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Psychology 100 > Exam 4 > Flashcards

Exam 4 Flashcards

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1
Q

describe 3 characteristics that often apply to psychological disorders

A

deviant- different from expectations within culture, distressful- to the person with them or to those close to them, dysfunctional- interfere with one’s day-to-day life

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2
Q
  1. list two disorders that are found worldwide
A

Depression and schizophrenia

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3
Q

define the biopsychosocial perspective and tell why it is important in our understanding of psychological disorders

A

an integrated approach that incorporates biological, psychological, and social-cultural levels of analysis
all behavior, whether called normal or disordered, arises from the interaction of nature (genetic and physiological factors) and nurture (past and present experiences)

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4
Q

tell why the DSM-IV-TR is useful

A

name and describe it

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5
Q

tell what percentage of people found not guilty by reason of insanity are ultimately institutionalized

A

99%

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6
Q

explain how diagnostic labels can (a) be stigmatizing, and (b) serve as self-fulfilling prophecies

A

The danger of labeling people is that they will begin to act as they have been labeled, and labels can create expectations that will change our behavior toward the people we label

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7
Q

tell what percentage of Americans suffer from a diagnosable mental disorder in a given year

A

26%

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8
Q
  1. describe the relationship between poverty and psychological disorders
A

Poverty-related stresses can help trigger disorders, but disabling disorders can also contribute to poverty. Thus, poverty and disorder are often a chicken-and-egg situation, and it’s hard to know which came first.

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9
Q

define intern’s syndrome

A

Medical students tend to self diagnose themselves with disorders after studying the symptoms

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10
Q

put the following countries in the correct order from highest to lowest prevalence of mental disorders: Japan, United States, Nigeria, Colombia

A

united states, Colombia, japan, nigeria

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11
Q
  1. recognize common risk factors and protective factors for mental disorders
A

chronic pain, abused, bad grades, death; self-esteem, security, exercise

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12
Q

tell how common (a) specific phobias are in the general population

A

very common 7% men 15% women

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13
Q

tell how common (b) panic disorder are in the general population

A

less common 2% men 5% women

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14
Q

describe the symptoms associated with specific phobias, social phobia, panic disorder, and agoraphobia.

A

Anxious, avoidance, be with other people Social phobia is shyness taken to an extreme will sweat or tremble when doing so. Heart palpitations, shortness of breath, choking sensations, trembling, or dizziness typically accompany

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15
Q

How likely is it that people with (a) specific phobias and (b) panic disorder will seek treatment?

A

They don’t seek treatment, rarely

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16
Q

describe the symptoms associated with generalized anxiety disorder

A

worry to worry, and their tension and apprehension may leak out through furrowed brows, twitching eyelids, trembling, perspiration, or fidgeting.

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17
Q

describe the symptoms associated with post-traumatic stress disorder

A

recurring haunting memories and nightmares, a numbed social withdrawal, jumpy anxiety, insomnia

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18
Q

describe obsessions and give examples of common types of each

A

repetitive thoughts (germs, dirt, terrible happenings, order)

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19
Q

describe compulsions and give examples of common types of each

A

repetitive behaviors (washing hands, checking door, rituals).

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20
Q

tell what brain regions are implicated in OCD

A

orbitofrontal cortex, basal ganglia, and/or the limbic system

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21
Q

tell what current research says about the causes of anxiety disorders

A

Learning-fear conditioning, observation, cognition and

Biological- natural selection, genes, brain (amygdala)

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22
Q

define personality

A

an individual’s characteristic pattern of thinking, feeling, and acting

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23
Q

list and describe the three divisions or structures of the mind according to Freud; describe the interactions that occur among these structures

A

Id- primitive part of mind. Wants immediate gratification in the form of sex or aggression, operates according to the pleasure principle
Ego- rational part of mind, keeps lid on the id, operates on the reality principle
Superego- internalized moral system, conscience

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24
Q

compare and contrast the pleasure principle and reality principle; relate these to the structures of the mind

A

pleasure principle id- It seeks immediate gratification

reality principle- ego- seeks to gratify the id’s impulses in realistic ways that will bring long-term pleasure.

