LSE LONG QUIZ 2

personality according to freud

Our characteristic pattern of thinking, feeling, and acting.

freud’s theory of psychoanalysis

perspective proposed that childhood sexuality and unconscious motivations influence personality.

unconscious

large below the surface area which contains thoughts, wishes, feelings and memories, of which we are unaware.

free association

patient is asked to relax and say whatever comes to mind, no matter how embarrassing or trivial.

freud’s iceberg theory

• Freud believed that the human mind was like an iceberg

• we are only aware of the tip of the iceberg

psychic structures

• structures that make up the personality and clash with one another.

  1. id

  2. ego

  3. superego

id

• present at birth and represents our instinctual drives such as hunger, sex and aggression.

• completely unconscious

• pleasure principle

ego

• ego begins to develop during the first year of life and balances the id’s urges with reality.

• reality principle

• mostly conscious, some parts are unconscious

superego

• the embodiment of societal rules, ethics and morals.

• sets high standards for behavior and monitors the decisions of the ego

• causes feelings of guilt and shame when its standards aren’t met

• moral principle

what is the id?

reservoir of unconscious psychic energy (libido) constantly striving to satisfy basic drives to survive, reproduce, and aggress.

pleasure principle

If not constrained by reality, it seeks immediate gratification.

what is the ego?

the largely conscious, “executive” part of personality that, according to Freud, mediates the demands of the id, superego, and reality.

reality principle

satisfying the id’s desires in ways that will realistically bring pleasure rather than pain.

what is the superego?

represents internalized ideals and provides standards for judgment (the conscious) and for future aspirations.

psychosexual stages

1. oral stage

2. anal stage

3. phallic stage

4. latency stage

5. genital stage

oral stage

Sexual gratification is obtained through oral activities. Fixation may lead to gullibility, smoking, alcohol abuse, nail biting and/or excessive optimism/pessimism.

anal stage

Sexual gratification is obtained through contraction and relaxation of the muscles that control elimination (Fixation may lead to anal- retentive or anal-expulsive traits).

phallic stage

Libidinal energy is shifted to the phallic regions (penis for boys and clitoris for girls).

oedipus complex

A conflict of the phallic stage in which the boy wishes to possess his mother sexually and perceives his father as a rival.

electra complex

Similar to the Oedipus complex in that a young girl longs for her father and resents her mother.

latency stage

The pressures of the Oedipus and Electra complexes cause children to repress their sexual urges and enter a period of latency where their urges remain unconscious.

genital stage

The mature stage of psychosexual development, characterized by the preferred expression of libido via intercourse with an adult of the opposite gender.

focus of oral stage

• 0-18 months

• Pleasure centers on the mouth-sucking, chewing, biting

focus of anal stage

• 18-36 months

• Pleasure focuses on bowel and bladder elimination; coping with demands for control

focus of phallic stage

• 3-6 years

• Pleasure zone is the genitals; coping with incestuous sexual feelings

focus of latent stage

• 6 to puberty

• Dormant sexual feeling

focus of gential stage

• puberty onwards

• maturation of sexual interest

identification

the process by which, children incorporate their parents’ values into their developing superegos

fixation

a lingering focus of pleasure-seeking energies at an earlier psychosexual stage, where conflicts were unresolved.

lawrence kohlberg

Expanded on the earlier work of cognitive theorist, Jean Piaget, to explain the moral development of children, which he believed follows a series of stages

Kohlberg’s Theory of Moral Development

states that we progress through 3 levels of moral thinking that build in our cognitive development

3 levels of moral thinking

1. Preconventional moral reasoning

2. Conventional moral reasoning

3. Postconventional moral reasoning

moral reasoning

the aspect of cognitive development that has to do with the way an individual reasons about moral decisions

moral development

kohlberg’s moral ladder, Ideally people should progress through the 3 stages as part of normal development

preconventional moral reasoning

• characterized by the desire to avoid punishment or gain reward

• moral reasoning is based on external rewards and punishments

• reasoner’s judge the morality of an action by its direct consequences

• typically children under the age of 10

stages of preconventional moral reasoning

1. Stage 1: Punishment and Obedience

2. Stage 2: Mutual Benefit

stage 1: punishment and obedience

• A focus on direct consequences

• Negative actions will result in punishments

example of stage 1

Heinz shouldn’t steal the drug because he’d go to jail if he got caught.

stage 2: mutual benefit

• Getting what one wants often requires giving something up in return

• “Right” is a fair exchange.

