* Consciousness: the origin of consciousness, stream of consciousness, unconsciousness, the relationship between body and mind, the theory of equivalence between body and mind, the theory of isomorphism between body and mind, the theory of parallelism between body and mind, the theory of interaction between body and mind, and the theory of incidental phenomena.

* Theoretical schools: empiricism, reflection theory, reductionism, anthropomorphism, reflection theory, reaction theory, stereotype theory, psychology, psychology, biology, sociology, black box theory, form and spirit theory, human value theory, knowledge and action theory, habit and nature, etc.

* Behavioral science * Feeling

* * Sensory * * Sensory threshold

* * laws of psychophysics: Weber's law

* * signal perception theory * * nerve special energy theory

* * Vision: bright vision and dark vision, visual acuity, Mach band, lateral inhibition, feature detector, spatial frequency, flicker critical frequency, color vision, color vision theory, natural color system, Munsell color system, etc.

* * Hearing: hearing theory, hearing spatial positioning, etc.

* * Smell * * Taste

* * Skin sensation: touch, two-point threshold, etc.

* * Pain sensation * * Vibration sensation * * Kinesthesia * * Balance sensation * * Body sensation

* Attention: casual attention, involuntary attention, attention span, attention distribution, attention stability, attention dispersion, etc.

* Perception: perceptual selectivity, perceptual constancy, graphic perception, graphic masking, graphic aftereffect (tilt aftereffect, McCollough aftereffect, kinesthetic aftereffect), spatial perception (depth perception-random point stereogram, size perception), eco-optics, motion perception (motion-like), time perception, speech perception, intelligibility, perceptual learning, illusion, apperception.

* Appearance: appearance, lingering feeling, etc.

* Memory: sensory memory, short-term memory, long-term memory, working memory, situational memory, semantic memory, meaningful memory, emotional memory, motor memory, memorization (meaningless syllables), retention, recognition, reproduction, memory, memory, forgetting (retention curve, forgetting curve), memory recovery and memory series effects (recency effect).

* Association: free association, controlled association, close association, contrast association, similar association, etc.

* Learning

* Imagination: Ji Xiang

* Thinking: analysis, synthesis, abstraction, generalization, concrete thinking, abstract thinking, creative thinking, unintentional thinking, etc.

* Problem solving: problem space, heuristic, trial and error, epiphany, etc.

* Decision-making

* Concept: concept formation, artificial concept, etc.

* Understand

* Information processing psychology: physical symbol system hypothesis, ACT model, parallel distribution processing, etc.

* artificial intelligence:

* * Image recognition: template matching model, prototype matching model and "pan-magic" recognition model.

* * Global Positioning System Project ** EPAM Project

* Emotion and emotion: emotional theory, emotional polarization, sentiment, expression, emotion, enthusiasm, passion, boredom, fear, anger, pressure, etc.

* Will * Intention * Interest

* Motivation: Motivation Theory

* Demand: demand level

* Behavior: stimulation, reaction, induction, internal drive, set, instinct, movement (action coordination), action (reaction time, mindfulness action), habit, action, homework, operation, skills, activities, etc.

* Language

* Speech: internal speech, external speech, oral communication, etc.

* Reading * Ideal * Personality

* Personality: quality, ability (intelligence, intelligence-intelligence structure theory), cognitive style, metacognition, internalization and externalization, genius, etc.

* temperament:

* Personality: extroversion, introversion, inferiority, thinking, artistic, forgetful, etc.

* Psychology: extrasensory perception (remote viewing), psychological drive, etc. * Research and theory of psychological development: heredity, environment and psychological development, maturity, learning and psychological development, motivation of psychological development, education and development, stage theory of cognitive development, genetic epistemology, stage theory of representation model development, stage theory of personality development, stage theory of moral development, repetition theory, pediatrics, games, imitation, sculpture, critical period, egocentrism, early experience, parent-child relationship, etc.

* Individual development stages: fetus, newborn, infancy, infancy, childhood, adolescence, adolescence, adulthood, old age, etc.

* child psychology:

* * Action development: sucking reflex, rooting reflex, grasping and pinching reflex, Babinsky reflex, etc.

* * Cognitive development: attention development, sensory perception development, memory development, intelligence development, language development, thinking development, etc.

* * Personality development * * Only child * * Extraordinary child * * Mentally retarded child * * Problem child * * Defective child * * Wolf child.

