Chapter Two: Paradigms- exam 1 Flashcards
what is a paradigm
A paradigm is a conceptual, theoretical framework work for understanding behavior. A particular perspective. A theory or a set of related theories.
Diathesis/stress
inborn predisposition (genetic, biological) + environmental (experiences) stress
Humanistic
psychology as defined by Maslow, inlcuded free will. People will naturally make good choices and be happier
Based on the assumption that humans have an innate capacity for goodness and for living a full life. The environment can play a big role in our happiness/ unhapiness. Carl Rogers was one of the founders of the humanistic approach.
according to Freud what caused abnormal behavior/mental disorders and how should they be treated?
all behaviors, thoughts, and emotions are influenced to a large extent by unconscious processes. Treatment focused on uncovering and resolving the unconscious processes that are thought to drive psychological symptoms. He used the method of free association, catharsis is cental to the healing process in therapy.
classic Freudian psychoanlysis typically involeves 3-4 sessions per week over many years. The focus is primarily on the interpretation of dream content, transferences, and resistances, as well as on experiences in the client’s past.
what was the psychoanalytic theory (freud)
personality is how we resolve the conflict between restraint (social control) and impulse (pleasure seeking and biological urges)
what was the psychosexual personality theory (and give ages)
children go through a series of stages that lead to the development of their adult personality based on how their caregivers approached each stage
oral stage: 0-1.5
anal stage: 1-3
phallic stage: 3-6
latency stage: 6-12
genital stage: 12>
what are life and death instincts
our unconscious motivation (psychic energy)
life instincts: breathing, eathing, sex (libido)
death instincts: destructive, aggressive
what is the ID, EGO, and superEGO (pleasure principle, reality principle, and perfection principle)
Personality structure (psychic energy distributed) (freud)
ID- what I want (hypothalamus): unconscious, basic drives to survive, reproduce, and aggress, operates on the pleasure principle (immediate gratification), impulsive, primary process thinking
EGO- mediator: executive mediator between the id, superego, and reality, operates on the reality principle, can delay gratification, maximizes long term consequences to gain pleasure. secondary process thinking. can play tricks to bring down anxiety
SuperEGO: the ideal, how we ought to behave, operates on the perfection principle, pride (+) or guilt (-), controls you through emotions
what is libido
psychic energy driven by the life instinct for sex. shifts from one part of the body to the other seeking gratification (stages). ‘most important’ because many problems resolve around these conflicts
what are defense mechanisms (and examples)
Anna Freud helped develop the field of ego psychology emphasizing the importance of the individual’s ability to regulate defenses in ways that allow health functioning within the realities of society. People use defense mechanisms to handle their internal conflicts.
- created by EGO
- used to redirect or reduce anxiety
- distorts reality
- unconscious
- fear of loosing control of id/super ego conflict.
Examples: repression, denial, projection, displacement, regression, sublimation
what is counter transference
describes teh feelings a therapist may develop for clients they are working with during the course of therapy
what is primary process thinking
illogical thiking related directly to the subject. Ex: you are hungry during class and all you are thinking about is what you want to eat
what is secondary process thinking
thinking process that involves problem solving and systematic thinking, thinking ahead
pyschosexual stage: oral
First stage of psychosexual development and lasts from 0-1.5.
Sexual zone was the mouth (primary source of interaction) infant dervies pleasure through oral stimulation from sucking, eating, and tasting. Child develops sense of trust through this since they are entirely dependent on their care giver.
if fixation occurs at this stage freud believes that the individual would have issues with dependency or aggression –> problems with drinking, eating, nail biting, smoking
pyschosexual stage: anal
2nd psychosexual stage from 1-3 years old
primary focus of libido was controlling bladder and bowel movements (potty training). developing control leads to a sense of accomplishment and independence. According to freud inappropriate parental response can result in an individual with a messy, wasteful, or destructive personality (too lenient) or stringent, orderly, rigid, and obsessive (too strict)
psychosexual stage: phallic
3rd stage ages 3-6
primary focus of libido is on the genitals as children begin to discover the differences between males and females. Girls develop penis envy. Boys want to posses their mothers and girls want to possess thier fathers
pyschosexual stage: latent
4th stage ages 6-12
superego continues to develop while id energies are suppressed. children develop social skills, values, and relationships with peers adn adults outside the family. Sexual energy is dormant. Fixation in this stage can result in immaturity and an inability to form fulfilling relationships as an adult
psychosexual stage: genital
last stage; lasts from 12+
puberty causes libido to reactivate and strong sexual interest is developed.
what is free association
developed by Freud. Client talks about whatever comes to mind without censoring anything. Therapist picks up on reoccuring themes and specific memories.
what is transference
when the client reacts to the therapist as if the therapist were an important person in the client’s early development, such as their father or mother
dream analysis
a focus of psychoanalysis
transference vs. counter transference
transference is when the client reacts to the therapist in a certain way and countertransference is when the therapist develops certain feelings toward a client
how do you assess personality with the psychoanalytic approach
nurturance a child recieves from their early caregivers stringly influences personality development. (getting fixated in a certain stage or parents reacting to an extreme at a certain stage)
what are the projective tests discsussed in class
people are presented with an ambiguous stimulus and they will interpret the stimulus in line with their current concerns and feelings, relationships with others, or conflict and desires. Project their issues into the content of the test
- - Rorschach ink blot test
- TAT: thematic apperception test
Rorschach ink blot
- developed by Herman Rorschach and consists of 10 cards containing a symmetrical ink blot.