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25
Q

name the five defense mechanisms discussed in class

A

Repression, Displacement- Identification- Regression-

Sublimation-

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26
Q

describe the five defense mechanisms discussed in class; give an example of each

A

Repression-Most basic defense mechanism- Id impulses are kept out of conscious awareness, don’t hump neighbor
Displacement- Id impulses are shifted toward a more acceptable target; road rage
Identification- Taking on some of the attributes of a feared or hated person, making those attributes part’s on ones own personality; an abuser was abused
Regression- Retreating to an earlier stage of behavior when faced with frustrated id impulses; new baby in house, older toddler starts to wet the bed even though potty trained
Sublimation-Transforming frustrated id impulses into more socially acceptable forms of behavior; wants more sex but you channel into work

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27
Q

list and describe the five psychosexual stages, include approximate ages for each stage, and give examples of behavior that might indicate a fixation at the oral, anal, and phallic stages

A 
Oral stage (birth - 18 months) Id is gratified through breastfeeding. Oral fixation may occur if child is weaned too soon or not breastfed Ex: smoking, drinking or eating too muchl
Anal stage (18 mos.- 3 yrs.) Id is gratified by mastering toilet training. Anal retentive fixation if shamed during toilet training Ex: super-neat, hyper-organized, stingy, never spontaneous
Phallic stage (3-6 yrs.) For boys, Oedipus complex: Castration anxiety. Identification leads to development of superego For girls, Electra complex: Penis envy Again, identification leads to development of superego, but not as strong in boys
Phallic fixation in men: exaggerated sense of masculinity
Latency stage (6-puberty) Sexuality is repressed
Genital stage (puberty-adulthood) Appropriate adult sexuality Additional id impulses are sublimated
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28
Q

describe the Oedipus complex and explain how it leads to castration anxiety, identification with the father, and development of the superego

A

a boy’s sexual desires toward his mother and feelings of jealousy and hatred for the rival father. experience guilt and a lurking fear of punishment, perhaps by castration, from their father. Through identification

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29
Q

describe penis envy and how it is resolved

A

girls realize that they don’t have a penis; displacement- they put sexual desire for dad into that of men in general

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30
Q

explain why Freud thought men developed stronger superegos than women

A

Phallic fixation in men: exaggerated sense of masculinity

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31
Q

list and describe criticisms of Freud’s theory; be sure to explain why

A

Freud’s theory isn’t testable, and discuss the recent scientific evidence about repression
only observed small # of troubled people, thought behavior is determined by forces outside body, sexist, ignored testable science, ignored evidence of child sexual abuse
not testable because it isn’t scientific
banishes anxiety-arousing wishes and feelings from consciousness

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32
Q

list and describe four continuing, important contributions from Freud’s theory

A

the personality structures of id, ego, and superego; the importance of the unconscious; the shaping of personality in childhood; and the dynamics of anxiety and the defense mechanisms.
our mental life is unconscious. With Freud, they also assume that we often struggle with inner conflicts among our wishes, fears, and values, and that childhood shapes our personality and ways of becoming attached to others.

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33
Q
  1. describe the fundamental importance of self-actualization to Maslow’s and Rogers’s theories of personality
A

self-aware and self-accepting, open and spontaneous, loving and caring, and not paralyzed by others’ opinions. Secure in their sense of who they were, their interests were problem-centered rather than self-centered. They focused their energies on a particular task, one they often regarded as their mission in life. Most enjoyed a few deep relationships rather than many superficial ones. Many had been moved by spiritual or personal peak experiences that surpassed ordinary consciousness

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34
Q
  1. describe the roles of genuineness, acceptance, and empathy, according to Rogers
A

Genuineness, acceptance, and empathy are, Rogers believed, the water, sun, and nutrients that enable people to grow like vigorous oak trees. For “as persons are accepted and prized, they tend to develop a more caring attitude toward themselves” (Rogers, 1980, p. 116). As persons are empathically heard, “it becomes possible for them to listen more accurately to the flow of inner experiences.”

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35
Q

define unconditional positive regard

A

a caring, accepting, nonjudgmental attitude, which Carl Rogers believed would help clients to develop self-awareness and self-acceptance

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36
Q

define “trait”

A

people’s characteristic behaviors and conscious motives

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37
Q

list the two trait dimensions identified by Hans and Sybil Eysenck; describe two brain characteristics that are correlated with extraversion

A

extra-version-introversion and emotional stability-instability;
genes and frontal lobe

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38
Q

discuss when you can and cannot make fairly accurate inferences about a person’s traits from observing his/her behavior

A

you must observe behavior in multiple situations, not limited observations

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39
Q

define and give examples of reciprocal determinism. What theory includes this concept, and who is credited with this theory?