* Juvenile psychology * Youth psychology * Adult psychology * Geriatric psychology * Lifelong development psychology * Experimental social psychology * Applied social psychology * Educational social psychology

* Business psychology: consumer psychology, advertising psychology, etc.

* Legal psychology

* * Criminal psychology: juvenile criminal psychology.

* * Trial psychology * * Testimony psychology

* Consulting psychology * Cross-cultural psychology * Ethnic psychology * Religious psychology * Social psychology of the former Soviet Union

* Theoretical theory

* * Role theory: gender roles, gender differences, etc.

* * Attribution Theory: attribution bias

* * field theory

* * Cognitive consistency theory * * Cognitive inconsistency theory * * Consistency theory

* * Interaction theory: symbolic interaction theory

* * Social learning theory

* * Social exchange theory: fairness theory

* * Balance theory * * Intermediary theory of interpersonal activities

* Concepts and processes: social adaptation, socialization (internalization), social perception, interpersonal perception, interpersonal relationship (interpersonal attraction-interpersonal attraction theory, gregarious, loneliness), social promotion and social inhibition, self (self-perception), attitude (attitude theory, attitude formation and change, attitude measurement), beliefs, values, stereotypes, publicity and communication.

Group psychology: group theory, group thinking, group cohesion, group dynamics, social psychological atmosphere, small group consciousness, group behavior, inter-group relations, reference group, collective, self-determination of collective members, consistent value orientation, public opinion, opinion polls, leadership, leadership style, personality disappearance, etc. * Learning psychology

* * Learning theory: association reflection theory, connection theory, cognitive theory, connection-cognitive theory, learning activity theory, etc.

* * Learning information processing model

* * Learning mode * * Learning classification theory * * Learning preparation * * Learning motivation * * Learning setting * * Strengthening learning * * Learning measurement and evaluation.

* * Learning transfer: experience generalization theory, analysis generalization theory, same element theory, etc.

* * Ways and means of learning: discovery learning, acceptance learning, guided learning, mastery learning, meaningful learning and mechanical learning, whole learning and partial learning, centralized learning and decentralized learning, learning competitions, potential learning, excessive learning, etc.

* * Learning differences * * Rosenthal effect * * pygmalion effect * * Mental health of learning.

* Subject teaching psychology: Chinese teaching psychology, mathematics teaching psychology, foreign language teaching psychology, natural science teaching psychology, social science teaching psychology, etc.

* Educational technology: audio-visual teaching, program teaching, machine teaching, computer-aided teaching, self-study counseling, etc.

* Intellectual psychology: knowledge mastery, intellectual skills, operational skills, ability differences, etc.

* Moral psychology: morality, moral structure, moral formation, moral development theory, moral differences, etc.

* Sports psychology * Aesthetic psychology * Teacher psychology * Consciousness disorder * Sleep disorder * Sleepwalking disorder * Sensory disorder

* Perceptual disorders: illusion, hallucination, etc.

* Attention deficit disorder

* Memory disorders: amnesia, dysarthria and fiction, deja vu and old things like new diseases, etc.

* Mental retardation: mental retardation, dementia, etc.

* Emotional disorder: anxiety

* Will disorder

* Thinking disorder: disobedience, delusion, etc.

:: Forced state

* Speech and language barriers: stuttering, mutism, aphasia, etc.

* Personality disorder: psychopathy

* Abnormal sexual behavior: homosexuality

* Psychological defense mechanism * Nervous

* Psychotherapy: suggestion therapy, psychoanalysis therapy, gestalt therapy, behavioral therapy, systematic desensitization, aversion therapy, symbolic reward, biofeedback, hypnosis therapy, qigong therapy, etc.

* Rehabilitation psychology

* Mental health: psychological counseling, children's mental health, adolescents' mental health, adults' mental health, the elderly's mental health, group mental health, etc.

* Health psychology * Abnormal psychology * Pathological psychology * Psychophysiological medicine * Psychosomatic medicine * Nursing psychology * Clinical neuropsychology * Psychological research on acupuncture analgesia

* Defect psychology: blind psychology, deaf-mute psychology, etc. * Management psychology: research on quality of work and life, human nature theory in organizational behavior, goal setting, peak structure, personnel psychology (job analysis, personnel selection, career guidance), organizational development, organizational change, action research, leadership, participation in management, contingency theory, Hawthorne experiment, organizational decision-making, expectation theory, two-factor theory, fairness theory, etc.