- client will project unconscious aspects of their personality by giving meaning to ambiguous images.
- clinicians look for certain themes in the responses
TAT
thematic apperception test
- consists of a series of pictures and the individual is asked to make up a story about what is happening in the pictures.
- supporters of the test argue people’s stories reflect their concerns and wishes as well as their personality traits and motives.
What was the pavlov experiment (techniques)
- classical conditioning
- unconditioned stimulus (food), unconditioned response (salvating dogs), Conditioned stimulus (previously neutral stimulus: pavlov, bell, etc.) Conditioned response (salvating at sound of bell, etc)
associative/classical behaviorism
- we learn association between events
- we anticipate important events. If ‘a’ always precedes ‘b’, then a comes to predict b.
- the stimulus happens first and the behavior follows
- the stimulus elicits the response (starts with inborn behavior - a reflex)
UCS
unconditioned stimulus. The stimulus that naturally triggers a response
UCR
unconditioned response. unlearned, natural response. UCS + UCR= reflex
CS
Conditioned stimulus. The previously neutral stimulus that becomes a learned trigger for the response
CR
Conditioned response: learned response to a condition stimulus
extinction
lessening of a condition response
- classical: occurs when CS is repeatedly present without the UCS
- operant: occurs when behavior is no longer reinforced
Generalization
stimuli that are similar to the CS will evoke some level of the CR
spontaneous recovery
reappearance of an extinguished response after a rest period
discrimination
The ability to distinguish one stimuli from another, responding only to the CS
Watson- little albert experiment
presented a child with neutral stimuli. Presented stimuli with loud noise making child cry. Afterward, when presented with any previous natural stimuli child started crying
Thorndike (law of effect)
The behavioral response is affected by the consequence (effect) of that behavior.
- behavior changes because of its consequences
- trial & error learning results in some behaviors (those followed by a good consequence) being ‘stamped in’, while others (those followed by discomfort or unpleasant consequences) are stamped out
- rewarded behavior is likely to reoccur.
- (operant conditioning)
positive and negative reinforcement and punishment
- Reinforcer/Reinforcement: makes behavior more likely to occur. Strengthens the response. Increases the rate of operant responding
- Punishment: decreases the behavioral response. Decreases the response strength. Decreases the rate of operant responding
- positive: apply or administer something
- negative: takeaway; withdrawl of something
- positive reinforcement: application of reward
- negative reinforcement: removal of something aversive
- positive punishment: application of something aversive
- negative punishment: removal of something good
operant conditioning
the behavior happens first (we ‘operate’ on our environment) we are then rewarded or punished
an ‘operant’ is any response that operates on the environment.
- using reinforcers and punishers to change behaviors
- engage in behaviors that are rewarded
- avoid behaviors that our punished
Skinner
- worked with rats and pigeons
- operant conditioning
- the skinner box
- reinforcement schedules
- shaping: reinforcing successive approximations of the behavior
Bandura (observational, modeling)
- social learning theory- observational learning
- bobo doll experiment
- modeling: people learn new behaviors from imitating the behaviors from imitating the behaviors modeled from important people in their lives. (authority figure or similiar to the child) (more likely to model same-sex parent)
- observational learning occurs when a person observes the rewards and punishments that another person reveives for his or her behavior and then behaves in accordance with those rewards and punishments.
Treatments based on various behavior/learning theories
- Behavioral therapies: identify reinforcements and punishments that contribute to a person maladaptive behaviors and change specific behaviors
- cognitive therapies: help clients identifiy and challenge their negative thoughts and dysfunctional belief systems. goal is to define problems and teach more effective problem-solving skills
- pyschodynamic therapies: help clients recognize their maladaptive coping strategies and the sources of their unconscious conflicts
systematic desensitization
a gradual method for extinguishing anxiety responses to stimuli and the maladaptive behavior that often accompanies this anxiety.
what is ABA
applied behavior analysis
application of operant conditioning
identify:
- behavior to be targeted
- environmental conditions contributing to behavior
using:
- A: antecedent (environmental stimuli and events that precede the behavior)
- B: behavior (specific responses the individual makes)
- C: consequence (stimuli and events immediatly following the behavior)
in an intense, systematice, structured way
what is learned helplessness
feelings of powerlessness after persistent failure to succeed.
