Ch.5 Theories

Behavioral theories

Development of behaviors and their relationship to social skills

Psychodynamic theories

Focuses on personality-trait changes & psychological challenges at different ages

Cognitive theories

Development of thinking

Humanist theories

People make their own decisions

Sociocultural theories

Describes how culture influences behavior

Freud Psychoanalytic Theory

society provides mixed messages,

causing the unconscious (id) to

produce anxiety, which rises to the

surface (conscious or ego) and

becomes evident to the individual

in his or her feelings and behavior

Oedipus complex

little boys compete w/ their father for their mom’s attention; grow out of the behavior

Electra anxiety

girls compete w/ their mom for their dad’s attention; grow out of the behavior

Id

The unconscious

– Present at birth

– Seeks immediate pleasure and satisfaction

Ex. Throwing a fit to obtain something

Ego

View of self or image a person wants to convey to others

Superego

Delays immediate gratification for socially appropriate

reasons

Can hold themselve back from the action

Acknowledge the want, but understand that is not socially acceptable

Rationalization

Developing excuses for unacceptable behavior

ex. Cheat on exam/test due to teacher bad teaching; punching for dumb

Repression

Forgetting unpleasant XP

ex. Rude behavior that you choose ignore to move on

Projection

Attributing one thoughts/feelings to another person

ex. This person hates me vs I despise that person;

Displacement

Expressing feelings regarding a person toward an innocent person

ex. Venting out anger on another person

Reaction Formation

Acting the opposite of how one feels

ex. Nervous, but act confident

Regression

reverting to immature group

Identification

Joining a group for positive vibes to enter oneself

Sublimation

Rechanneling unacceptable impulse into socially acceptable ones

Oral

1st yr of life;

focus on the mouth & sucking need

Anal

Toddler age;

focuses on self-control of bowels

Phallic

Preschool age;

Self-centered attention & child ID w/ opp sex parents and superego development

Latency

School age;

Learns to suppress sexual urge & focuses on industry, achievement, and skills

Genital

Puberty;

Deal w/ sexual urges involve opp sex; seek mutual pleasure with a partner

Trust vs mistrust

(1-12 months)

development of trusting others for personal self-needs

Autonomy vs shame of doubt

Ability to act independently

Initiative vs guilt

(3-6)

Imitiate role model & follow rules; XP-self-control in social interactions

Industry vs inferiority

6-12 yr

able to make friends & achieve school tasks

Identity vs role confusion

13-20 yr

Learning oneself thoughts, beliefs, and creation of career goal

Intimacy vs isolation

20-40 yr

Develops sharing aspects of life w/others

Generativity vs self absorption

Contribute to society in a meaningful way

40-60 yr

Integrity vs despair

60+ yr

Maintains sense of life achievement & absence of deep regret

Piaget Cognitive Theory

Emphasized cognitive milestones in development

Four stages of development related to learning to

understand and relate logically to the world:

– Sensorimotor

– Preoperational

– Concrete operations

– Formal operations

Erikson psychosocial theory

Personality development

is dependent on the

social environment and

social interactions

Each stage involves a social

crisis or task that must be

positively resolved to pass

successfully to the next stage

Sensorimotor

birth-2 yr

understands object permanence, cause & effect, difference in time of day

Preoperational

2-7 yrs

believes in him/her to be the main characters; understands small bits of obivous info, and begins develop language skills;

Concrete operations

Understands 1+ info simultaneously; has realistic world understanding

7-11 yr

Formal operations

can think with hypothetical terms and future-oriented

Bronfenbrenner Social and Economic Influences

Combination of social and economic factors that influence growth

and development

How children may be treated differently in different environments

and the effect that those differences may have

Maslow Hierarchy of Needs

If basic needs are

met, the individual

can move to higher

levels of thought and

self-fulfillment

Physiological needs

You need air, food, water, elimination, rest BEFORE anything else

Activity

need for stimulation, novelty, change

safety & protection

____ & ______ from harm

love & belonging

____ & feel of ____ to someone/some group

esteem

need to respect oneself & to be respected by others

self-actualization

state of becoming a complete person, fulfilling one’s greatest potential

Watson Theory

“Father of behaviorism”

The environment

and experiences

mold or shape

the personality

Pavlov Personality theory

Associating things in the environment

Skinner Personality Theory

Behavioral consequences as a reward or  punishment

Classical conditioning

A learning process by which a subject comes to respond in a specific way to a previously neutral stimulus after the subject repeatedly encounters the neutral stimulus together with another stimulus that already elicits the response.

Operant conditioning

A learning process in which the likelihood of a specific behavior is increased or decreased through positive or negative reinforcement each time the behavior is exhibited, so that the subject comes to associate the pleasure or displeasure of the reinforcement with the behavior.

Pavlov & Skinner Theory

Personality & behavior are learned

Bandura & Mischel

Social learning formed the basis for personality 
development 
■ Exposure to and imitation of a behavior 
■ Children imitate what they see 

Kohlberg

moral reasoning (right vs wrong)

Moral development

preconventional

conventional

posconventional

are part of what stage?

Preconventional

(toddler-early

childhood) obeys rules to avoid

punishments

Conventional

(school age)

conforms to rules to gain

recognition or rewards

Postconventional

(adolescent- adulthood) follows rules that

lead others to perceive a person

as "good" and develops sense

of responsibility