A

the interacting influences of behavior, internal cognition, and environment. Social- cognitive perspective; bandura

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40
Q

define reliability; give examples of (a) test-retest reliability and (b) interrater reliability

A

test yields consistent results; give the test again (possibly in halves) see if they correlate; extent to which independent raters agree on the score of a test item

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41
Q

define validity; give examples of (a) concurrent validity and (b) predictive validity

A

extent to which a test measures or predicts what is supposed to; test tells you about their current knowledge or behavior; test tells you about their future knowledge

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42
Q

describe the main assumptions about behavior that would lead a psychologist to use a projective test to examine a client’s personality

A

your behavior is determined by forces you are unaware of. People respond to ambiguous stimuli

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43
Q

describe the main assumptions about behavior that would lead a psychologist to use a self-report inventory to examine a client’s personality

A

people can accurately report their own feelings, thoughts and behaviors

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44
Q

describe the main assumptions about behavior that would lead a psychologist to use a behavioral assessment to examine a client’s personality

A

the best predictor of future behavior is past behavior in the same or similar situation

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45
Q

describe the Rorschach Inkblot Test and two major problems associated with it

A

you are shown inkblots and asked “what might this be?”
interrater reliabiltity is very poor, wide range
validity is poor, unobservable

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46
Q

list 2 of the MMPI validity scales and tell what each is designed to measure

A

L scale- lie; measures attempts to present oneself in a socially desirable light
F scale faking bad- attempts to look more disturbed than you really are

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47
Q

describe the strengths and weaknesses of the behavioral assessment approach. What kind of reliability is most important for behavioral assessment?

A

Can’t always observe, observing will change their behavior, not always possible to generalize from one situation to the next
interrated reliability,

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48
Q

define the Barnum effect and tell why it is relevant to personality testing

A

gullibility of people when reading descriptions of themselves
Memorize some Barnum statements from astrology and fortune-telling manuals and use them liberally.

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49
Q

list and describe the “big five” personality traits

A

openness, practical, likes routine, conforming
conscientiousness- unorganized, careless, impulsive
Extraversion- retiring, reserved, sober
Agreeableness, ruthless, suspicious, uncooperative
neuroticism, calm secure, satisfied

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50
Q

tell whether our personality traits do a better job of predicting our average behavior across many situation or our specific behavior in a given situation

A

behavior across many situations

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51
Q

compare and contrast behaviors associated with having an internal versus an external locus of control

A

achieve more in school and work, act more independently, enjoy better health, and feel less depressed than do “externals”. Moreover, they are better at delaying gratification and coping with various stressors

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52
Q

tell how, according to research, we can increase our self-control

A

grow our willpower muscles—our capacity for self-regulation

53
Q

tell whether our personality traits will be more apparent in (a) unfamiliar, highly structured situations; or (b) familiar, unstructured situations; explain-

A

familiar, unstructured situations; we are more comfortable

54
Q

define and give an example of the spotlight effect

A

overestimating others’ noticing and evaluating our appearance, performance, and blunders (as if we presume a spotlight shines on us) wearing the same shirt in the same week- no one cares

55
Q

tell whether having high self-esteem predicts high grades

A

it does because when you are confident you feel you can do better; feeling good does good

56
Q

give examples of behaviors or beliefs associated with self-serving bias

A

People accept more responsibility for good deeds than for bad, and for successes than for failures; Most people see themselves as better than average

57
Q

give examples of behaviors or beliefs associated with narcissism

A

(by agreeing more often with statements such as, “If I ruled the world, it would be a better place,”
materialism, the desire to be famous, inflated expectations, more hookups with fewer committed relationships, more gambling, and more cheating,

58
Q

list and briefly describe the three major issues developmental psychology focuses on

A

Physical-genes, cognitiveand social development

59
Q

name and tell the length of the three prenatal stages (i.e., zygote, embryo, fetus) of the first trimester

A

zygote- fertilized egg, lasts 2 weeks
embryo- 2 weeks – 2nd month
Fetus- 9 weeks - birth

60
Q

define and give examples of teratogens

A

agents like chemicals that can cause harm- alcohol, smoking, crack

61
Q

describe the cause and some of the symptoms of fetal alcohol syndrome

A

when mother drinks heavily- misproportion head, mental retardation,eyes far apart, no dip on upper lip

