PSY 1A Quiz 1 Flashcards
module 1-3
“I think therefore I am” — Rene Descartes
self == rational thinking person && being self conscious
- mental process of being conscious
- involves our thoughts, your wish, your aspirations
- anything that passes though your mind
thinking
Daniel Kahneman’s Two Thinking System
- an Israleli American pyschologist
his fields of expertise are cognitive psychology, judgement and decision-making, behavioral economics and hedonic psychology.
Daniel Kahneman’s
System One (preparedness to perceived)
1 - fast
2 - will not take a lot of time in trying to figure out what to do
3 - due to practice
4 - automatic
5 - requires minimum attention
System Two (When we make difficult choice)
1 - slow
2- reflective
3 - Analytical
4 - Requires more attention
5 - intense focusing
T/F:
The brain is not divided into two
True
T/F:
System one and system two don’t work in tandem, as separate entities.
False
they work in tandem
T/F:
Both systems can be biased and can make mistakes – neither one is categorically ‘good’ or ‘bad’
True
tendencies to perceive events in a negative manner
cognitive bias
COGNITIVE BIAS TYPES
- selective abstraction
- dichotomous thinking
- over generalization
- magnification
- minimization
- arbitrary inference
here the person focuses only on certain details and ignores the other details
selective abstraction
here the thinking is either or type. That is, the things are completely good or completely bad
dichotomous thinking
this refers to arriving at a conclusion on the basis of very little information
over generalization
this refers to the overstimation of a single event than the actual
magnification
minimizing vale of some event that what it actually is
minimization
drawing conclusions that have no evidence
arbitrary inference
a conscious mental rection (such as anger or fear) subjectively experienced as strong feeling
emotion
the way in which a person uses emotional experiences to provide for adaptive functioning (Thompson, 1994)
emotion regulation
SKILLS NECESSARY FOR EFFECTIVE EMOTION REGULATION
- awareness of one’s emotional state
- the capacity to detect emotions in other people
- the ability to empathize with other’s emotional state
INDICATORS FOR ADAPTIVE EMOTION REGULATION
- a high self-esteem
- social competence
- school engagement
- feelings of attachment to parents and friends
an organism’s activities in resonse to external or internal stimuli, including objectively observable activities, retrospectively observable activities (see covert behavior)
behavior
INTERCONNECTEDNESS AMONG THE COMPONENTS OF THE SELF
1- activating events — something happens
2 - beliefs — the situation is interpreted
3 - emotion — a feeling occurs as a result of the thought
4 - behavior — an action in response of the emotion
CBT
negative thoughts –> upset feelings –> unhelpful behavior
the ability to choose your response — Stephen Covey
Response-ability (Responsibility)
- american and developmental psychologist
- formulated the ecological systems theory
Urie Bronfrenbrenner
- his theory focuses on the quality and context of child’s development
Urie Bronfrenbrenner
Bronfenbrenner’s Ecological Systems Theory
- Chronosystem
- Macrosystem
- Exosystem
- Mesosystem
- Microsystem
- child
immediate environment/ surroundings and connection
microsystem
microsystem for CHILDREN
- teachers
- parents
- friends
- classmates
microsystem for ADULTS
- job
- class
- place where they live
HEALTHY ECOLOGY
PARENTS
- bonded with caregivers
- positive discipline
PEERS
- peer acceptance
- pro-social values
SCHOOL
- supportive teachers
- academic sources
HIGH-RISH ECOLOGY
FAMILY
- insecure bond
- inconsistent discipline
PEERS
- peer conflict
- antisocial values
SCHOOL
- conflict teachers
- academic failure
interconnections of your microsystem
mesosystem
indirect environment
(parent’s job – di ka part ng environment pero affected ka)
exosystem
- social and cultural values (traditions, religion)
- largest and most distant collection of people and places to the children
macrosystem
- changes overtime
