Unit 1 Test

intro, road rage, charts, Freud, Marx, Maslow, Erikson, street gangs, research methods

Focus of psychologists

the individual

psychoanalysis

unconscious vs conscious mind - unconscious has more control over our personality and behavior

1. id

2. superego

3. ego

• frustration causes neurosis

• unlock memories from unconscious mind using hypnosis or free association

ID

pleasure seeker

• encourages us to seek physical satisfaction

• (sex, food, etc)

• instinctual pleasure drives which require satisfaction

Superego

• prompts us to do the moral thing , not the thing that feels best

• (higher self)

• the conscious (socially acquired control mechanisms)

ego

referees between the two and deals with reality

• latin for “self”

• must reconcile id and superego’s conflicting demands with the requirements of external reality

criticism of psyhcoanalysis

too focused on sex drive, not scientific enough

what did Freud believe drove everything?

sex

bheaviourism

psychology should only study what can be observed

• the mind cannot be observed but behavior can

• Study how people react to their environments

• Behaviorists believe psychologists can predict and control or modify human behavior by identifying the factors that motivate it

• focus on behavior modification

  • anger management

criticism of behaviorism

ignores root childhood causes and only focuses on specific behavior (symptom of the cause)

key people of behaviorism

• BF Skinner

• Benjamin Spock

learning theory

learning can alter the way an individual interprets the world around them and can lead to behavioral changes

• Important to understand childhood as this is the time when most behavior is learned

Bandura’s bobo doll experiment

Shows that ppl not only learn by being rewarded or punished itself (behaviorism)

• They can learn from watching somebody being rewarded or punished too

• (observational learning - also called Modeling Theory)

criticism of learning theory

experiments like the Bobo Doll study are “artificial” (kids may be “play fighting” and not truly aggressive, they might do this to a doll but not a person) and ignores any biological or especially environmental basis for aggression

key people of learning theory

Albert Bandura (bobo doll experiment)

Anthropology

• the broad study of humankind around the world and throughout time

• concerned with both the biological and cultural aspects of humans

physical anthropology

• Mechanisms of biological evolution

• genetic inheritance,

• human adaptability and variation,

• primatology, and

• the fossil record of human evolution

cultural anthropology

• Culture,

• ethnocentrism,

• cultural aspects of language and communication,

• economic patterns,

• sex and marriage,

• socialization,

• social control,

• political organization,

• class,

• ethnicity,

• gender,

• religion, and

• cultural change

archaeology

1. Prehistory and early history of cultures around the world

2. Major trends in cultural evolution

3. Techniques for finding, excavating, dating, and analyzing material remains of past societies

(synonymous with physical anthropology)

linguistic anthropology

• The human communication process that emphasizes the importance of socio-cultural influences

• Nonverbal communication

• The structure, function, and history of languages, dialects, pidgins, and creoles

*is what caught the unabomber

functionalsim

• specific cultural institutions (family, education, law, religion, etc) function to support the structure of society and serve the needs of individuals in society for the common good

• If there is a problem with one institution, it could lead to problems in others and society could become unstable

• The institutions work similar to organs in a human body

• If an institution is not meeting its intended purpose we call it dysfunctional

• Society must have a shared set of values in order to function well

criticism of functionalism

• Too hypothetical,

• not applicable to real world,

• assumes institutions exist for the benefit of all people equally,

• assumes all in society share the same basic values

key people of functionalism

• auguste comte (founder)

• Emile Durkheim

Neo-Marxism (conflict theory)

economic power and the struggle for control of resources is the key to understanding societies

• Institutions were created and are manipulated by those who control the “means of production” while others must sell their labor (and be exploited) to survive

• Money

• The powerless will feel alienated from society, the powerful will run it

criticism of neo-marxism

too much focus on money and class

key people of neo-marxism

karl marx

symbolic interactionism

how we as individuals process and interpret what we observe in society that form the core of our value system

• How we interact and interpret this interaction is much more significant to human behavior than institutions or economics

criticism of symbolic interactionism

ignores the influence of institutions and economics on human behavior

key people of symbolic interactionism

max weber

feminism

the interests of men in all societies have been favored to the disadvantage of women (patriarchal, patrilineal)

• Influenced strongly by Marxism

Liberal” Feminism: basic social institutions need to be made more welcoming and inclusive to women

• E.g. better maternity leave, more affordable childcare centers, diminish wage gap

More “Revolutionary” forms of Feminism

• Men have exploited women throughout history so therefore much more radical measures must be taken to “destroy the patriarchy that is everywhere in today’s society”

• E.g. language - “womyn”,  “diminish” capitalism, views on sex work and erotica/pornography

criticism of feminism

too much emphasis on gender

key people of feminism

rosemarie tong

why is road rage becoming a bigger problem?

