Developmental Theories Flashcards
humans were born with a series of innate,
biologically based drives such as hunger, sex, and aggression early experiences shaped later
functioning
Psychosexual Theory by Freud
people are driven by motives and emotional conflicts of which they are largely unaware that they are shaped by their earliest experiences with the family
Psychosexual Theory by Freud
viewed newborn as “seething cauldron”, an
inherently selfish creature driven by Instincts
Psychosexual Theory by Freud
inborn biological forces that motivate behavior
Instincts
strongly believed in unconscious motivation – the power of instincts and other inner forces to influence our behavior without out awareness
Psychosexual Theory by Freud
biological instincts provide unconscious motivation for actions
Psychosexual Theory by Freud
selfish and aggressive = negative view of human
nature
Psychosexual Theory by Freud
selfish and aggressive is equals to?
Negative view of human nature, according to Freud
Levels of Mind, according to Freud
- Conscious
- Preconscious
- Unconscious
Structures of the mind, according to Freud
- ID
- Ego
- Superego
pleasure principle, impulsive, irrational, selfish,
seeks immediate gratification
ID
reality principle, rational, finds realistic way
to gratify instincts
Ego
Emerge during infancy when psychic energy is
diverted from the id to energize cognitive
processes
Ego
morality principle, individual’s internalized moral standards
Superego
develops from the ego as 3-6 years old internalize the moral standards and values of their parents
Superego
Healthy Personality is equals to?
balance of the id, ego, superego
arise when the individual’s supply of psychic energy is unevenly distributed among the id, ego, and superego
Psychological problems
arrest in development that can show up in
adult personality; libido remains tied to an earlier
stage of development
Fixation
may grow up to become nail-biters or smokers
Oral fixation
may be obsessively clean, rigidly tied to schedules and routines, or defiantly messy
Anal fixation
series of innate, biologically based drives such as __, __, __.
Hunger, sex, aggression
people are driven by __ and __ of which they are largely unaware
motives and emotional conflicts
the power of instincts and other inner forces to influence our behavior without out awareness
Unconscious Motivation
____ provide unconscious motivation
for actions
Biological instincts
___ remains tied to an earlier
stage of development
Libido
Stages of Psychosexual Theory of Freud
Oral
Anal
Phallic
Latency
Genitals
OAPhaLaGe
Erogenous Zone is Mouth
Oral
experience anxiety and the need to defend against it, if denied oral gratification by not being fed on demand or being weaned too early
Oral
Oral Fixation manifested in adults:
alcoholic, smoking, overeating, Pica, nail biting, thumb sucking
Erogenous zone is Anus
Anal
Toilet Training Era
Anal
perfectionist, orderly, tidy
Anal-retentive
lack of self-control, messy, careless
Anal-Expulsive
Erogenous Zone is Genitals
Phallic
youngsters develop an incestuous desire for the
parent of the other sex and must defend against it
Phallic
loves his mother, fears that his
father will retaliate by castrating him, and resolves the conflicts through identification with his father
Oedipus Complex or Male Oedipus Complex
a girl having desire with her father, seeing her mother as a rival
Electra Complex (by Jung)
Female Oedipus Complex (by Freud)
son believes his father knows about his desire for his mother and fears that his father will castrate him
Castration Anxiety
a girl wants a penis as she desires her
father
Penis Envy
sexual urges sublimated into sports and hobbies
Latency
Erogenous zone is Genitals
Genitals stage
physical sexual urges reawaken repressed needs
Genitals stage
direct sexual feelings towards others lead to?