- environmental events and transitions over the life course
chronosystem
T/F:
Every child needs at least one adult who is irrationally crazy about him or her
true
infants begin to acquire the skills necessary to perform as a functioning member of their society
- within it, a person develops a sense of self
socialization
the sum total of beliefs we each have about ourselves. How you think, evaluate or perceived yourself
self-concept
TWO TYPES OF SELF-CONCEPT
- the existential self
- the categorical self
- the most basic part of the self-scheme or self-concept
- sense of being separate and distinct form others
- awareness of the constancy of the self
the existential self
- outside the group, you are an individual
- exists as a separate experiencing being
the categorical self
SOCIAL RELATIONSHIPS DEFINE OUR SELF
How we think of ourselves is linked to the person we are with at the moment
you –> (friends, colleagues, family, random acquaintances, mastermind)
- looking glass self
- american sociologist
- founding member of the American Sociologiscal Association in 1905
Charles Horton Cooley
FOUR PRIMARY GROUPS OF THE LOOKING GLASS SELF
- parents
- siblings
- play groups
- elders
- American philosopher, sociologist and psychologist
Mead’s central concept is the self - self-awareness
- self-image
George Mead (1863-1931)
3 STAGES OF DEVELOPMENT OF THE SELF
S1 - The Preparatory Stage
S2 - The Play Stage
S3 - The Game Stage
S1: the preparatory stage (birth - about age 2)
- children mimic those around them
- they start to learn language
- incapable of takin gin the perspective of others
S2: The Play Stage ( from about age 2 to 6)
- children play pretend as a specific other
- they do not adhere to the rules in organized games
S3: The Game Stage (from about age 7 onwards)
- children begin to understand the game rules
- they start to understand attitudes, beliefs, and behaviors of generalize others
- they start to feel anxious
2 PHASES OF SELF
- Me – The social self
- I – our response to the ‘me’
- the social self
- myself and how others see me
- receives the action
me
- our response to the “Me”
- how you see yourself
- does the action
I
“I” && “Me”
self
“I am not who you think I am; I am not who I think I am; I am who I think you think I am” —
Charles Horton Cooley
Scientific study of the mind and behavior
psychology
Who studies about instict? (under psychology topic)
Sigmund Freud
How many children does Sigmund Freud had with his second wife?
8
THE STRUCTURAL MODEL
- Id (das es) — present at birth
- Ego (das ich) — age 2
- Superego (das uber-ich) — age 5
ego == id + superego
balance
states that events in our childhood have a great influence on our adult lives, shaping our personality
psychodynamic
These instinctive urges seek to preserve life. Satisfying needs
life (eros)
human strives to return to an inorganic state
death (thanatos)
seat of drives and instincts
id
logical, reality-oriented part of the mind
- decision making
ego
moral and ideal aspects of personality
superego
STAGES OF PSYCHOSEXUAL DEVELOPMENT
- Oral (0-18 m)
- Anal (18-36 m)
- Oedipal (5-6y)
- Latency (6y-puberty)
- Genital(puberty onward)
The focus of pleasurable sensations or “during the first pregenital stage is the mouth
oral
CHARACTER TYPES OF ORAL
Oral Receptive Character — too trusting, incompetent, dependent
Oral Aggressive Character — envy others success, manipulate
Pleasurable sensations are focused on the anal cavity
- retention or expulsion of feces
anal
CHARACTER TYPES OF ANAL
Anal-expulsive Personality — pleasure - naniniral
Anal-retentive Personality — cleanliness and orderliness
ANAL TRIAD
Obstinacy — stubborn, indipendent
Parsimony —things should not be wasted
Orderliness — live a routine, perfectionistic
The primary focus of the libido is on the genitals
phallic
CHARACTER TYPES OF PHALLIC
Oedipal Complex — males
Electra Complex — penis envy — girls
6y-puberty
- sexual feelings are inactive
latency
- sexual tension increases dramatically.
- mate
genital
ego develops it to help an individual cope up with anxiety
defense mechanism
TYPES OF DEFENSE MECHANISM
- Repression
- