Chapter 1: Major Theories Flashcards
Id
Impulsively demands basic needs
Freud’s theory
Parental management of children instinctual sexual and aggression drives
“Seething cauldron”
Children are inherently selfish and driven by unconscious instincts
ID, Ego, Superego
Ego
Restrains impulse long enough to find realistic methods of satisfying needs
Superego
Decided whether ego’s problem solving strategies are morally acceptable
Oral
Birth-1 year
Libidinal energy focused in the mouth
Thumb sucking, breastfeeding
Must be appropriately met or problems occur later in life like (nail biting, pencil chewing)
Anal
1-3 years
Holding and releasing feces as a new source of pleasure
A major issue when it comes to toilet training
“Anal” personality= controlling
Phallic
3-6 years
Libidinal energy is focus in the genitals
-Oedipus complex and castration anxiety for boys
-penis envy and Electra complex for girls
Children start to develop feelings for the opposite sex parent
Latency
6-11 years
Time of relative calm of the sexual instincts
Genital
Adolescence
Puberty reawakens sexual urges
Psychoanalytic perspective
Children move through series of stages that confront biological drives and social expectations
How they deal with these determines persons ability to learn and get along with other and deal with anxiety
Basic trust versus mistrust
Birth-1 year
Compares to oral stage
Depending on treatment from parents(warm/harsh and distant) children develop feeling of trust or mistrust
Erikson’s theory
believed in development through nurture and that it was discontinuous and changes depending on the environment around the child
Autonomy versus shame and doubt
1-3 years
Compares to anal stage
Children use new motor and mental skills to decide and choose for themselves.
Autonomy is fostered when parents permit reasonable free choice and do not shame the child
Initiative versus guilt
3-6 years
Compares to phallic stage
Through make-believe children experiment with what they can become
Initiative develops when parents support child’s ambition. If parents demand too much self-control it can lead to guilt
Industry versus inferiority
6-11 years
Compares to Latency stage
Children develop skills to work with others at school. Inferiority develops when experiences lead them to feel incompetent
Identity versus identity diffusion
Adolescence
Compares to genital stage
Child answers “who am I and what is my place in society?”
Negative outcome is confusion about future adult roles
Intimacy versus isolation
Young adulthood
Young people work on establishing intimate ties with others. Because of early disappointments some become isolated and cannot form relationships
Generator out versus stagnation
Middle adulthood
Giving to the next generation through child rearing, caring for others or productive work. The person who fails in the ways feels absent and unaccomplished
Ego integrity versus despair
Old age
Reflection on the kind of person they’ve been. Integrity comes from feeling life was worth living. Despair comes from those who are dissatisfied with their lives and fear death
Behaviorism
Directly observable events (Stimuli and responses) are the appropriate focus of study
Watson’s behaviorism
Classical conditioning
Personality is the sum of experiences and learned habits
Little Albert study (white rats and scary noise)
Parents are fully responsible for child’s outcome
Objective and firm, don’t hug
Skinner’s radical behaviorism
Operant condition theory
Behavior is strictly molded by external stimuli
Want more of a behavior-reinforce
Want less of a behavior-punish
Bandura’s social learning theory
Learning can happen through observation or deferred imitation
Piaget’s cognitive developmental theory
Children actively construct knowledge as they manipulate and explore their world
Assimilation-new experiences are interpreted according to current schemas
Accommodation- schemas are adapted to be consistent with new experiences
Disequilibrium-don’t know what is happening, new experience that doesn’t fit into a schema
Behavior modification
Procedures that eliminate undesirable behaviors and increase desirable ones
Classical conditioning
Training dogs to salivate at the sound of a bell
Operant learning
Rewarding good behavior and punishing bad behavior
Social learning
Modeling and imitation is a powerful source of development