• feel anonymous + shielded, protected bc of vehicle (tinted windows makes it worse)

  • car more dangerous than a gun

  • only crime split evenly between men and women

• fast paced music

• driving while upset influences behavior

• in this society, it’s punishable to be late - stuck in traffic is no longer an excuse

• nothing to lose → recklessness, looking for a fight

sigmund freud (psychologist)

physiologist, medical doctor, psychologist

Focus

• how unconscious memories, thoughts, and urges influence human behavior

• psychosexual development

contribution

• development of the theory and practice of psychoanalysis

• idea of the unconscious

  • id, ego, superego

• dream interpretation

carl jung (psychologist)

focus

• psychodynamic psychology

• the psyche (soul)

• the collective unconscious, the personal unconscious, and the ego

contribution

• developed the concepts of the extraverted and the introverted personality, archetypes, and the collective unconscious

• mbti 16 personalities

alfred adler (psychologist)

focus

• Holism (a whole is greater than the sum of its parts)

• how each person moves through life (by analyzing them as a whole)

• personality formation

contribution

• birth order theory

• formed the school of thought known as individual psychology

• concept of the inferiority feeling and inferiority complex

• first community psychologist (work pioneered attention to community life, prevention, and population health)

B F Skinner (psychologist)

focus

• behaviorism

contribution

• reinforcement theory: process of shaping behavior by controlling the consequences of the behavior

• Learning is a process of 'conditioning' in an environment of stimulus, reward and punishment.

• operant conditioning

• rat in the box experiment to show positive reinforcement

abraham maslow (psychologist)

focus

• human motivation

• humanistic psychology

contirbution

• hierarchy of needs

Jean piaget (psychologist)

focus

• child development

• genetic epistemology

• cognitive development

• importance of education of children

• stages of developing intelligence

• assimilation and accommodation

contribution

• theory of cognitive development

harry harlow (psychologist)

focus

• maternal-separation, dependency needs, and social isolation experiments on rhesus monkeys

• importance of caregiving and companionship to social and cognitive development

contirbution

• baby monkeys will choose hugs over food :))))))

• contact comfort

• warmth and love, not just nourishment

carol gilligan (psychologist)

focus

• ethical community and ethical relationships

• moral development of girls and women

• sex differences in moral reasoning

• feminist theory

contribution

• women prioritize ethics of care, men prioritize ethics of justice

• women are different, not inferior

Ruth benedict (anthropologist)

focus

• culture and personality

contribution

• cultural relativism

• culture is “personality writ large”

• each culture has its own moral imperatives that can be understood only if one studies that culture as a whole

franz boas (anthropologist)

focus

• physical anthropology

• natural sciences, geography

contribution

• theory of cultural relativism

• father of modern/American anthropology

Claude levi-strauss (anthropologist)

focus

• cultural anthropology

• cultural systems

contirbution

• developed school of thought called structuralism

• cultures viewed as systems, are analyzed in terms of the structural relations among their elements

a. r. radcliffe brown

focus

• social anthro

• social structure rather than biological needs

• social systems

contribution

• theory of functionalism

• helped further develop the theory of structural functionalism

sherry ortner (anthropologist)

focus

• cultural anthropology

• resistance and transformation within a society

• feminist anthropology

• ethnography

contribution

• advocate of practice theory:

• explains society and culture as the result of structure and individual agency

• feminist theory

margaret mead (anthropologist)

focus

• the relationship between the individual and culture

• transmission of culture to children

• childhood, adolescence, gender

• culture and personality studies

contirbution

• applied theories and techniques from psychology to understanding culture

• studied the nonliterate peoples of oceania

• gathered info on people’s reactions to the atomic bomb

• studies of south sea peoples - coming of age in samoa

mary leakey

focus

• archaeology

• paleoanthropology

contribution

• discovered the skull of an early hominin (member of the human lineage) named Zinjanthropus (eastern man)

• proconsul africanus skull (ancestor of apes and humans)

• discovered a trail of 3.6 million year old hominid footprints in hardened volcanic ash

• found stone tools and extinct vertebrates

leith mullings marable (anthropologist)

focus

• structures of inequality and resistance to them

• feminist + critical race theory lens

• intersectionality

contribution

• wrote about traditional medicine and religion in postcolonial Ghana

• women’s roles in Africa

• developed concept of Sojourner Syndrome (describes behavioral coping strategies used by Black women to manage the psychosocial environmental stressors they encounter)

auguste comte (sociologist)

focus

• how societies evolve and change

• social dynamics

• social statics

contirbution

• positivism

  • knowledge should be obtained and interpreted using systematic, scientific and objective methods

