Ch. 6: Identity and Personality Flashcards
defn: self-concept vs. self-schema vs. identity
self-concept –> our awareness of ourselves as distinct from others and our own internal list of answers to the question Who am I? (includes appraisal of who we used to be and who we will become)
self-schema –> a self-given label that carries with it a set of qualities (i.e. athlete)
identity –> individual components of our self-concept related to the groups to which we belong
we have one self-concept, but multiple identities
defn: androgyny vs. undifferentiated
androgyny: very masculine and very feminine at the same time
undifferentiated: low levels of masculinity and femininity at the same time
defn: theory of gender schema
key components of gender identity are transmitted through cultural and societal means
defn: ethnic identity vs. national identity
ethnic identity: parts of one’s identity associated with membership in a particular racial/ethnic group (shared ancestry, cultural heritage, language)
nationality: based on political borders (shared history, media, cuisine, national symbols)
defn: hierarchy of salience
how our identities are organized
we let the situation dictate which identity holds the most importance for us at any given moment
the more salient the identity, the more we conform to role expectations of the identities
salience is determined by: amt. of work invested into the identity, rewards and gratification assoc. with identity, amt. of self-esteem we have assoc. with the identity
defn: self-discrepancy theory
each of us have three selves
perceived differences between these selves lead to negative feelings
what are the three selves in self-discrepancy theory?
- actual self (self-concept –> the way we see ourselves as we currently are)
- ideal self (who we would like to be)
- ought self (our representation of the way others think we should be)
how does self-esteem relate to self-discrepancy theory?
the closer your three selves are to one another, the higher your self-esteem will be
defn: self-esteem vs. self-efficacy
self-esteem (self-worth) –> how we feel about ourselves (low: very critical!)
self-efficacy –> our belief in our ability to succeed
defn: overconfidence
too high-self efficacy
we take on tasks we aren’t ready for
defn: learned helplessness
low self-efficacy
development of a perceived lack of control over the outcome of a situation
summary: Freud’s 5 stages of psychosexual development + their basic characteristics
- Oral
- Anal
- Phallic
- Latency
- Genital
Oral: libidinal energy centered on the mouth; fixation can lead to excessive dependency
anal: toilet training occurs; fixation can lead to excessive orderliness or messiness
phallic: oedipal or electra conflict is resolved during this stage
latency: libido is largely sublimated during this stage
genital: starts at puberty; in theory, if previous stages have been successfully resolved, the person will enter into heterosexual relationships
what is Freud’s belief of what underpins human psychological processes?
libidinal energy
the drive to reduce libidinal tension
defn: fixation
part of Freud’s theory of psychosexual development
occurs when a child is overindulged or overly frustrated during a development stage
causes anxiety
defn: neurosis
part of Freud’s theory of psychosexual development
children from a personality pattern based on a particular stage they are in, which persists into adulthood as a functional mental disorder (neurosis)
arises as a response to anxiety from fixation
defn, age, char, result: oral stage
Freud’s 1st stage of psychosexual development
0 - 1 yrs old
gratification: objects in mouth, biting, sucking
libidinal energy: mouth
fixation: excessive dependency
defn, age, char, result: anal stage
Freud’s 2nd stage of psychosexual development
1 - 3 yrs old
gratification: elimination and retention of waste materials
libidinal energy: anus
toilet training
fixation: excessive orderliness (anal-retentiveness) or sloppiness as an adult
defn, age, char, aka: phallic stage
Freud’s 3rd stage of psychosexual development
aka: Oedipal stage
3 - 5 yrs old
resolution of Oedipal conflict for males and Electra conflict for females
defn, char: Oedipal conflict
- envy father’s intimacy with mother
- fears castration by father
- wants to eliminate father and possess mother
- feels guilty for this
resolution:
1. identify with father
2. establish sexual identity
3. internalize moral values
4. sublimate sexual energy by collecting objects or focusing on school
defn, char: Electra conflict
- similar desire as Oedipal conflict
- penis envy
- exhibit less stereotypically female behavior
- less morally developed
defn, age, char: latency stage
Freud’s 4th stage of psychosexual development
5 yrs - puberty
occurs after libido is sublimated
defn, age, char, result: genital stage
Freud’s 5th stage of psychosexual development
puberty - adulthood
if prior development correct: enter into healthy heterosexual relationships
if sexual trauma resolved: homosexuality, asexuality, fetishism
summary: Erikson’s stages of psychosocial development + age + basic question
- TRUST vs. MISTRUST / 0 - 1 / can I trust the world?
