Classics in Brain, Cognition and Behavior

Georgia Tech Psychology
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Welcome to Classics in Brain, Cognition, and Behavior — a podcast series exploring the foundational discoveries that shaped our understanding of the human mind. Here, we revisit the classic papers on topics like perception, memory, mental imagery, attention, language, and decision-making, reflecting on their historical context, scientific contributions, and ongoing influence on the fields of psychology and neuroscience. Whether you’re a student, researcher, or just fascinated by the mind, this series brings the past to life — one classic at a time.

  1. 19 DE AGO.

    Perception in a Single Spike: Barlow’s Classic Hypothesis

    This content was created using generative AI and is intended for informational purposes only. The views, interpretations, and opinions expressed in this video do not necessarily reflect those of the original authors, researchers, or the Georgia Institute of Technology. We encourage viewers to consult the original research (linked below) and academic sources for authoritative and detailed insights.Single units and sensation: A neuron doctrinefor perceptual psychology?H B BarlowDepartment of Physiology-Anatomy, University of California, Berkeley, California 94720Received 6 December 1972 https://www.cs.jhu.edu/~ayuille/JHUcourses/ProbabilisticModelsOfVisualCognition2020/Lec4/BarlowSparsity1972.pdf#HBBarlow #NeuronDoctrine #Perception #SensoryNeuroscience #SingleUnitRecording #CognitiveNeuroscience #Neurophysiology #HistoryOfNeuroscience #MindAndBrain #PsychologyClassics @georgiatech @GTSciences @GeorgiaTechPsychology

    6min

  2. 19 DE AGO.

    Are Emotions Just Bodily Reactions?

    This content was created using generative AI and is intended for informational purposes only. The views, interpretations, and opinions expressed in this video do not necessarily reflect those of the original authors, researchers, or the Georgia Institute of Technology. We encourage viewers to consult the original research (linked below) and academic sources for authoritative and detailed insights.THE MECHANISM OF THE EMOTIONSCarl Georg Lange (1885/1912)Translated by Benjamin Randhttps://psychclassics.yorku.ca/Lange/#CarlLange #JamesLangeTheory #HistoryOfPsychology #EmotionTheory #ClassicalPsychology #PhysiologicalPsychology #MindAndBody #PsychologyClassics #EmotionMechanisms #19thCenturyScience @georgiatech @GTSciences @GeorgiaTechPsychology

    7min

  3. 19 DE AGO.

    What Is An Emotion?

    This content was created using generative AI and is intended for informational purposes only. The views, interpretations, and opinions expressed in this video do not necessarily reflect those of the original authors, researchers, or the Georgia Institute of Technology. We encourage viewers to consult the original research (linked below) and academic sources for authoritative and detailed insights.What is an Emotion? William James (1884)First published in Mind, 9, 188-205.https://psychclassics.yorku.ca/James/emotion.htm#WilliamJames #JamesLangeTheory #WhatIsAnEmotion #PsychologyHistory #EmotionTheory #PhilosophyOfMind #PsychologyClassics #HistoryOfPsychology #CognitiveScience #MindAndBody @georgiatech @GTSciences @GeorgiaTechPsychology

    7min

  4. 19 DE AGO.

    Conditioned Emotional Reactions: The Little Albert Study

    This content was created using generative AI and is intended for informational purposes only. The views, interpretations, and opinions expressed in this video do not necessarily reflect those of the original authors, researchers, or the Georgia Institute of Technology. We encourage viewers to consult the original research (linked below) and academic sources for authoritative and detailed insights.CONDITIONED EMOTIONAL REACTIONSBy John B. Watson and Rosalie Rayner(1920)First published in Journal of Experimental Psychology, 3(1), 1-14.https://psychclassics.yorku.ca/Watson/emotion.htm#LittleAlbert #Conditioning #WatsonAndRayner #Behaviorism #PsychologyHistory #ClassicalConditioning #ConditionedResponse #PsychologyClassics #FearConditioning #HistoryOfPsychology @georgiatech @GTSciences @GeorgiaTechPsychology

    6min

  5. 19 DE AGO.

