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chapter 2 Flashcards

1
Q

EMPHASIS: Childhood experiences and
the Unconscious mind

A

PSYCHOANALYTIC

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2
Q

Two models of Sigmund Freud

A

A. Topographical Model
B. Structural Model

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3
Q

Freud theorized that personality contains three
structures—the

A

e id, ego, and superego—

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4
Q

mind is like an iceberg, the unconscious making up how many percent

A

90 %

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5
Q

How many percent of the mind is the conscious

A

10%

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6
Q

divides the “I” into Conscious or that which we are aware of.

A

Topographical model

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7
Q

Iceberg Principle

A
  1. Conscious Level
  2. Preconscious Level
  3. Unconscious Level
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8
Q

includes the individual’s thoughts and perceptions which are readily available to one’s awareness.

A

. Conscious Level

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9
Q

includes the individual’s memories and stored knowledge. This information are not immediately part of one’s consciousness but it can be brought into awareness through recollection.

A
  1. Preconscious Level
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9
Q

this level constitute the largest part of the iceberg. It includes fears, violent motives, irrational wishes, and selfish needs that are usually repressed by the individuals because it is deemed as unacceptable and unpleasant by the society.

A
  1. Unconscious Level
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9
Q

believes that our personality has three structures: The Id, Ego, and Superego.

A

structural model

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10
Q

operates under the Pleasure Principle

A

ID

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11
Q

doesn’t care about reality, about the needs of anyone else, only its own satisfaction.

A

ID

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12
Q
  • Its primary motive is to immediately satisfy the individual’s needs and desires. It doesn’t care about the reality and cannot wait until the situation permits
A

id

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13
Q
  • Take for example, an infant who is crying because he/she is hungry
A

id

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14
Q

operates under Reality Principle.

A

ego

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15
Q

its job to meet the needs of the Id, while taking into consideration the reality of the situation.

A

ego

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16
Q
  • The ego personality structure begins developing in childhood and can be interpreted as the
A

self

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17
Q
  • This term means “above the ego,”
A

superego

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18
Q

includes the moral ideas that a person learns within the family and society.

A

superego

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19
Q

gives people feelings of pride when they do something correct (the ego ideal) and feelings of guilt when they do something they consider to be morally wrong (the conscience).

A

superego

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20
Q
  • It operates under the Morality Principle
A

superego

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21
Q

it is developed due to the moral and ethical restraints placed on us by our caregivers

A

superego

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22
Q
  • Freud theorized that healthy personality development requires a
A

balance between the Id and the superego

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23
Q

It makes one a psychopath, lacking conscience, or an ogre, selfishly meeting one’s needs without concern for others

A

ID

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24
Q

An overly strong ________ makes one a worrier, a neurotic, so overwhelmed by guilt that it is difficult to get satisfaction

A

Superego

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25
Q

Erikson converted Freud’s emphasis to a focus on
social relationships into

A

eight psychosocial stages

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26
Q

Each of Erikson’s eight stages was described as

A

a time
of crisis

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27
Q

—a time when the personality would go one
way or the other

A

a time
of crisis

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28
Q

Stages of Psychological Development

A

Stage 1: Trust VS. Mistrust (Infant)
Stage 2: Autonomy VS. Shame (Toddler)
Stage 3: Initiative VS. Guilt (Preschool)
Stage 4: Industry VS. Inferiority (Early School Age)
Stage 5: Identity VS. Role Confusion (Adolescent)
Stage 6: Intimacy VS. Isolation (Young Adult)
Stage 7: Generativity VS. Stagnation (Middle-aged Adult)
Stage 8: Integrity VS. Despair (Old adult)

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29
Q

Babies whose needs are met develop a feeling of trust for the environment. If infants have frustration and deprivation, they learn a basic mistrust for the world that will stick throughout life.