- AUTONOMY vs. SHAME and DOUBT / 1 - 3 / Is it okay to be me?
- INITIATIVE vs. GUILT / 3 - 6 / Is it okay for me to do, move, and act?
- INDUSTRY vs. INFERIORITY / 6 - 12 / Can I make it in the world of people and things?
- IDENTITY vs. ROLE CONFUSION / 12 - 20 / Who am I? What can I be?
- INTIMACY vs. ISOLATION / 20 - 40 / Can I love?
- GENERATIVITY vs. STAGNATION / 40 - 65 / Can I make my life count?
- INTEGRITY vs. DESPAIR / 65 years to death / Is it okay to have been me?
what is the basis behind Erikson’s theory of psychosocial development?
Personality development is driven by the successful resolution of social and emotional conflicts
defn, why, results: trust vs. mistrust
Erikson’s first stage of psychosocial development
newborns are helpless and unsure of their environment, they look to their caretakers to see if they can reliably provide support
positive: trust
negative: mistrust
what are the three key features of Erikson’s theory of psychosocial development?
- these conflicts arise because an individual lacks some critical social or emotional skill –> each conflict represents an opportunity to learn a new social or emotional skill –> mechanism for psychosocial development
- each conflict has either a positive or negative resolution (negative resolution would = a failure to develop)
- if you fail to obtain a positive resolution at one stage, you can still advance to later stages, AND, you may even learn the skill that you failed to learn during the developmental conflict LATER in life
defn, why, results: autonomy vs. shame and doubt
Erikson’s second stage of psychosocial development
children begin to explore surroundings and develop their interests
positive: they feel they can exert control over the world and exercise choice and self-restraint
negative: sense of doubt, persistent external locus of control
defn, why, results: initiative vs. guilt
Erikson’s third stage of psychosocial development
children learn basic cause and effect physics principles, starting and finishing tasks for a purpose
positive: sense of purpose, ability to initiate activities, ability to enjoy accomplishment
negative: overcome by fear of punishment, unduly restriction or overcompensate by showing off
defn, why, results: industry vs. inferiority
Erikson’s fourth stage of psychosocial development
pre-teens are becoming aware of themselves as individuals
positive: feel competent, can exercise their abilities and intelligence, can affect the world in the way they desire
negative: sense of inadequacy, sense of inability to act competently, low self-esteem
defn, why, results: identity vs. role confusion
Erikson’s fifth stage of psychosocial development
adolescents explore their independence to determine who they are and what their purpose is in society
positive: form a single identity; fidelity (the ability to see oneself as a unique and integrated person with sustained loyalties)
negative: confusion about one’s identity and place in society; amorphous personality that shifts from day to day
defn, why, results: intimacy vs. isolation
Erikson’s sixth stage of psychosocial dvelopment
people focus on creating long-lasting bonds with others
positive: love, intimate relationships with others, commit oneself to another person and one’s own goals
negative: avoidance of commitment, alienation, distancing of oneself from others and one’s ideals, withdrawn, superficial relationships
defn, why, results: generativity vs. stagnation
Erikson’s seventh stage of psychosocial development
focus on advancing present and future society
positive: capable of being a productive, caring, and contributing member of society
negative: self-indulgent, bored, self-centered, little care for others
defn, why, results: integrity vs. despair
Erikson’s eighth stage of psychosocial development
focus: reflective and contemplative
positive: wisdom (detached concern with life itself), assurance in the meaning of life, dignity, acceptance of the fat that one’s life has been worthwhile, ready to face death
negative: bitterness about one’s life, life has been worthless, fear over death
what is the basis behind Kohlberg’s theory of moral reasoning?
as our cognitive abilities grow, we are able to think about the world in more complex and nuanced ways and this directly affects the ways in which we resolve moral dilemmas and perceive the notion of right and wrong
what is the Heinz dilemma? what was Kohlberg looking for with this?
