CLEP Flashcards
Edward Titchener (Structuralism)
STRUCTURALISM
Examined structure of the mind
Analyzed structure and content of mental states by INTROSPECTION
Concerned with reducing experience to basic parts
William James (Functionalism
FUNCTIONALISM
Researched how mind adapts to environment
Influenced by Charles Darwin - evolution, natural selection
Thought conscious experience was always adapting and changing
Ivan Pavlov, John B. Watson, B. F. Skinner (Behaviorism)
BEHAVIORISM
Stressed study of observable behavior, not unobservable consciousness
Sigmund Freud
PSYCHOANALYSIS
emphasized study of unconscious mental processes
People driven be sexual urges
Most emotional conflicts date back to early childhood experiences
Max Wertheimer
GESTALT
Emphasized perception; stimuli perceived as whole entities rather than parts put together
Carl Rogers, Abraham Maslow
HUMANISTIC
Stressed that humans have enormous potential for personal growth
Emphasized importance of free will, uniqueness of individual, and human ability to make choices
Jean Piaget
COGNITIVE
Studied internal, mental representations used in perceiving, remembering, thinking, and understanding
Behaviorist Perspective
That personality is a collection of learned behavior patterns. Acquired through conditioning, social learning, discrimination, and generalization
Sensorimotor Stage
Piaget (1st Stage)
–Describes individuals from birth to around the age of two
Preoperational Stage
Piaget (2nd Stage)
- -Describes cognitive behavior between ages of two and seven
- -Characteristics: egocentrism, rigidity of thought, semi logical reasoning, limited reasoning, limited social cognition
Concrete Operations
Piaget (3rd Stage)
- -Describes individuals from ages seven to eleven
- -Begin to decenter, take in viewpoints other than their own, inductive reasoning, beginning of operational thinkinf, perform transformations, can increase quantitative skills
Formal Operations
Piaget (4th and Final Stage)
- -Describes individuals from ages eleven to fifteen
- -Higher, critical thinking
- -Logical, abstract, and hypothetical thought, can use the scientific method, plan and anticipate verbal cues. Deductive and inductive reasoning and think in abstract thought.
Erik Erikson
(1st Stage: Initiative vs Guilt)
- -Preschool and primary-school-aged children
- -Initiative when children function in the world independently of parents. When they do this, they feel “initiative” but since they are not able to move away from total attachment and control, they feel “guilt.”
Industry vs Inferiority
(2nd Stage: Erikson)
- -Children entering school
- -If performs well academically and makes good social connections, feels a sense of “industry”
- -If performs poorly, leads to a sense of “inferiority”
Sigmund Freud
Medical doctor from Vienna; specialist in neurology
- -From theories of personality, developed Psychodynamic theories/psychoanalytic theories
- -Believes each adult personality consisted of an id, ego, and superego
Sigmund Freud’s psychodynamic/psychoanalytic theories
1) Childhood experiences determine adult personality
2) Unconscious mental processes influence everyday behavior
3) Conflict causes most human ego
Id
- -Develops at birth
- -Pleasure principle, unconscious instincts, irrational, seeks instant gratification, sexual desires
Ego
- -Develops around 6 months
- -Executive branch - makes decisions
- Reality principle, mediates id and reality
Superego
- -Develops around 6 years
- -Deals with morals; determines if something is right or wrong
Modeling
A technique used in behavior therapy
What is the most widely accepted significance level for demonstrating significance in experimental results?
.05
Unconditioned Stimulus (UCS)
A stimulus that elicits a response before the experimental manipulation
Unconscious (according to Freud)
- -Most of our personality is unconscious
- -Though thoughts, memories, and desires were unconscious, they still affected behavior
Conscious (according to Freud)
–Consists of whatever we are aware of in a particular point in time