Used in two senses: either

(1) an attempt to include the whole of PSYCHOLOGY in one comprehensive theory or (2) To go beyond existing theory and observations and speculate about the human condition in general.

A device for studying learning in both animals and humans, ranging from a single T-junction with a choice of two pathways to an extremely complex labyrinth.

A term sometimes used in DEVELOPMENTAL PSYCHOLOGY to focus attention on the psychological STRESSES and conflict of the middle years of life, as well as the unique and positive aspects of this period.

Applied to a society or social group where descent or inheritance is traced through the female line. Contrast with PATRILINEAL.

See LONG-TERM MEMORY.

A state of DEPRESSION and ANXIETY associated traditionally with the menopause and with mid-life crises in general.

The curve obtained by plotting on a graph measured changes in learning performance over time.

The theory that the way in which something is perceived and processed during learning will determine how much information about it is stored in long term memory. The more meaning one can encode into the stimulus the deeper the level at which it is processed and the more likely it is to be remembered.

See INCIDENTAL LEARNING.

A school of PSYCHOLOGY which emphasises the qualities that differentiate human beings from other animals, particularly creativity, humour, play and psychological growth in general. Sometimes called the THIRD FORCE as opposed to BEHAVIOURISM and PSYCHOANALYSIS. Its leading proponents are Gordon Allport, ABRAHAM MASLOW and CARL ROGERS.