• Morals guided by what is “fair”

example of stage 2

Heinz should steal the drug because the druggist is being greedy by charging so much.

conventional moral reasoning

• primary concern is to fit in and play the role of a good citizen

• people have a strong desire to follow the rules and laws.

• laws and rules are upheld simply because they are laws and rules

• typical of adolescents and adults

stage 3: Interpersonal expectations

• An attempt to live up to the expectations of important others

• Follow rules or do what others would want so that you win their approval

• Negative actions will harm those relationships

example of stage 3

Heinz should try to steal the drug because that’s what a devoted husband would do.

stage 4: law and order

• To maintain social order, people must resist personal pressures and follow the laws of the larger society

• Respect the laws & authority

example of stage 4

Heinz should not steal the drug because that would be against the law and he has duty to uphold the law.

postconventional moral reasoning

• also known as principled level

• characterized by references to universal ethical principles that represent protecting the rights or of all people

• reasoning based on personal moral standards

• most adults do not reach this level.

stage 5: legal principles

• Must protect the basic rights of all people by upholding the legal principles of fairness, justice, equality & democracy.

• Laws that fail to promote general welfare or that violate ethical principles can be changed, reinterpreted, or abandoned

example of stage 5

Heinz should steal the drug because his obligation to save his wife’s life must take precedence over his obligation to respect the druggist’s property rights.

stage 6: universal moral principles

• Self-chosen ethical principles

• Profound respect for sanctity of human life, nonviolence, equality & human dignity

• Moral principles take precedence over laws that might conflict with them

conscientious objectors

refuses to be drafted because they are morally opposed to war.

example of stage 6

Heinz should steal the drug even if the person was a stranger and not his wife. He must follow his conscience and not let the druggist’s desire for money outweigh the value of a human life.

Tamara has five tests in one day. She is a good student but did not have time to study for her French test. She knows the person who sits next to her in French class is also a good student. This girl has copied from Tamara on occasion. Tamara decides to look at the other girl’s test for the questions she doesn’t know. Besides, thinks Tamara, ‘I never should have five tests in one day anyway.”

stage 2 mutual benefit

Scott thought about leaving school early and going to a baseball game. He stayed in school because he was afraid of getting caught.

stage 1 punishment and obedience

Juanita’s friends were at the mall, and someone suggested they do a little shoplifting just to see if they could get away with it. Juanita wouldn’t participate and said stealing is wrong.

stage 6 universal moral principles

Muhammed lives with his mother in a poor section of the city. His mother is quite ill and needs outpatient services daily at a hospital some miles away from their home. Muhammed steals a car to take his mother to the hospital.

stage 5 legal principles

Martina, a young woman living in a war-torn region of the world, distributes food to orphans living in the streets. This activity is actually against the law. She frequently has to deceive the authorities in order to keep these children alive.

stage 5 legal principles

Grant wants to spend time after school volunteering at the hospital. However, he is a good basketball player, and practice interferes with this volunteer program. The coach and other teammates pressure him to play. Grant decides to play with the team.

stage 3 interpersonal expectations

Jean Piaget

proposed that the thinking process will develop through each of the stages until a child can think logically; proposed 4 stages

the goal of education

to create men who are capable of doing new things, not simply of repeating what other generations have done - men who are creative, inventive and discoverers -jean piaget

Schemas

basic building block of intelligent behavior; organizing knowledge

Assimilation

process of taking in new information into our existing schemas

Accommodation

changing or altering our existing schemas in light of new information

Equilibriation

mechanism that balances between assimilation and accommodation

Four stages of development

1. sensorimotor stage

2. preoperational stage

3. concrete operations stage

4. formal operations stage

Sensorimotor stage

(birth to 2 yrs.), characteristic limitation is “thinking by doing”, lacks object permanence, learn through PHYSICAL (touch, sight)

object permanence

That objects continue to exist even when out of sight—can find partially hidden objects

10 months

what month does object permanence develop?

6 steps in sensorimotor stage

1. Birth

2. 1-4 months

3. 4-8 months

4. 8-12 months

5. 12-18 months

6. 18-24 months

step one: birth

•Infants are only aware of themselves

•They do not understand themselves as a a separate person

step two: 1-4 months

• Learn to combine two reflexes

• For example they wave their fists and then bring it to their mouths

step three: 4-8 months

• They respond to other stimuli

• Improves hand-eye coordination

•For example if a baby bumps a rattle and it makes a noise, they may try to bump it again.

step four: 8-12 months

• Intentional behavior

•They learn certain actions lead to certain results

•Imitates others

step 5: 12 to 18 months

• learns trial and error

• can find hidden objects

• understands that objects exist independently

trial and error

Push a cracker off a high chair and watch it fall to the floor. Then does it again

step 6: 18-24 months

•Begin to experiment mentally as well as physically

•They think about what they are going to do before they do it

Preoperational stage

• ages 2-7

• coincides with preschool age (early childhood)

preoperational stage characteristics

•Children start to use symbols such as language to represent objects

•Children are unaware of another person’s perspective (egocentrism)

language and grammar

children learn through languages and mental images (alphabet with objects), possible hazards are speech impediments

a rule is a rule

a child will apply rules directly (add -ed → eated → no its ate → ated)

make-believe play

used to create and express all kinds of mental images

egocentrism

belief that everyone views the world like they do

reversibility

things can return to their original condition after being changed

common hazards in preoperational stage

• prone to thinking errors

• prone to physical errors (misstep, tripping, etc.)

• use feelings to solve problems rather than logic

classification

the ability to understand that an object may fit into more than one category

seriation

the ability to order groups of things by size, weight, or any common property

concept of conservation

the knowledge that quantity is unrelated to the arrangement and physical appearance of objects.

two kinds of reasoning

1. syncretic reasoning

2. intuitive reasoning

syncretic reasoning

a break in logic, changing set of criteria (mom makes dinner before dad comes home → dinner makes dad come home)

intuitive reasoning

guessing

time concepts

one of the last to develop in this stage (my birthday is before christmas, “are we there yet”)

make-believe

may not be aware that this isnt true

Concrete operations stage

• Seven to 11 years old

• elementary years (late childhood)

concrete operations characteristics

• child begins to think logically

• Operations are associated with personal experience

• Operations are in concrete situations

• children can solve conservation tasks

concrete operations

allow children to classify several classes into a bigger group, allow children to order objects in terms of more than one dimension

understands conservation

children at this stage finally understand the concept of conservation

seven types of conservation

• Number

• Length

• Liquid

• Mass

• Weight

• Area

• Volume

Formal operations stage

• 11 years old and beyond (puberty to adolescence)

• Students have the ability to consider many possibilities for a given condition

• ability to use planning to think ahead

• Can think through very complex problems, find several solutions, and choose the most logical one.

formal operations characteristics

•Can think in abstract ways

•Recognize and identify a problem

•Understand loyalty and freedom

summary

• Children learn to master one skill before another

• Children learn in their own ways

• And not as Adults do!!

four main teaching implications from piaget’s theory

1. A focus on the process of children's thinking, not just its products

2. Recognition of the crucial role of children's self-initiated, active involvement in learning activities

3. A deemphasis on practices aimed at making children adult like in their thinking

4. Acceptance of individual differences in developmental progress