, and implications for understanding human psychology.

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Concepts: Classical Conditioning
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Concepts: Classical Conditioning

This article aims to explore the concept of classical conditioning, its basic principles, prominent experiments, and its implications across various domains of psychology.

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Summary: Values, Assumptions, and Practices: Assessing the Moral Implications of Psychological Discourse and Action (Isaac Prilleltensky, 1997)
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Summary: Values, Assumptions, and Practices: Assessing the Moral Implications of Psychological Discourse and Action (Isaac Prilleltensky, 1997)

Isaac Prilleltensky's seminal work, "Values, Assumptions, and Practices: Assessing the Moral Implications of Psychological Discourse and Action," published in 1997, explores the ethical dimensions of psychological theory and practice. Prilleltensky calls for a critical examination of the values, assumptions, and practices embedded within the field of psychology, challenging professionals to consider the moral implications of their work. This article provides an overview of Prilleltensky's key ideas, emphasizing the importance of ethical reflexivity and the need for psychology to promote social justice and well-being.

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Paper Review: The Stanford Marshmallow Experiment: Insights into Delayed Gratification
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Paper Review: The Stanford Marshmallow Experiment: Insights into Delayed Gratification

In the late 1960s, a ground breaking psychological study known as the Stanford Marshmallow Experiment captured the attention of researchers and the public alike. Led by psychologist Walter Mischel at Stanford University, the experiment explored the concept of delayed gratification and its impact on individuals' long-term success. The findings of this iconic study shed light on self-control, willpower, and their implications for human behavior. This article will delve into the details of the Stanford Marshmallow Experiment and its enduring influence on psychology.

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The Negative Side of Positive Psychology. B. S. Held 2004
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The Negative Side of Positive Psychology. B. S. Held 2004

In 2004, Barbara S. Held published an influential paper titled "The Negative Side of Positive Psychology." This thought-provoking article challenged some of the assumptions and limitations of the emerging field of positive psychology, which had gained significant attention and popularity at the time.

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Social Learning Theory (Albert Bandura)
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Social Learning Theory (Albert Bandura)

This paper proposed a new understanding of how people learn and behave, suggesting that we learn not only through direct experience, but also by observing and imitating the behaviour of others.

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