Sexual gratification
may have difficulty accepting their new sexuality,
therefore, reexperiencing conflict towards their
parents and distance themselves to defend against anxiety-producing feelings
Genitals stage
direct sexual feelings towards others lead to sexual gratification
Genital stage
____ formed from unconscious childhood
conflicts between the inborn urges of the id and the requirements of civilized life
Personality
ego adapts unconscious coping devices
Defense mechanisms
unacceptable or unpleasant impulses are
pushed back into the unconscious
Repression
a woman who experienced sexual harassment cannot recall what happened to her
Repression
behaving as if they were at an earlier
stage of development
Regression
your father throws a tantrum when he was left alone at home
Regression
the expression of an unwanted feeling
or mere thought is redirected from a more threatening, powerful person to a weaker one
Displacement
an employee shouted at his child after being scolded by his boss
Displacement
people distort reality in order to
justify something that has happened
Rationalization
a swimming athlete who lost her competition took her
loss as something she expected anyways, and she did
not want the trophy
Rationalization
people refuse to accept or acknowledge an anxiety-producing piece of information
Denial
a widow never accepted that her husband died in an accident
Denial
people attribute unwanted impulses and feelings to someone else
Projection
A woman fat-shamed another woman because she is insecure about her body
Projection
people divert unwanted impulses into socially approved thoughts, feelings, or behaviors
Sublimation
An angry man jogged instead to cool down his anger
Sublimation
unconscious impulses are
expressed as their opposite in consciousness
Reaction-Formation
A mother who unconsciously resent her child, acts lovingly consciously
Reaction-Formation
Crisis: Trust Vs. Mistrust
Period: ?
Virtue: ?
Period: Infancy
Virtue: Hope
Crisis: Autonomy vs. Shame and
Doubt
Period:?
Virtue:?
Period:Toddlerhood
(Early Childhood)
Virtue:Will
Crisis:Initiative vs. Guilt
Period:?
Virtue:?
Period:Early Childhood(Play Age)
Virtue:Purpose
Crisis:Industry vs. Inferiority
Period:?
Virtue:?
Period:Middle and late
Childhood (School Age)
Virtue:Competence
Crisis:Identity vs.
Identity Confusion
Period:?
Virtue:?
Period:Adolescence
Virtue:Fidelity
Crisis:Intimacy vs. Isolation
Period:?
Virtue:?
Period:Young Adulthood
Virtue:Love
Crisis:Generativity vs. Stagnation
Period:?
Virtue:?
Period:Middle Adulthood
Virtue:Care
Crisis:Integrity vs. Despair
Period:?
Virtue:?
Period:Late Adulthood
Virtue:Wisdom
emphasized the influence of society on the
developing personality
Psychosocial theory by Erikson
major psychosocial challenge that is
particularly important at that time and will remain an issue to some degree throughout the rest of life
Crisis
each stage requires balancing positive and negative tendency
Psychosocial theory by Erikson
successful resolution of each crisis puts the person in
a particularly good position to address the next crisis,
a process that occurs iteratively across the life span
Psychosocial Theory by Erikson
social and cultural influences mattered
Psychosocial Theory by Erikson
conventional, culturally preferred
timing of important life events
Social Clock
development is a lifelong process
Psychosocial Theory by Erikson
stage-oriented
Psychosocial Theory by Erikson
tendency to create categories
Organization
ways of organizing information about the world that govern the way the child thinks and behaves
in a particular situation
Schemes
how children handle new information in light of what they already know
Adaptation
incorporating it into existing cognitive structures
Assimilation
adjusting one’s cognitive structures
to fit the new info
Accommodation
children want what they understand of the world to match what they observe around them
Equilibration
The first stage of Jean Piaget’s cognitive development is
Sensorimotor Stage
from birth to 2 years old
Approx
an infant learns to reproduce
events originally discovered by chance
Circular Reactions
actions or mental representations that can be performed on objects
Schemes
occurs when children use their
existing schemes to deal with new information
Assimilation
occurs when children adjust their
schemes to take new information and experiences
into account
Accomodation
grouping of isolated behaviors and
thoughts into higher-order system
Organization
cognitive conflict
o Children constantly assimilate and accommodate as they seek equilibrium
Disequilibrium
children shift from one stage of
thought to the next
Equilibration
Exercise their inborn reflexes and gain some control over them
Use of Reflexes (Birth to 1 Month)
[ reflexes ]
Practice their reflexes and control them (e.g., sucking whenever they want to)
