醫(yī)學(xué)心理學(xué)

前言

醫(yī)學(xué)心理學(xué)是研究心理現(xiàn)象與疾病和健康相互關(guān)系的一門學(xué)科，是正在發(fā)展中的交叉學(xué)科，已成為現(xiàn)代醫(yī)學(xué)教育中非常重要的課程。隨著當(dāng)前我國(guó)高等醫(yī)學(xué)教育國(guó)際化進(jìn)程的不斷加快，越來越多的醫(yī)學(xué)留學(xué)生來我國(guó)高等醫(yī)學(xué)院校學(xué)習(xí)，這些都對(duì)醫(yī)學(xué)教育中運(yùn)用英語教學(xué)提出了更高的要求；同時(shí)，教育部對(duì)本科教育的雙語教學(xué)要求也越來越高。但是，目前專門針對(duì)醫(yī)學(xué)留學(xué)生以及本科教育雙語教學(xué)的醫(yī)學(xué)心理學(xué)教材還非常缺乏。為了加快與國(guó)際水平接軌，并滿足醫(yī)學(xué)院校對(duì)雙語教學(xué)的要求，我們編寫了這本英文版的《醫(yī)學(xué)心理學(xué)》，以滿足各醫(yī)學(xué)院校教學(xué)的需要。根據(jù)普通高等教育“十一五”國(guó)家級(jí)規(guī)劃教材及衛(wèi)生部“十一五”規(guī)劃教材的要求，結(jié)合我國(guó)醫(yī)學(xué)教育的特點(diǎn)及國(guó)際著名心理學(xué)教材的特點(diǎn)，對(duì)教材的結(jié)構(gòu)和內(nèi)容進(jìn)行了精心的組織，并邀請(qǐng)了國(guó)內(nèi)教學(xué)經(jīng)驗(yàn)豐富、有英語國(guó)家學(xué)習(xí)經(jīng)歷的醫(yī)學(xué)心理學(xué)專家編寫了這本教材，同時(shí)邀請(qǐng)了外國(guó)專家進(jìn)行審校，以保證本教材的質(zhì)量。全書內(nèi)容可分為三個(gè)部分。第一部分緒論，主要介紹了心理學(xué)的發(fā)展歷史、心理學(xué)的分支學(xué)科、生物一心理-社會(huì)醫(yī)學(xué)模式以及心理學(xué)研究方法；第二部分主要介紹了普通心理學(xué)和發(fā)展心理學(xué)的基本知識(shí)，包括感覺和知覺、記憶、學(xué)習(xí)、動(dòng)機(jī)和情感、個(gè)性以及意識(shí)、睡眠和夢(mèng)；第三部分主要介紹了和臨床有關(guān)的應(yīng)用心理學(xué)知識(shí)，包括心理測(cè)量、健康心理學(xué)、異常心理、心身疾病、心理治療、心理咨詢以及醫(yī)患關(guān)系等。本教材既保留了心理學(xué)的基本知識(shí)框架，又增加了許多當(dāng)今心理學(xué)進(jìn)展的知識(shí)，并在內(nèi)容上與國(guó)際上的臨床心理學(xué)和心身醫(yī)學(xué)接軌，適用于醫(yī)學(xué)留學(xué)生、研究生及七年制醫(yī)學(xué)教育的醫(yī)學(xué)心理學(xué)英語教學(xué)；同時(shí)也適合本科教育的醫(yī)學(xué)心理學(xué)雙語教學(xué)。參加本教材編寫的老師們?yōu)楸窘滩牡木帉懜冻隽撕艽笈?，反?fù)推敲，多次精心修改，并對(duì)稿件進(jìn)行了互審、互校。雖然如此，由于缺乏編寫英文版專業(yè)教材的經(jīng)驗(yàn)，難免會(huì)出現(xiàn)各種缺陷或錯(cuò)誤，我們誠(chéng)摯地希望使用本教材的老師和同學(xué)們提出寶貴意見。

內(nèi)容概要

　　《醫(yī)學(xué)心理學(xué)（英文版）》根據(jù)普通高等教育“十一五”國(guó)家級(jí)規(guī)劃教材及衛(wèi)生部“十一五”規(guī)劃教材的要求，結(jié)合我國(guó)醫(yī)學(xué)教育的特點(diǎn)及國(guó)際著名心理學(xué)教材的特點(diǎn)，對(duì)教材的結(jié)構(gòu)和內(nèi)容進(jìn)行了精心的組織，并邀請(qǐng)了國(guó)內(nèi)教學(xué)經(jīng)驗(yàn)豐富、有英語國(guó)家學(xué)習(xí)經(jīng)歷的醫(yī)學(xué)心理學(xué)專家編寫了《醫(yī)學(xué)心理學(xué)（英文版）》，同時(shí)邀請(qǐng)了外國(guó)專家進(jìn)行審校，以保證本教材的質(zhì)量。