62
Q

define the age of viability

A

the 2nd trimester- end of 6th month, where the fetus can live outside the womb

63
Q

describe what major change occurs in the fetus during the third trimester

A

the fetus more than doubles in size

64
Q

tell at what distances newborns see best

A

8-12 inches

65
Q

tell whether newborns have all the senses that adults have

A

they have all of them but not fully deveoped

66
Q

tell what kinds of stimuli infants are predisposed to prefer

A

social responsiveness, touch, sight

67
Q

explain how habituation is used to study infant perception; describe how you would use this method to determine whether infants can tell the difference between red and blue

A

when baby gets bored with the new stimulus they will look for something else. Hold up colored cards, switch and see if they notice a difference

68
Q

tell what changes in the brain are associated with maturation

A

more connections between neuron myelin sheaths

69
Q

tell whether experience (e.g., being bound to a cradle board or being allowed to move freely) affects the rate at which babies learn to crawl, walk, etc

A

they will learn at the same time

70
Q

Which develops first, gross motor skills or fine motor skills? Give examples of each

A

gross motor develops first,(crawling, walking) then fine motor skills (Learning to write)

71
Q

define and give an example of assimilation and accommodation in reference to children’s cognitive schemas

A

assimilate new experiences—we interpret them in terms of our current understandings (schemas). Having a simple schema for dog, for example, a toddler may call all four-legged animals dogs.
But as we interact with the world, we also adjust, or accommodate, our schemas to incorporate information provided by new experiences. Thus, the child soon learns that the original dog schema is too broad and accommodates by refining the category

72
Q

list Piaget’s four stages of cognitive development

A

sensorimotor, Preoperational, Concrete operational stage, Formal operational

73
Q

sensorimotor: ages and describe the mental capabilities; be sure to include the following concepts and give examples of each: object permanence, egocentric thinking, conservation, theory of mind; abstract thinking

A

(birth – 2 yrs) learn through senses, learn relationship between action and consequences and tell the difference between themselves and other objects. Object permanence-awareness that things continue to exsist even when not perceived (8 months)

74
Q

Preoperational ages, mental capabilities; be sure to include the following concepts and give examples of each: object permanence, egocentric thinking, conservation, theory of mind; abstract thinking

A

(2-6 yrs) ablility to use symbols (learn to read and pretend) Theory of mind- other people think thoughts that can trigger feelings (thinking of a sad event causes sadness) learn to think about what other people think. Egocentric- unable to see things from another’s perspective

75
Q

Concrete operational stage age, mental capabilities; be sure to include the following concepts and give examples of each: object permanence, egocentric thinking, conservation, theory of mind; abstract thinking

A
76
Q

Formal operational- ages associated with each, and describe the mental capabilities; be sure to include the following concepts and give examples of each: object permanence, egocentric thinking, conservation, theory of mind; abstract thinking

A

(12-adulthood) ablity to think abstractly, ladder to the moon- how many rungs. Teens are very egocentric

77
Q

describe the main contribution of Piaget’s theory

A

most important- childrens thinking is qualitatively different at different ages

78
Q

list two criticisms of Piaget’s theory

A

they can process but don’t have the vocab to express why
development is more continous
development is more continous

79
Q

describe an example of “baby math” and tell what implications it has for Piaget’s theory

A

have 2 objects behind screen take one away. They understand the difference

80
Q

describe treatment that helps autistic children

A

Toy Story crossed with Thomas the Tank. They were trying to teach children with Autism how to recognize emotions on the faces of other people.

81
Q

describe what research tells us about the impaired theory of mind that characterizes autism

A

understand others’ emotional reactions and perspectives

really smart but can’t connect with peers

82
Q

describe stranger anxiety and tell when it develops

A

children’s are afraid of new people peaks at 13 months.

83
Q

describe the roles that body contact and familiarity play in the origins of attachment

A

kangaroo care

84
Q

describe the behavior in Ainsworth’s Strange Situation experiments of babies in the following categories: secure-

A

mom leaves kid cries mom comes back baby is happy

85
Q

describe the behavior in Ainsworth’s Strange Situation experiments of babies in the following categories: insecure-avoidant

A

who cares if mom is there

86
Q

describe the behavior in Ainsworth’s Strange Situation experiments of babies in the following categories: and insecure-resistant

A
  • mom can’t calm baby after leaving
87
Q

describe the influence of parental responsiveness and the baby’s temperament on the infant’s attachment

A

Easy and difficult-

88
Q

briefly describe how childhood neglect and abuse affect children’s attachments

A

Neglect are withdrawn, frightened

Abused- prone to drug abuse. Criminals are sometimes abused but

89
Q

briefly describe the characteristics of high-quality child care, according to research Sandra Scarr

A

Daycare is good. Playing with others…

90
Q

briefly describe research using mirrors that shows children’s evolving self-concepts

A

They don’t realize that it is them in the mirror. If touch mirror they think they are touching someone else (6 months)

91
Q

list and briefly define 3 parenting styles. Which style is associated with the best-adjusted children?