* labor psychology * engineering psychology

* Ergonomics: simulation, working hours, workload, psychological load, tracking, performance evaluation, action and time research, lighting effect, noise effect, temperature effect, vibration effect, etc.

* Man-machine system: display, controller, visual display terminal, man-machine interaction, etc.

* Safety Psychology: Fatigue

* Aerospace Psychology * Aesthetic Psychology * Experimental Aesthetics

* Aesthetic feeling: artistic intuition, synaesthesia, etc.

* Music psychology: music imagination, pitch discrimination, auditory rhythm, music performance psychology, etc.

* literary talent

* Literary creation: inspiration, figuration, etc.

* Literature appreciation * Athlete psychology: athlete's perception, athlete's special feelings, athlete's psychological selection, athlete's psychological training, etc.

* Referee psychology * Competition psychology * Audience psychology General psychology, experimental psychology, psychophysics, cognitive psychology, psycholinguistics, language psychology, Chinese character psychology, developmental psychology, mathematical psychology, physiological psychology, neuropsychology, comparative psychology, animal psychology, social psychology, educational psychology, industrial psychology, environmental psychology, medical psychology, literary psychology, sports psychology and psychology.

William james is an American philosopher and doctor, and one of the founders of contemporary psychology. He defined psychology as "the science of spiritual life" in 1890. His definition has made a good start for us to understand psychology, even today. We all have spiritual lives, so we know a little about the true meaning of psychology. Although we can study psychology, we can study mice and monkeys like people, but the concept of psychology is still difficult to understand.

Like most psychologists, James is particularly interested in human psychology. He believes that human psychology consists of some basic components: thoughts and feelings, the material world that exists in time and space, and the way to understand these things. For each of us, this knowledge is first and foremost personal and private. This knowledge comes from our own thoughts, feelings and experiences about the world, and may or may not be influenced by scientific facts. Because of this, we regard our own experience as a touchstone, and it is easy to judge psychological things. Just like amateur psychologists, we express our views on complex psychological phenomena, such as whether brainwashing is effective or not, or when we take our views on why other people behave like that (thinking that they are insulted, unhappy or suddenly give up their jobs) as facts. However, when two people have different understandings of things, problems arise. Formal psychology hopes to provide methods to decide which explanations are most likely to be correct, or to determine the specific conditions for the application of various methods. The work of psychologists helps us to distinguish two things: one is internal information, which is subjective, possibly biased and unreliable, and the other is fact. That is to distinguish our preconceptions from the "truth" in the scientific sense.

According to James' definition, psychology is about mind and brain. However, although psychologists do study the brain, we know very little about the work of the brain, and we can't understand its role in experiencing and expressing our hopes, fears and wishes, or in our complex behavior from having children to watching football. In fact, it is almost impossible to study the brain directly. Therefore, psychologists have discovered more things by studying our behavior and used their findings to deduce various assumptions about our internal situation.

Psychology is also related to the way that creatures (usually people) use their mental abilities or hearts to operate in the world. With the passage of time and the change of environment, their methods have also changed. According to the theory of evolution, if organisms can't adapt to the ever-changing environment, they will be on the verge of extinction (hence the sayings of "adaptation means extinction" and "survival of the fittest"). The mind is always shaped by adaptive programs, and this shaping continues. In other words, there are evolutionary reasons why our brains work like this-for example, why we are better at discovering moving things than static things may be because this ability is very useful and can help our ancestors escape predators. It is important for psychologists to understand these reasons, and it is equally important for people who work in other disciplines (such as biology and physiology).

The inherent difficulty of psychological research is that scientific facts should be objective and testable, but we can't look at the operation of the mind by looking at the operation of the engine. In daily life, the operation of the mind can only be indirectly perceived and must be inferred from what can be observed (that is, behavior). Learning psychology consumes as much energy as playing crossword puzzles. It includes evaluating and understanding existing clues and filling in the blanks with what you already know. In addition, clues themselves must come from careful observation, must be based on accurate measurement, must be analyzed with as scientific rigor as possible, and must be explained with logical and rational arguments that can stand the test of the public. Most of the things we want to know in psychology-how we perceive, how we learn, how we remember, how we think, how we solve problems, how we feel, how we develop, how we are different from each other and how we relate to each other-must be measured indirectly, and all these activities are multi-determined: this means that they are influenced by many factors rather than one. For example, imagine that you have to deal with a specific situation (getting lost in a strange town) and how many things may affect you. In order to find out the important factors, other puzzling factors must be excluded.