書籍目錄

Chapter I Introduction to Psychology1.Introduction：1.1 What is Psychology？1.2 Professions of Psychology1 3 The Goals of Psychology2.The Historical Origins of Psychology2.1 Historical Development of Psychology2.2 Timeline of Important Events in the History of Psychology3.Contemporary Psychological Perspectives3.1 Biological Perspective3.2 Psychoanalytic Perspective3.3 Behavioral Perspective3.4 Humanistic Perspective3.5 Cognitive Perspective4.The Major Subfields of Psychology4.1 Experimental Psychology4.2 Applied Psychology5.The BiO psychosocial Model6.Research Methods in Psychology6.1 The Research Process6.2 Research Biases6.3 Common Methods for Reductionin Bias64 EthicaT Considerationsin ResearchChapter 2 Major Topics in General PsychologySection 1  Sensation and Perception1.Introduction1.1 Why Do We Study Sensation and Perception？1 2 Difference between Sensation and Perception2.Sensation2.1 The Assessment of Sense2.2 Pans and Functions of the Basic Senses3.Perception3.1 Selectivity of Perception3.2 Organization of Perception3.3 Perceptual Constancy3.4 Space and Depth Perception3.5 Perceptual Illusions3.6 Theories of Perceptual DevelopmentSection 2 Memory1.How We Study Memory？2.Memory Processes2.1 Encoding2.2 Storage2.3 Retrieval3.Stages of Memory3.1 Sensory Memory3.2 Short.Term Memory（STM）3.3 Long-Term Memory（LTM）4.Types of Memory4.1 Implicit Memory4 2 Explicit Memory4.3 Differences between Explicit and Implicit Memory5.Forgetting5.1 Ebbinghaus Forgetting Curve5.2 Causes of Forgetting5.3 AmnesiaSection 3 Learning1.Introduction to Learning1.1 What is Learning？1.2 Types of Learning2.Classical Conditioning2.1 Pavlov’s Experiments2.2 Principles of Classical Conditioning2.3 Application of Classical Conditioning3.Operant Conditioning3.1 Whatisthe Operant Conditioning？3.2 Law Of Efrect3.3 Principlesin Operant Conditioning3.4 Schedules ofRein forcement3.5 Comparison of Classical and Operant Conditioning3.6 Applications of Operant Conditioning4.Observational Learning4.1 Bandura’S ExperimentJ4.2 Stepsto Successful Modeling4.3 Possible Mechanism of Observational LearningSection 4 Motivation1.Intrinsic and Extrinsic Motivations2.Theoretical Perspectives on Motivation2.1 Instinct Theory2.2 Drive Reduction Theory2.3 Optimal Arousal Theory2.4 Incentive Theory2.5 Cognitive Theory2.6 Maslow's Hierarchy of Needs3.Applying the Different Theories to Motivation4.Dealing with Multiple MotivesSection 5 Emotion1.PhysiologicalAspect of Emotion1.1 Physiological Changes of Emotion1.2 The Neuropsychology of Emotion2.Subjective Experience2.1 Types of Emotion2.2 Functions of Emotion3.Emotional Expression3.1 Facial Expressions3.2 Culture and Emotion Display Rules3.3 Gender and Emotional Expression4.Theoretical Perspectives on Emotion4.1 James-Lange Theory4.2 Cannon-BardTheory4.3 Cognitive Perspectives on Emotion4.4 The Opponent-Process TheorySection 6 Personality1.Introduction to personality2.Approaches to Personality2.1 The Psychqanalytic Approach2.2 The Trait Approach2.3 The Behavioral and Social Learning Approach2.4 The Humanistic Approach2.5 The CognitiveApproach2.6 TheBiologicalApproach3.PersonalityAssessment3.1 Observational Methods3.2 Personality InventoriesSection 7 Consciousness.Sleeping and Dreaming1.Consciousness1.1 Whatis Consciousness？1.2 Functions of Consciousness1.3  States of C0nsciousness1.4 Levels of Consciousness2.Sleeping and Dreaming2.1 Functions of Sleep2.2 Sleep Patterns2.3 Sleep Disorders2.4 Dreaming3.Altering Consciousness3.1 Hypnosis3.2 Mediration3.3 Altered States with DrugsChapter 3 Psychological Development1.Introduction to Developmental Psychology2.Theories of Developmental Psychology3.Cognitive，Emotional，and Social Development3.1 Infancy and Childhood3.2 Adolescence3.3 AdulthoodChapter 4 Psychological Test1.IntroductiontoPsychologicalAssessment1.1 Types of Tests1.2 Uses of Tests1.3 A Brief History：Testis the Need of Society2.Requirements for a Good Test2.1 Item Selection2.2 Standardization2.3 Reliability2.4 validity3.Tests of IntellectualA bility3.1 Binet’s Method3.2 Stanford BinetIntelligence Scale3.3 Wechsler Intelligence Scales……Chapter 5 Health PsychologyChapter 6 Psychological DisordersChapter 7 Psychosomatic DisordersChapter 8 PsychotherapyChapter 9 Psychological CounselingChapter 10 Doctor-Patient Relationship

章節(jié)摘錄

Some psychologists suggested that understanding the function of the mind is more important than analyzingthe structures of the mind or mental processes. In 1890, the American psychologist William James （1842-1910）published his classic textbook, The Principles of Psychology. His idea is considered as the basis of a newschool of psychology called functionalism. During his time, the famous British biologist Charles Darwinproposed that evolution could be explained through natural selection. A biological function that fixes to theenvironment will be maintain, in other words, the development of the functions of species depend on theenvironment. James quite agreed on the Darwin's theory, and believed that analyzing the elements of the mindwas less important than understanding the fluid mental functions. William James was interested in the questionsuch as, "what are the functions or purposes of various behaviors and mental processes？"

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