Chapter 4 and 5 Flashcards
It is the scientific study of how human
thinks, feel, and behave.
Psychology
what are the four goals of psychology
describe, explain, predict, modify
One of the goals of psychology “what the person is doing”
Describe
One of the goals of psychology “why is s/he doing that”
Explain
One of the goals of psychology “what is he doing to do”
Predict
One of the goals of psychology “how can we change the behavior”
Modify
“of relating to, being, or involving conscious intellectual activity”
Cognitive
- A Swiss clinical psychologist who
pioneered the Theory of Cognitive
Development .
-The theory deals with the nature of
knowledge itself; and how humans
gradually come to acquire and use it
Jean Piaget
For him, cognitive development is a progressive reorganization of mental processes resulting from biological maturation and environmental experience
Piaget
what are the basic component’s of Piaget’s cognitive theory?
Schemas, adaptation, stages of cognitive development
Basic components of Piaget’s cognitive theory which mental organizations used to understand the environment
Schemas
Basic components of Piaget’s cognitive theory which a child’s process in encountering situational conditions
Adaptation
Basic components of Piaget’s cognitive theory that focused on the growing expertise of child’s thought process
Stages of Cognitive development
It is the process of getting new information that is already active in our schemas. This operation is somewhat subjective for the reason we tend to change information and experiences that could fit in with our pre-existing beliefs
Assimilation
It is procedure known as a part of adaptation involves that altering or changing the existing schemas, as a result of a new experiences and information. During this process, a new schema might be developed.
Accommodation
Stages of Cognitive Theory
Sensorimotor
Preoperational
Concrete Operational
Formal Operational
Knowledge is through senses (tasting, seeing, smelling, touching, hearing)
Object permanence develops between to 4-9 months
Sensorimotor
Verbal and egocentric thinking develop
Can do mentally what one could only do physically
Conservation of shape, number, liquid not yet possible
Preoperational
Conservation of shape, number, liquid are now possible
Logic and reasoning develop, but are limited to
Concrete Operational
Abstract reasoning - principles and ideals develop
Systematic problem solving is now possible ( no longer just trial and error)
Ability to think about and reflect upon one’s thinking (metacognition)
Scientific reasoning
Formal Operational
The ability to realize that objects still exist when they are not being sensed
Object permanence
Believing that inanimate objects are alive
Animistic thinking
Not being capable of seeing things from another person’s perspective
Egocentrism
Recognition that when some properties (such as shape) of an object change, other properties ( such as volume) remain constant
Conservation
He is the father of
psychoanalysis. He is famous
for his work on human
nature and the unconscious
Sigmund Freud
pertains to our current thoughts, what we sense and think at the present. Freud did not delve in this level as he believes that it has minimal influence in our behavior.
Conscious
contains the thoughts that we can bring into our consciousness easily or with needed effort. These thoughts came from:
* Conscious Perception and Unconscious
Preconscious
contains our instincts, wishes and desires that drives our behavior. It is the focus of psychoanalytic theory
* Repressed Experiences
Unconscious
- A person’s personality
develops in early childhood - First 4-5 years of life; most
crucial in personality
formation; ‘formative years - Defined by erogenous zone
- Conflict must be resolved to
move to the next stage
Psychosexual stages
psychic energy remains invested on one
stage leaving less energy for the next stage
Fixation
- areas of the body that are sensitive
to pleasant and sensual feelings
which gives rise to feelings of
pleasure/ sexual feeling when
stimulated - each region/zone is the center of
conflict in different stages in the life
of the infant/childhood
Erogenous zones
- pleasurable activities:
sucking; biting; swallowing;
feeding - primary object of the libido:
mother/ primary caregiver
Oral stage
oral passive personality (gullible, passive, needs a lot of attention, substance addiction)
Oral incorporative
oral aggressive personality (adults who
are aggressive and like to argue)
Oral aggressive or oral sadistic
- pleasurable activities: retention of
feces and willful defecation - toilet training: gratification of
instinctual impulse (defecation) is
interfered; regulating time and place
of defecation - two ways the child reacts to toilet
training:
Anal stage
anal aggressive personality (disorderly, messy, destructive, cruel)
Anal expulsion
anal retentive personality (stubborn, stingy,
orderly, and compulsively clean)
OCD and OCPD
Anal retention
pleasurable activities: exploring
and manipulating genitals
(masturbation)
* Development of an individual’s
personality (depends greatly on
the child’s identification with the
parent)
Phallic stage
evidence of strong narcissism ; difficulty in
establishing mature relationships
Phallic personality
- “safest stage”
- sex instinct/urges are quiet
and dormant - sublimation: school activities,
sports, and hobbies;
developing friendships - libido is transformed in
acceptable activities - developing friendship with
the same sex
Latency stage
- Genital personality: Freud’s ideal of
full development; person enjoys a
satisfying adult sexuality; capable of
genuine love; loving others for
altruistic reasons - Psychological maturity: attained if a
person has passed through the earlier
developmental periods in an ideal
manner
Genital stage
Freud’s ideal of full development; person enjoys a satisfying adult sexuality; capable of
genuine love; loving others for altruistic reasons
Genital personality
attained if a person has passed through the earlier developmental periods in an ideal
manner
Psychological maturity
Elaborated on the emergence of
self-concept and asserted that the
wide developmental changes is
observed across: early childhood,
later childhood, adolescence,
emerging adults
Dr. Susan Harter
What are the two important concepts of self by Dr. Susan Harter?