Man named Heinz, wife dying of disease
druggist selling a drug for too expensive, Heinz asks if he will lower, he says no
Heinz steals the meds
Kohlberg was interested in the reasoning behind the appraisal of if the character acted morally and why or why not NOT if they thought it was right or wrong because he believed either could be justified
summary: Kohlberg’s stages of moral development + age + category
Preconventional morality (preteen)
- Obedience
- Self-interest
Conventional morality (teen to adulthood)
- Conformity
- Law and order
Postconventional morality (adulthood if at all)
- Social contract
- Universal human ethics
defn, char, stages, Heinz: preconventional morality
Kohlberg’s first stage of personality development
emphasis on consequences of moral choice
- obedience / avoid punishment / if I steal the drug, I’ll go to jail
- self-interest / gaining rewards / I need to save my wife because I want to spend more of my life with her (aka : instrumental relativist stage is based on reciprocity and sharing: I’ll scratch your back, you scratch mine)
defn, char, stages, Heinz: conventional morality
Kohlberg’s second stage of personality development
emphasis on understanding and accepting social rules
- conformity / “nice person” orientation + seeks approval of others / I should not steal the drug because stealing is wrong
- law and order / maintains social order in highest regard / if everyone stole things they couldn’t afford, people who produce those items would not be able to continue business
defn, char, stages, Heinz: postconventional morality
not everyone is capable of this level of reasoning
based on social mores, which may conflict with laws
- social contract / moral rules are conventions designed to ensure the greater good, with reasoning focused on individual rights / everyone has a right to live, business have a right to profit from their products
- universal human ethics / decisions should be made in consideration of abstract principles / it is wrong for one person to hold another’s life for ransom
how does one progress through Kohlberg’s stages of personality development?
each stage is adopted and abandoned for the next as one progresses
what is the basis behind Vygotsky’s theory of cultural and biosocial development?
the engine driving cognitive development is the child’s internalization of various aspects of culture (rules, symobls, language, etc.)
defn: zone of proximal development
the main aspect of Vygotsky’s theory of cultural and biosocial development
the skills and abilities that have not fully developed but are in the process of development
requires the help of “a more knowledgeable other” (an adult) in order to gain these skills successfully
if a child struggles on their own, but might be successful with help from an adult: that skill is within the child’s zone of proximal development
defn: role-taking
as children grow, they are more able to see the identities of others as different from their own
they might experiment with other identities by taking on roles of others (house or school)
defn: theory of mind
the ability to sense how another’s mind works
defn: looking-glass self
our understanding of how others see us, which relies on perceiving a reflection of ourselves based on the words and actions of others
defn: reference group
the group we use as a standard to evaluate ourselves
defn: identity vs. personality
identity: who we are
personality: howe we act and react to the world around us
what are the four main categories of personality?
- psychoanalytic/psychodynamic
- humanistic/phenomenological
- type and trait
- behaviorist
what is the founding assumption behind psychoanalytic theories of personality?
the assumption of unconscious internal states that motivate the overt actions of individuals and determine personality
what are the three major entities in Freud’s structural model of psychoanalytic personality?
id, ego, superego
defn: id
consists of all the basic, primal, inborn urges to survive and reproduce
defn: pleasure principle
the principle that the id functions according to
goal: achieve immediate gratification to relieve any pent-up tension
defn: primary process
the id’s response to frustration based on the pleasure principle (obtain satisfaction now, not later)
defn: wish fulfillment
mental imagery such as daydreaming or fantasy that fulfills the id’s need for satisfaction
why does the ego arise?
the mental image created for the id by wish fulfillment cannot effectively reduce tension permanently