  • father of sociology

  • applied scientific method to study of society

emile durkheim (sociologist)

focus

• how traditional and modern societies evolved and function

• the structure of society

• comparative method

contribution

• social facts

• define and establish the field of sociology as an academic discipline

• society exerted powerful force on individuals

• functionalism

talcott parsons (sociology)

focus

• how society achieves social stability

• dynamic equilibrium

• family and socialization

contribution

• social action theory

• structural functionalism

• process of socialization

patricia hill collins (sociologist)

focus

• race, class, gender

• intersectionality

• oppression

contribution

• Black Feminist Thought

• four domains of power

karl marx (sociologist)

focus

• class conflict

• capitalism

• the ways in which economy and the workers within the economic system are connected

contribution

• conflict theory (neo-marxism)

max weber (sociologist)

focus

• studying social actions through interpretive meaning the actors (individual) attach to their own actions

• history of Western societies

contribution

• symbolic interactionism

• social stratification

• theory of bureaucracy

george mead and charles cooley (sociologists)

focus

• social interaction

• role-taking, social norms

contribution

• the Self is determined by people's social interactions

• looking-glass self

rosemarie tong (sociologist)

focus

• ethical issues in long-term care, cognitive enhancement and genetics

contribution

• Feminist theory

• bioethics

concept of instincts

• formulated idea that many neuroses (phobias, hysterical paralysis and pains, paranoia, etc.) originated in deeply traumatic experiences which had occurred in the past life of the patient but which were now forgotten, hidden form consciousness

sexuality (according to freud)

• any form of pleasure which can be derived form the body

• Therefore, the human being is energised or driven from birth by the desire to acquire and enhance bodily pleasure.

oral stage

age 0-1

• mouth, tongue, lips

• weaning off of breastfeeding or formula

adult fixation: smoking, overeating

anal stage

ages 1-3

• focus on anus

• toilet training

adult fixation: orderliness, messiness

phallic stage

ages 3-6

• focus on genitals

• resolving oedipus/electra complex

adult fixation: deviancy, sexual dusfunction

latency stage

ages 6-12

• no libido focus

• developing defence mechanisms

no adult fixation

genital stage

ages 12+

• focus on genitals

• reaching full sexual maturity

if all stages were successfully completed then the person should be sexually matured and mentally healthy

Freud’s solution to everything

psychoanalysis

the unconscious

• thoughts occurring "below the surface" whose “logic" is different from the logic of conscious thought.

• dreams provide the best access to unconscious and are best illustration of its operation

• people often experience thoughts and feelings that are so painful that people cannot bear them - banished from consciousness to constitute the “unconscious”

neurosis

deep-seated frustration, anxiety, depression

• results from when the external world cannot satisfy id’s pleasure drives or if the satisfaction of these drives would break the moral rules of the superego

• inner conflict occurs - failure to resolve can lead to neurosis

defence mechanisms

mins’s attempt to prevent a conflict from becoming too acute

denial

person fends off awareness of unpleasant truth that is a threat to the ego (e.g. student receives bad grade, tells self that grades don’t matter)

reaction formation

person acts the opposite compared to what they want unconsciously

• e.g. violence against’ another race bc members of the race are “inferior”, when unconsciously it is that very person who feels inferior

the aim of psychoanalysis therapy

to re-establish harmony between the id, ego, and superego by excavating and resolving unconscious repressed conflicts

• patient talks freely without forethought, relaxes (analyst silent and out of sight), free association

forms of treatment: channeling of sexual energy into achievement, control of formerly repressed drives, release of energy

manifest/latent content

manifest: what dream appeared to be about

latent: real but unconscious, repressed desires or wishes

criticism of Freud’s ideas

• claim that conscious thoughts and actions are driven by unconscious desires and fears should be rejected bc it implicitly challenges the possibility of making universal and objective claims about the world

• invalidates Freudian theory as a means of interpreting and explaining human behavior

criticism of psychosexual development theory

• over-emphasis on sexual drives to explain behavior (are infants really sexual beings?)