A

Authoritarian- rules not to be broken
Permissive- don’t enforce rules
Authoritative- talks about rules

92
Q

list the physical developments that accompany the onset of puberty; give the approximate ages of puberty for males and females

A

Females- 12 egocentric think they are the only one
Males- 14
Primary and secondary sex maturation

93
Q

tell what Jonathan Haidt’s research on moral intuitions suggests about whether our judgments about right and wrong are carefully reasoned or automatic and emotional

A

quick gut feelings, or effectively laden intuitions
These feelings in turn trigger moral reasoning
automatic and emotional

94
Q

list the stages of Erikson’s theory of psychosocial development; Which stage is particularly relevant to adolescence?

A 
Trust vs mistrust (1 yr) 
Autonomy vs shame and doubt (1-3 yr) 
Initiative vs guilt (3-6 yr) 
Competence vs inferiority (6-puberty)
Identity vs. Role Confusion (teens-20s)
 Intimacy vs. Isolation (20s-40s) 
Generativity- stagnation(40s-60s)
 integrity vs. despair (60s and up)
95
Q

describe the stage Trust vs mistrust of Erikson’s theory of psychosocial development;

A

(1 yr) if needs are met, then develop trust

96
Q

describe the stage Autonomy vs shame and doubt of Erikson’s theory of psychosocial development;

A

(1-3 yr) do things for yourself or doubt yourself

97
Q

describe the stage Initiative vs guilt of Erikson’s theory of psychosocial development;

A

(3-6 yr) initiate plans or feel guilty about independence

98
Q

describe the stage Competence vs inferiority of Erikson’s theory of psychosocial development;

A

(6-puberty) pleasure of accomplishment or feel inferior

99
Q

describe the stage Identity vs. Role Confusion of Erikson’s theory of psychosocial development;

A

teens-20s) find sense of self or wonder who they are

100
Q

describe the stage Intimacy vs. Isolation of Erikson’s theory of psychosocial development;

A

(20s-40s) close relationships or socially isolated

101
Q

describe the stage Generativity- stagnation of Erikson’s theory of psychosocial development;

A

(40s-60s) sense of contributing to world or feel useless

102
Q

describe the stage integrity vs. despair of Erikson’s theory of psychosocial development;

A

(60s and up) happy with life lived or feel failure

103
Q

define emerging adulthood

A

a period from the late teens to mid-twenties, bridging the gap between adolescent dependence and full independence and responsible adulthood.

104
Q

describe the physical changes and associated problems linked to (a) middle adulthood

A

less sex drive, menopause, lower sperm count, low testosterone

105
Q

describe the physical changes and associated problems linked to later life

A

Disease strikes. The body ages. Its cells stop reproducing. It becomes frail and vulnerable to tiny insults—hot weather, a fall, a mild infection. Tips of chromosomes, called telomeres, wear down, much as the tip of a shoelace frays.

106
Q

dementia

A

substantial loss of brain cells in a process that is not normal aging. A series of small strokes, a brain tumor, or alcohol dependence can progressively damage the brain, causing that mental erosion

107
Q

Alzheimer’s disease

A

loss of brain cells and a deterioration of neurons that produce the neurotransmitter acetylcholine, vital to memory and thinking

108
Q

define and give an example of (a) cross-sectional research-

A

Measures different groups of people at the same time, group of 100 60 yr olds

109
Q

define and give an example of (a) longitudinal research

A

Measures same people at different times Same person at ages 10, 20, 30…

110
Q

explain why the conclusions about declines in verbal intelligence are different when one examines cross-sectional studies and longitudinal studies

A

It depends on the era

111
Q

tell which of Erikson’s stages typically dominate adulthood

A

Generativity- stagnation(40s-60s) sense of contributing to world or feel useless
integrity vs. despair (60s and up) happy with life lived or feel failure

112
Q

tell how self-confidence and life satisfaction change with increasing age

A

It goes down because the closer to death the more things that you should have done with your life or could have done better arise. That is all you think of. Self-confidence goes down because you have disease, can’t do as much, and look older

113
Q

tell what Alzheimer’s disease is, and how common it is among people 75 or older

A

loss of brain cells and a deterioration of neurons that produce the neurotransmitter acetylcholine, vital to memory and thinking. 3% of people

114
Q

describe the losses of function that take place in a person with Alzheimer’s disease

A

First memory deteriorates, then reasoning. As the disease runs its course, after 5 to 20 years, the person becomes emotionally flat, then disoriented and disinhibited, then incontinent, and finally mentally vacant—a sort of living death, a mere body stripped of its humanity.