Self-esteem and self-concept
What are the development of self concept according to Harter?
Early childhood
Middle to Later childhood
Adolescence
Emerging adults
Development of self concept which child describe the self in terms of concrete and
observable characteristics
Early childhood
Development of self concept which self is described in terms of trait-like constructs
(e.g. shy, behaved, timid)
Middle to later childhood
Development of self concept which emergence of more abstract self-definitions,
such as inner thoughts, emotions, attitudes, & motives
Adolescence
Development of self concept that’s having a vision of “possible self”.
Emerging adults
Father of American Psychology
His ground-breaking masterpiece
was “The Principle of Psychology.
He asserted that self lies at the
center of mental life.
William James
The pure ego. The subjective self that is aware of its own actions.
➢A sense of being the agent of behavior
➢ A sense of being unique
➢ A sense of continuity
➢ A sense of awareness of being aware
I-self
The object. The self you can describe, based on observation and experience
Me-self
An American psychologist who was
one of the founders of humanistic
approach to psychology.
He asserted that all behavior is
motivated by self actualizing
tendencies and these drive you to
reach your potential.
Carl Rogers
Emphasized the active role of the individual in shaping their internal and external worlds
Humanistic
A person is an active, creative, experiencing
being who lives in the present and has a basic instinct to succeed at his highest capacity
Actualizing Tendency
includes such basic needs
as food, air, and safety; but
it also includes the tendency
to resist change and to seek
the status quo.
Need for Maintenance
people’s willingness to learn things that are not immediately
rewarding
are expressed in a variety of forms, including curiosity,
playfulness, self-exploration, friendship, and confidence
animals and plants have an inherent tendency to grow toward
reaching their genetic potential— provided certain conditions
are present.
Need for Enhancement
What are the two subsystems of self?
Self concept
Ideal self
all those aspects of one’s being and one’s experiences that are perceived in awareness (though not always accurately) by the individual.
Self concept
one’s view of self as one wishes to be.
A wide gap between the ideal self and the self-concept indicates incongruence and an unhealthy personality
Ideal self
Conditions to achieve actualizing tendency
Congruence, unconditional positive regard, empathy
Developed his transactional analysis method
as a basis for understanding behavior.
- Every person has three (3) parts called
ego states in his/her personality - People communicate with one another
assuming roles of any of these ego
states
Eric Berne
Behaviors, thoughts and feelings copied from parents and parent figures
Parent ego state
Behaviors, thought and feelings are direct responses to here and now
Adult ego state
Behaviours, thoughts and feelings are replayed from childhood
Child ego state
developmental psychologists,
asserted that children are very
adjusted to their parents’ feelings and
needs. They unconsciously
acknowledge that they need their
parents’ permission in order to
survive, so they strive to meet their
needs as much as possible
John Bowlby & Donald Winnicott
CONCEPT OF SELF by Bowlby and Winnicott
True self and false self
FALSE SELF by Bowlby and Winnicott
Healthy self and unhealthy self
- One which allows
someone to be
functional in the
society - Still connected with the
true self
healthy self
One that fits into society through forced compliance rather than a desire to adapt
Unhealthy self
Changed its
behavior, inhibited
feelings, and forced
needs aside in order
to survive
False self