• not universal nor necessary for the development of a healthy adult

• social and environmental sources also influence development

• Freud believed women = mutilated male who must learn to accept their deformity (lack of penis_ and submit to child-bearing

• penis envy to describe women who had ambition

• Freud wrote penis when it should’ve been about power

• theores not real science - can never be properly verified bc no type of behavior could ever falsify them (deny = respressing it)

proletariat

working class

bourgeoisie

the rich

what did Marx say about society?

whoever controls the means of production (land, factories, money - anything that generates wealth) control society (government, law, schools, entertainment

• the streets will run red with blood

• from each according to his ability: to each according to his needs

fifth tier of maslow’s hierarchy

bottom tier

physiological / survival needs

• air, water, food, sleep = whatever we need to survive)

fourth tier of Maslow’s hierachy

safety needs

• living in a safe area, medical insurance, job security, financial reserves

third tier of maslow’s hierarchy

love, affection, and belongingness needs

• friendship, belonging to a group, giving and receiving love

second tier of maslow’s hierarchy

esteem needs

• once a person feels a sense of belonging, the need to feel important arises

• self respect, achievement, attention, recognition, reputation

first tier of maslow’s hierarchy

top of the pyramid

self actualization

• reaching full potential

• truth, justice, wisdom, meaning

psychosocial stages of personality development

erik erikson

• 8 stages over lifespan

• addresses bio, social, situational, personal influences

• crisis: must adaptively or maladaptively cope with task in each developmental stage

  • respond adaptively: acquire strengths needed for next developmental stage

  • respond maladaptively: less likely to be able to adapt to later problems

• basic strengths: motivating characteristics and beliefs that derive from successful resolution of crisis in each stage

stage 1 (EE)

Basic trust vs mistrust

birth to age 1

• dependent on others

• trust: if caregiver meets physical and psychological needs

• mistrust: needs not met

Basic strength: hope

• belief our desires will be satisfied

• feeling of confidence

stage 2 (EE)

autonomy vs shame and doubt

ages 1-3

• child exercise some degree of choice

• develops feelings of self-doubt + shame if independence is thwarted

basic strength: will

• determination to exercise freedom of choice in face of society’s demands

stage 3 (EE)

initiative vs guilt

ages 3-5

• desire to take initiative in activities

• feelings of guilt if parents punish child for initiative or failures

basic strength: purpose

• courage to envision and pursue goals

stage 4 (EE)

industriousness vs inferiority

ages 6-11

• develops cognitive abilities to enable in task completion

• feelings of inferiority and inadequacy or unrealistic expectations if parents/teachers don’t support child’s efforts

basic strength: competence

• exertion of skill and intelligence in pursuing and completing tasts

stages 1-4 are:

largely determined by parents, teachers, etc

stages 5-8:

individual has more control over environment

• individual responsibility for crisis resolution in each stage

stage 5 (EE)

identity vs role confusion

ages 12-18

• form ego identity - self image

• strong sense of identity: face adulthood with certainty and confidence

• identity crisis: confusion of ego identity

basic strength: fidelity

• emerges from cohesive ego identity

• sincerity, genuineness, sense of duty in relationships with others

stage 6 (EE)

intimacy vs isolation

ages 18-35 (approximately)

• undertake productive work and establish intimate relationships

• inability to establish intimacy leads to social isolation, bad relationships

basic strength: love

• mutual devotion in a shared identity

• fusing oneself with another person

stage 7 (EE)

generativity vs stagnation

ages 35-55 (approximately)

• generativity: active involvement in teaching/guiding the next generation

• stagnation = not seeking outlets for generativity, lack of concern for others

basic strength: care

• broad concern for others

• need to teach other

stage 8 (EE)

ego integrity vs despair

age 55+

• evaluation of entire life

• integrity: look back with satisfaction

• despair: review with anger, frustration - midlife crisis

basic strength: wisdom

• detached concern with the whole of life

research into trust

early strong bonds with mother later were more curious, sociable, and popular

research into identity

• strong identity is associated with greater cognitive and emotional functioning in college students

• crisis may begin later than age 12

• continuing process over the lifespan

research into generativity

• evokes need to feel closer to others

• correlated with extraversion, openness to new experiences

• likely to be involved in community, social relationships

contributions of erikson

• personality develops throughout the lifespan

• identity crisis in adolescence

• impact of social, cultural, personal, and situational forces in forming personality

criticisms of erikson

• ambiguous terms and concepts

• lack of precision - some terms are not easily measured empirically

• experiences in stage may only apply to males

• identity crisis may only apply to those affluent enough to explore identities

when did street gangs first develop in America?

1826

why did some Irish immigrants turn to gangs?

• no money, no skills, no education, no literacy

• were getting discriminated, suffered from poverty bc of immigration

• no irish or dogs allowed signs at restaurants

• didn’t have any food

• a lot of them were orphans

• got money in any way they could

• survival = meeting basic needs

the name of the first ever organized american street gang

the forty thieves