In psychology, complex interactions are more normal than others, and understanding these interactions depends on the development of complex technologies and theories. The goal of psychology and other disciplines is the same: to describe, understand, predict and learn how to control or adjust the procedures studied by psychology. Once these goals are achieved, psychology will help us understand the essence of our experience, and psychology will have practical value. Psychological findings are useful in some fields, such as developing effective methods to teach children to read, designing control panels of machines to reduce the risk of accidents, and alleviating the pain of mood swings.

Although psychological problems have been discussed for hundreds of years, it is nearly 150 years to make a scientific investigation on these problems. Early psychologists relied on introspection, that is, introspection of their own conscious experience, to find the answers to psychological questions. The purpose of these psychological surveys is to find out the psychological structure. However, after Charles Darwin published the Origin of Species in 1859, the scope of psychology expanded, including both the structure and the function of consciousness. The structure and function of psychology are still the center of psychologists' interest, but there are obvious limitations in studying them by introspective methods. As Sir Gao Erdun pointed out, it makes people "become a helpless observer, observing only the tiny parts of the brain that work automatically". Therefore, contemporary psychologists prefer to base their theories on careful observation of phenomena (such as the behavior of others they are interested in) rather than on introspection of personal experiences.

19 13, John Watson published the Declaration of General Behaviorism in Psychology, arguing that if psychology is to become a science, the data it is based on must be testable. This emphasis on observable behavior rather than internal (unobservable) psychological events is linked with the theory of learning and the reliable method of emphasizing observation and experiment, which still affects psychology today. Behaviorism holds that all behaviors are the result of conditioning, which can be studied by specifying stimuli and observing the response to stimuli (stimulus-response psychology). What happened between them, that is, intervening variables, was not important in early behaviorism, but later became the main source of experimental hypothesis. Testing hypotheses about these things enables psychologists to create more and more complex theories about psychological structure, psychological function and psychological procedures.

At the beginning of this century, two other important influences on the development of psychology came from Gestalt psychology and psychoanalysis. Goesta psychologists working in Germany have made some interesting discoveries about the composition of psychological process. These findings show that if our experience is only based on the physical characteristics of external stimuli, then our experience is different from what we expected, and the conclusion is that "the whole is greater than the sum of its parts." For example, when two very similar lights flash in turn, we see a light moving between two positions (this is the principle of movies). Recognizing that psychological process affects the essence of experience in this way lays the foundation for the development of cognitive psychology, which is a branch of psychology, and studies this internal process.

Sigmund freud's theory attracted people's attention to the unconscious process. His theory is about the lasting influence of children's early experiences and theoretical psychological structure, which he calls ego, id and superego. Unconscious programs include unconscious and unacceptable wishes and desires, which are inferred from dreams, slips of the tongue and quirks and are considered to have an impact on behavior. In particular, unconscious conflict is considered to be the main cause of psychological depression. Psychoanalysts can help people to express these conflicts to alleviate this kind of melancholy, and explain the patient's behavior with psychodynamic theory based on Freud's works. Freud's theory is based on unobservable psychological processes, which makes it difficult to be scientifically tested. Over the years, more scientific or more explanatory branches of psychology have developed independently along different roads.

Contemporary psychology is in an exciting stage today, partly because the dividing line between branches of psychology is disintegrating in some places. How can we know what we can't observe directly? It's not just about psychology, but also about other disciplines-think about physics and biochemistry. Advances in technology and theory have helped this process. This development has changed the nature of psychology as a science and will continue to lead to changes. Psychologists can now use complex measuring instruments, electronic equipment and improved statistical methods, as well as all the equipment in computer and information technology to analyze various variables and a large amount of data. Studying the brain as an information processing system enables psychologists to discover more things that cannot be directly observed, as well as variables between stimulus and response, such as attention, thought and decision. Psychologists can now not only base their assumptions about these things on local hypothesis theory like early analysts, but also base their observation of behavior on the comprehensive basis of these things and on more reliable and effective observation and measurement methods like early behaviorists. These developments have produced a revolution in psychology as a "science of spiritual life", and their continuous development means that there are still many things to be discovered.