A

Stage 1: Trust VS. Mistrust (Infant) (0-1 Freshmen Year)

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30
Q

When toddlers learn to act independently and to control their bodies (toilet training, walking, etc.), they learn self-confidence and a feeling of autonomy. Failure leads to feelings of
inadequacy and therefore a sense of basic shame and doubt.

A

Stage 2: Autonomy VS. Shame (Toddler) 1-3 Learning the use of the bathroom

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31
Q

The preschooler is ready to take action—in play, in imagination and in running his or her life. Success here leads to good self-esteem; problems lead to feelings of guilt.

A

Stage 3: Initiative VS. Guilt (Preschool) 3-6 The class leader

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32
Q

The school-aged child is ready for learning many new skills and, if successful, will develop a sense of industry—being good at things. Failures at this stage result in a deep sense of being no good, of being inferior to others—a feeling that might carry into adulthood.

A

Stage 4: Industry VS. Inferiority (Early School Age) 6-12 The report card years

33
Q

An adolescent is beginning to think in abstract and can conceptualize his or her self-identity and personality. The adolescent begins to consider questions of identity such as: Who should I be? What should I value? And what interests should I have? The teen must answer these to develop a good sense of self-identity. Exploration of various roles and personalities is common in this stage.

A

Stage 5: Identity VS. Role Confusion (Adolescent) 12-18 High School Phase

34
Q

A young adult faces the challenge of developing close emotional relationships with other people. Here the term intimate does not mean sexuality, but social and emotional connections with others. The opposite result for those who do not develop a sense of intimacy are to become isolated from social relationships.

A

Stage 6: Intimacy VS. Isolation (Young Adult) 18-40 College Roommates or Loners.

35
Q

Middle-aged adults feel an urgency to leave a mark on the world, to generate something of lasting value and worth. Finding a purpose in life is a central theme. To fail at generating something significant means a person becomes stagnant and stops moving forward; this person may become selfish and self-absorbed.

A

Stage 7: Generativity VS. Stagnation (Middle-aged Adult) Adulthood 40-65 The Middle Crisis

36
Q

In old age, it is common to look back on life and reflect on what was accomplished. People who feel good about what they have done build a sense of integrity. For those whose evaluations are not so good, there is despair, the feeling of regret and remorse for the life they led

A

Stage 8: Integrity VS. Despair (Old adult) 65+ The Graduation Ceremony

37
Q

Jung believed that the human psyche was composed of three components:

A

Ego,
Personal Unconscious, and the Collective Unconscious.

38
Q

-Analytical Psychology

A

CARL JUNG’S

39
Q

represents the conscious mind.

A

Ego

40
Q

contains memories including those that have been suppressed.

A

Personal Unconscious

41
Q

this part of the psyche
served as a form of
psychological inheritance.

A

. Collective Unconscious

42
Q

It contained all of the
knowledge and experiences
that humans share as a
species.

A

Collective Unconscious

43
Q

The ______________ of personality is
centered on identifying, describing, and
measuring the specific traits that make up
human personality.

A

Trait Perspective

44
Q

-Gordon Allport, Raymond Cattel, and Hans
Eysenck

A

Trait Perspective

45
Q

FACTOR THEORY

A

HANS EYSENCK’S

46
Q

He employed factor analysis to identify the basic number of what he called types or supertraits.

A

HANS EYSENCK’S FACTOR THEORY

47
Q

Eysenck proposed that all traits can be subsumed within 3 basic personality dimensions. He called these three dimensions:

A
  • Extroversion-Introversion, Neuroticism, and Psychoticism-socialization.
48
Q
A
49
Q

are sociable and outgoing and readily connect with others

A

extroversion

50
Q

have a higher need to be alone, engage in solitary behaviors, and limit their interactions with others.

A

introversion

51
Q

High scores on this dimension indicate a tendency to respond emotionally.

A

Neuroticism

52
Q

We sometimes refer to people high in neuroticism as

A

unstable or highly emotional. T

53
Q

tend to need more stimulation to activate their flight-or-fight reaction and are therefore considered more emotionally stable.