115
Q

describe the brain changes that occur in Alzheimer’s disease

A

Cells diminish, shriveled protein filaments in the cell body, and flecks of a free-floating protein fragment that accumulate as plaque at neuron tips

116
Q

sensorimotor :describe the approximate ages associated with each, and describe the mental capabilities that are associated with each stage; be sure to include the following concepts and give examples of each: object permanence, egocentric thinking, conservation, theory of mind; abstract thinking

A

(birth – 2 yrs) learn through senses, learn relationship between action and consequences and tell the difference between themselves and other objects. Object permanence-awareness that things continue to exsist even when not perceived (8 months)

117
Q

Preoperational :describe the approximate ages associated with each, and describe the mental capabilities that are associated with each stage; be sure to include the following concepts and give examples of each: object permanence, egocentric thinking, conservation, theory of mind; abstract thinking

A

(2-6 yrs) ablility to use symbols (learn to read and pretend) Theory of mind- other people think thoughts that can trigger feelings (thinking of a sad event causes sadness) learn to think about what other people think. Egocentric- unable to see things from another’s perspective

118
Q

Concrete operational stage :describe the approximate ages associated with each, and describe the mental capabilities that are associated with each stage; be sure to include the following concepts and give examples of each: object permanence, egocentric thinking, conservation, theory of mind; abstract thinking

A

(7-11) ability to think logically but concretely (little abstract thinking)understand shape doesn’t change quantity

119
Q

Formal operational :describe the approximate ages associated with each, and describe the mental capabilities that are associated with each stage; be sure to include the following concepts and give examples of each: object permanence, egocentric thinking, conservation, theory of mind; abstract thinking

A
  • (12-adulthood) ablity to think abstractly, ladder to the moon- how many rungs. Teens are very egocentric
120
Q

Sublimation

A

-Transforming frustrated id impulses into more socially acceptable forms of behavior; wants more sex but you channel into work

121
Q

Regression-

A

Retreating to an earlier stage of behavior when faced with frustrated id impulses; new baby in house, older toddler starts to wet the bed even though potty trained

122
Q

Identification-

A

Taking on some of the attributes of a feared or hated person, making those attributes part’s on ones own personality; an abuser was abused sex but you channel into work

123
Q

Displacement

A

Id impulses are shifted toward a more acceptable target; road rage

124
Q

Repression-

A

Most basic defense mechanism- Id impulses are kept out of conscious awareness, don’t hump neighbor

125
Q

Genital stage, include approximate ages for each stage, and give examples of behavior that might indicate a fixation at the oral, anal, and phallic stages

A

Genital stage (puberty-adulthood) Appropriate adult sexuality Additional id impulses are sublimated

126
Q

Latency stage, include approximate ages for each stage, and give examples of behavior that might indicate a fixation at the oral, anal, and phallic stages

A

(6-puberty) Sexuality is repressed

127
Q

Oral stage, include approximate ages for each stage, and give examples of behavior that might indicate a fixation at the oral, anal, and phallic stages

A

(birth - 18 months) Id is gratified through breastfeeding. Oral fixation may occur if child is weaned too soon or not breastfed
Ex: smoking, drinking or eating too much, talking all the time, biting one’s nails, chewing on one’s pen or pencil

128
Q

Anal stage , include approximate ages for each stage, and give examples of behavior that might indicate a fixation at the oral, anal, and phallic stages

A

(18 mos.- 3 yrs.) Id is gratified by mastering toilet training. Anal retentive fixation if shamed during toilet training
Ex: super-neat, hyper-organized, stingy, never spontaneous

129
Q

Phallic stage, include approximate ages for each stage, and give examples of behavior that might indicate a fixation at the oral, anal, and phallic stages

A

(3-6 yrs.) For boys, Oedipus complex: Castration anxiety. Identification leads to development of superego For girls, Electra complex: Penis envy Again, identification leads to development of superego, but not as strong in boys
Phallic fixation in men: exaggerated sense of masculinity

Psychology 100 (5 decks)

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