Unit 1 Quiz 1 - Lessons 1-4

Father of Psychology said…

“The unconscious is the true physical reality”

Three Structures of personality

* Id (devil)
* Ego (self)
* Superego (angel)

Id

* Totally unconscious: has no contact with reality. 
* Consists of instincts: our reservoir of psychic energy. 
* Has no morality. 

Ego

* Deals with the demands of reality. 
* Called the “executive branch” of personality: uses reasoning to make decisions 
* Has no morality.

Superego

* The moral branch of personality. 
* Takes into account the values and morals of society which are learned from one's parents and others.
* The superego's function is to control the id's impulses

**5 Stages of Psychosocial Development- Frued**

* Oral Stage (birth- 18 months) 
* Anal Stage (18 months- 3 years) 
* Phallic Stage (3-6 years) 
* Latent Stage (6 years - puberty) 
* Genital Stage (puberty on) 

Oral Stage

* Pleasure centers around the mouth. 
* Chewing, sucking, and biting are sources of pleasure.

Anal Stage

* Pleasure centers around the anus. 
* Elimination functions are sources of pleasure.

Phallic Stage

* Pleasure focuses on the genitals. 
* Self- manipulation is a source of pleasure.

Latent Stage

* Child represses all interest in sexuality. 
* Child develops social and intellectual skills. 
* Energy is channeled into emotionally safe areas. 
* Child forgets the highly stressful conflicts of the phallic stage.

Genital Stage

* This is a time of sexual reawakening. 
* The source of sexual pleasure comes from outside the family.

Oedipus Complex

Young child’s development of an intense desire to replace the same-sex parent and enjoy the affection of the opposite-sex parent.

Fixation

When the individual remains locked in an earlier developmental stage because needs are under or over-gratified.

Oral Fixation

Weaning too early = smoking, drinking, chewing gum etc.

Anal Fixation

Too strict with potty training= Excessively neat and orderly.

Phallic Fixation

Punishing masturbation= Seeking pornography.

Genital Fixation

 Smothering children with too much affection= difficulty with romantic relationships.

Chronological Age

Number of years lapsed since birth.

Biological Age

Individual’s age in terms of biological health. Knowing the functional capacities of a person’s vital organ system.

Mental Age

Individual’s ability to solve problems on a standardized instrument compared with others of the same chronological age.

Psychological Age

Individual’s adaptive capacities compared with those of other individuals of the same chronological age

Social Age

Social roles and expectations related to a person’s age.

Erik Erikson

* Trust vs. Mistrust
* Autonomy vs. Shame and Doubt
* Initiative vs. Guilt
* Industry vs. Inferiority
* Identity vs. Identity Confusion
* Intimacy vs. Isolation
* Generativity vs. Stagnation
* Integrity vs. Despair

Trust vs. Mistrust (1st year)

• Physical comfort and minimal fear about the future are both required for a sense of trust.

• Trust in infancy sets the stage for a lifelong expectation that the world will be a good and pleasant place.

Autonomy vs. Shame and Doubt (2nd year)

• Infants begin to discover that their behaviour is their own.

• They start to assert their sense of independence or autonomy and realize their will.

•Restraining and punishing leads to a sense of shame and doubt.

Initiative vs. Guilt (Preschool years)

• As preschool children encounter a widening social world, they are

challenged more, and purposeful behaviour is needed to cope with these challenges.

• Children are asked to assume responsibility for their bodies,

behaviour, toys, and pets.

• Guilt may arise if the child is irresponsible and made to feel anxious.

Industry vs. Inferiority (Elementary years)

• Children direct their energy towards mastering knowledge and intellectual skills.

• The danger during this time is the development of a sense of

inferiority – feeling incompetent and unproductive.

• Teachers have special responsibility for children’s development of industry.

Identity vs. Identity Confusion (Adolescence)

• Individuals are faced with finding out who they are, what they are all

about, and where they are going in life.

• Confronted with many new roles and adult status.

• If the adolescent explores roles in a healthy manner and arrives at a

positive path in life, then positive identity will be achieved.

• If an identity is pushed on the adolescent by parents, if the adolescent

does not adequately explore many roles then identity confusion

reigns.

Intimacy vs. Isolation (Early Adulthood)

• Task of forming intimate relationships with others.

• Intimacy is defined as finding oneself yet losing oneself in another.

• Achieved through the formation of healthy friendships and an intimate relationship with another individual.

• Isolation results from failure to achieve the above.

Generativity vs. Stagnation (Middle Adulthood)

• A chief concern is to assist the younger generation in developing and

leading useful lives (generativity).

• The feeling of having done nothing to help the next generation is

(stagnation.)

Integrity vs. Despair (Late Adulthood)

• This involves reflecting on the past and either piecing together a

positive review or concluding that one’s life has been well spent.

• Integrity is achieved through reflecting on a past deemed worthwhile.

• If the older adult resolved many of the earlier stages of negativity,

looking back will lead to doubt or gloom (despair).