A

people high on stability

54
Q

tend to be independent thinkers, cold, nonconformist, impulsive, antisocial, and hostile

A

People who are high on psychoticism

55
Q

(often referred to as superego control) tend to have high impulse control—they are more altruistic, empathetic, cooperative, and conventional

A

People who are high on socialization

56
Q

EMPHASIS: Psychological growth, free will, and personal
awareness

A

Humanistic Perspective

57
Q

Believed in the inherent goodness of people and
emphasized the importance of free will and
psychological growth.

A

CARL ROGERS

58
Q

Carl Rogers suggested that the
_____________________is the driving force behind
human behavior

A

actualizing tendency

59
Q

BASIC MOTIVE: TO BE SELFACTUALIZED

A

Rogers’ Person-Centered Theory

60
Q

There are two basic assumptions in Rogers’ Person-Centered Theory

A

the formative tendency and the actualizing tendency.

61
Q

refers to the tendency
within all organisms to move toward completion or
fulfillment of potentials

A

Actualizing Tendency

62
Q

He believed that there is a tendency
for all matter, both organic and inorganic, to evolve from
simpler to more complex forms. Rogers called this process
____________

A

Formative Tendency-

63
Q

Abraham Maslow is best known for his

A

Holistic-Dynamic theory

64
Q

According to Maslow people are motivated by a

A

hierarchy of needs.

65
Q

 The most basic needs of any person are _____________, including food, water, oxygen, maintenance of body temperature, and so on.

A

physiological needs

66
Q

Two Characteristics of Physiological needs

A

First, they are the only needs that can be completely satisfied
or even overly satisfied.

. A second characteristic peculiar
to physiological needs is their recurring nature.

67
Q

 When people have partially satisfied their physiological needs, they become motivated by________________

A

safety needs,

68
Q

including physical security, stability, dependency, protection, and freedom from threatening forces such as war, terrorism, illness, fear, anxiety, danger, chaos, and natural disasters.

A

Safety Needs

69
Q

 After people partially satisfy their physiological and safety needs, they become motivated by

A

love and belongingness needs

70
Q

desire for friendship; the wish for a mate and children; the need to belong to a family, a club, a neighborhood, or nation

A

love and belongingness needs

71
Q

 To the extent that people satisfy their love and belongingness needs, they are free to pursue

A

esteem needs

72
Q

include self-respect, confidence, competence, and the knowledge that others hold them in high esteem.

A

esteem needs

73
Q

needs include self-fulfilment, the realization of all one’s potential, and a desire to become creative in the full sense of the word (Maslow, 1970).

A

 Self-actualization

74
Q

 People who have reached the level of_____________maintain their feelings of self-esteem even when scorned, rejected, and dismissed by other people.

A

self-actualization

75
Q

are not dependent on the satisfaction of either love or esteem needs; they become independent from the lower level needs that gave them birth.

A

self-actualizers

76
Q

emphasizes the importance of observational learning,
self-efficacy, situational influences, and cognitive
processes.

A

SOCIO-COGNITIVE PERSPECTIVE

77
Q

SOCIAL COGNITIVE THEORY

A

. ALBERT BANDURA

78
Q

humans are quite flexible and capable of learning a multitude of attitudes, skills, and behaviors and that a good bit of those learnings are a result of vicarious experiences

A

ALBERT BANDURA’S SOCIAL COGNITIVE THEORY

79
Q

he emphasized the importance of social learning, or learning through observation. His theory emphasized the role of conscious thoughts including self-efficacy, or our own beliefs in our abilities.

A

ALBERT BANDURA’S SOCIAL COGNITIVE THEORY

80
Q
  • HUMAN AGENCY OBSERVATIONAL LEARNING
A

ALBERT BANDURA’S SOCIAL COGNITIVE THEORY

81
Q
A

perso (2 decks)

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