Use of Reflexes (Birth to 1 Month)
[ reflexes ]
Repeat pleasurable behaviors that first occur by chance
Primary Circular Reactions (1-4 months) [ pleasure ]
Begin to coordinate sensory information and grasp objects
Primary Circular Reactions (1-4 months) [ pleasure ]
They turn towards the sounds
Primary Circular Reactions (1-4 months) [ pleasure ]
Repeat actions that brings interesting results
Secondary Circular Reactions (4-8 months)
[ interesting results ]
Learns about causality
Secondary Circular Reactions (4-8 months) [ interesting results ]
Coordinate previously learned schemes and use previously learned behaviors to attain their goals
Coordination of Secondary Schemes (8-12 months) [ usage of previously learned info ]
Can anticipate events
Coordination of Secondary Schemes (8-12 months) [ usage of previously learned info ]
Purposefully vary their actions to see results
Tertiary Circular Reactions (12-18 months) [ exploration ]
Actively explore the world
Tertiary Circular Reactions (12-18 months) [ exploration ]
Trial and error in solving problems
Tertiary Circular Reactions (12-18 months)[ exploration ]
Can think about events and anticipate consequences
without always resorting action
Mental Combinations
Can use symbols such as gestures and words, and can pretend
Mental Combinations
Transition to Pre-operational stage
Mental combination
Learns about numbers
Mental combinations
the ability to mentally
represent objects and actions in memory, largely through symbols such as words, numbers, and mental picture
Representational Ability
Infants develop the abilities
think and remember
uses body parts that babies can see develops first
Visible Imitation
involves with parts of the body that babies cannot see
Invisible Imitation
Piaget believed that children under 18 months could not engage
Deferred Imitation
Reproduction of an observed behavior after the passage of time
Deferred Imitation
Children lacked the ability to retain mental representations
Deferred Imitation
Infants under the age of about ____ act as if an object no longer exists once it is out other line of
sight
8 months
Piaget believed that children under ______ could not engage in Deferred Imitation
18 months
the realization that something
continues to exist when out of sight
Object Permanence
Until about _________, infants use their hands to explore pictures as if they were objects
15 months
By ________, children are able to point at a picture of an object while saying its name, demonstrating an
understanding that a picture is a symbol of something
else
19 months
proposal that
children under age of 3 have difficulty grasping
spatial relationships because of the need to keep more than one mental representation in mind at the same time
Pre-operational
Dual Representation Hypothesis
Jean Piaget’s second stage of cognitive development
Pre-operational
Lasting from ages 2 to 7, characterized by the expansion in the use of symbolic thought
Pre-operational
Children begin to represent the world with words, images, and drawings
Pre-operational
Dominated by egocentrism and magical beliefs
Pre-operational
Does not yet perform Operations
Pre-operational
which are reversible mental actions that allow children to do mentally what before they could do only physically
Operations
beginning of the ability to reconstruct in thought what has been established in behavior
Preoperational Thought
Divided into Symbolic Function and Intuitive Thought
Pre-operational
being able to think about something in the absence of sensory or motor cues
Symbolic Function
Can use symbols, or mental representations such as words, numbers, or images to which a person has attached meaning
Symbolic Function
Deferred Imitation: children imitate an action at some point after observing it
Symbolic Function
Pretend Play: fantasy play, dramatic play, or imaginary play; children use an object to represent something else
Symbolic Function
The most extensive use of ______ is
language
Symbolic Function
begin to use primitive reasoning
and want to know the answers to all sorts of questions
Intuitive Thought
Occurs approx. 4-7 yrs of age
Intuitive Thought
Children also begin to able to understand the symbols that describe physical spaces
Intuitive Thought
Piaget believed that children cannot yet reason logically about causality
Intuitive Thought
they mentally link two events, especially events close in time, whether or not here is logically a causal relationship
Transduction
the concept that people and many things
are basically the same even if they change in outward form, size, or appearance
Identities
tendency to attribute life to objects that
are not alive
Animism
the tendency to focus on one aspect of
a situation and neglect others
Centration
Children cannot Decenter
Centration