Jean Piaget said…

“The goal of education is to create men and women who are capable of doing new things”

Piaget’s Theory

* Children actively construct their understanding of the world.
* Children progress through four stages of cognitive development.

Assimilation

* Incorporating new information into their existing knowledge.

Accommodation

Adapting one’s existing knowledge to new information.

Piaget Stages

* Sensorimotor Stage (0 – 2 years)
* Preoperational Stage (2 – 7 years)
* Concrete Operational Stage (7 – 11 years)
* Formal Operational Stage (11 and up)

**Sensorimotor Stage (0 – 2 years)**

* Infants construct an understanding of the world by coordinating sensory experiences with physical motor actions.
* Brain development through the 5 senses. 
* Working memory is developed.
* Egocentric

Object permanence

* Understanding that items and people still exist even when you can't see or hear them. 

**Preoperational Stage (2 – 7 years)**

* Children begin to represent the world with words, images, and drawings.
* Intuitive thoughts and fantasies. 
* Age 4: The age of questioning. (Intuitive thinking)

**Concrete Operational Stage (7 – 11 years)**

* Children can perform mental operations.
* Logical reasoning replaces intuitive thought, as long as reasoning can be applied to concrete examples.
* Ability to empathize. 

Inductive reasoning

* A method of drawing conclusions by going from the specific to the general. 

Concept of conservation

* Ability that allows a person to determine that a certain quantity will remain the same despite adjustment of the container, shape, or apparent size. 

**Formal Operational Stage (12 and up)**

* Individuals move beyond concrete experiences and think in abstract, more logical terms.
* Problem-solving and hypothesizing.
* Understand and develop identity.
* Morality+ compassion.
* Philosophize.

Deductive reasoning

* A logical approach where you progress from general ideas to specific conclusions.

**Erogenous zone**

Parts of the body that have especially strong pleasure-giving qualities at a particular stage of development.

Jung

Psyche: the ego, the personal unconscious, and the collective unconscious.

Archetypes: The nature of an archetype is such that we recognize it instantly and are able to attach to it a specific emotional meaning. (the wise old man, the hero etc.) 

The persona: The self that we present to the world. 

Animus: Real man

Anima: Woman, virgin, seductress. 

Adler

Every person has a sense of inferiority. 

From childhood, people work to try to overcome this inferiority. 

This drive was the motivating force behind behaviours, emotions, and thoughts.

Anna Freud

Made significant contributions to the fields of child psychoanalysis and child development. 

Concerned with the ego, its conflicts with reality, and the defense mechanisms.

Karen Horney

Criticized Freud’s argument on the grounds of gender and cultural differences. 

**Neurosis.** 10 neurotic trends, which she believed resulted from parental indifference, basic hostility, and basic anxiety leads the child to develop coping strategies and as the individual matures neurosis may develop. 

Individuals could benefit from self-analysis.

Erich Fromm

Human nature is influenced by dysfunctional social patterns  i.e poverty, war etc. 

Feminism. 

Men had to prove themselves in the world and thus were driven to acquire wealth and power at the expense of people and the environment. Women, on the other hand, feared being abandoned and submitted to male power. 

Considered the influence of racism, sexism, and economic inequalities on personality growth.

Descriptive research

Has the purpose of observing and recording behavior

Laboratory research

Controlled setting in which many of the complex factors of the 'real world' are removed

Naturalist observation

 Observing behavior in the real world settings

Standardized tests

Test with uniform procedures for administration and scoring. Many standardized tests allow a person's performance to be compared with the performance of other individuals.

Case study

An in-depth look at a single individual

Life-History records

Records of information about a lifetime. Chronology of events and activities that often involve a combination of data records on education, work, family, and residence.

Correlational research

Goal is to describe the strength of the relationship between two or more events or characteristics.

Experimental research

Carefully regulated procedure in which one or more of the factors believed to influence the behavior being studies are manipulated, while all other factors are constant.

Cross-sectional

Research strategy in which individuals of different ages are compared at one time.

Longitudinal

Research strategy in which the same individuals are studied over a period of time, usually several years or more.

*Lev Vygotsky said…*

“We become ourselves through others”

Lev Vygostsky’s Theory

* Shares Piaget’s view that children actively construct their knowledge.
* Emphasizes developmental analysis, the role of language, and social relations.

Zone of Proximal Development

The space between what a learner can do without assistance and what a learner can do with adult guidance or in collaboration with more capable peers.

MCAT

Medical school exam.

LSAT

Law school exam.

LSAT and MCAT

Examples of standardized tests.

Structuralism

* Breaking down the mental processes to the most basic components 
* The major tool of structuralism is introspection, a careful set of observations made under controlled conditions.

Functionalism

* Reaction to sturcturalism 
* Influenced by Darwin’s theory of evolution
* Outside the lab into everyday life to study behaviour and development
* (ADAPTING)

Behaviourism

* Observing how we react through our behaviours
* The mind cannot be observed, we must observe behaviours. As this will give us insight. 
* (REACTING)