    Why Gestalt Psychology Changed How We See the Mind

    This content was created using generative AI and is intended for informational purposes only. The views, interpretations, and opinions expressed in this video do not necessarily reflect those of the original authors, researchers, or the Georgia Institute of Technology. We encourage viewers to consult the original research (linked below) and academic sources for authoritative and detailed insights.Perception: An introduction to the Gestalt-theorieKurt Koffka (1922)First published in Psychological Bulletin, 19, 531-585.https://psychclassics.yorku.ca/Koffka/Perception/perception.htm#GestaltPsychology #PsychologyHistory #KurtKoffka #GestaltTheory #CognitivePsychology #Perception #HistoryOfPsychology #PsychologyClassics #PsychologicalTheories #Gestalt @georgiatech @GTSciences @GeorgiaTechPsychology

    6min

  6. 8 DE AGO.

    The Limits of Using Brain Maps to Explain Behavior

    This content was created using generative AI and is intended for informational purposes only. The views, interpretations, and opinions expressed in this video do not necessarily reflect those of the original authors, researchers, or the Georgia Institute of Technology. We encourage viewers to consult the original research (linked below) and academic sources for authoritative and detailed insights.Basic Neural Mechanisms in BehaviorK. S. Lashley (1930)Behavior Research Fund, ChicagoFirst published in Psychological Review, 37, 1-24https://psychclassics.yorku.ca/Lashley/neural.htm#Neuroscience #Psychology #BehaviorScience #NeuralMechanisms #PsychHistory #Lashley #CognitiveScience #BrainMyths #PsychologyDebate #NeuroCritique #SciencePhilosophy #PsychTheory #LearningTheories #DistributedPractice #PsychEdu @georgiatech @GTSciences @GeorgiaTechPsychology

    7min

  7. 8 DE AGO.

    The Psychologist's Frame of Reference

    This content was created using generative AI and is intended for informational purposes only. The views, interpretations, and opinions expressed in this video do not necessarily reflect those of the original authors, researchers, or the Georgia Institute of Technology. We encourage viewers to consult the original research (linked below) and academic sources for authoritative and detailed insights.The Psychologist's Frame of ReferenceGordon W. Allport (1940)Harvard UniversityPresidential address delivered at the Forty-seventh Annual Meeting of theAmerican Psychological Association, Berkeley, California, September 7, 1939.First published in Psychological Bulletin, 37, 1-28.https://psychclassics.yorku.ca/Allport/frame.htm#Operationism #PsychMethods #PredictingBehavior #PhilosophyOfScience#GordonAllport #PsychologyHistory #ClassicPsychology #APAHistory @georgiatech @GTSciences @GeorgiaTechPsychology

    18min

  8. 8 DE AGO.

    The Psychology of Self-Justification: Festinger’s Forced Compliance Study

    This content was created using generative AI and is intended for informational purposes only. The views, interpretations, and opinions expressed in this video do not necessarily reflect those of the original authors, researchers, or the Georgia Institute of Technology. We encourage viewers to consult the original research (linked below) and academic sources for authoritative and detailed insights.Cognitive Consequences of Forced ComplianceLeon Festinger & James M. Carlsmith (1959)First published in Journal of Abnormal and Social Psychology, 58, 203-210.https://psychclassics.yorku.ca/Festinger/index.htm#Psychology #CognitiveDissonance #LeonFestinger #SocialPsychology #ClassicStudies #BehavioralScience #HumanMind #PsychExperiments #SelfJustification @georgiatech @GTSciences @GeorgiaTechPsychology

    6min
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Sobre

Welcome to Classics in Brain, Cognition, and Behavior — a podcast series exploring the foundational discoveries that shaped our understanding of the human mind. Here, we revisit the classic papers on topics like perception, memory, mental imagery, attention, language, and decision-making, reflecting on their historical context, scientific contributions, and ongoing influence on the fields of psychology and neuroscience. Whether you’re a student, researcher, or just fascinated by the mind, this series brings the past to life — one classic at a time.

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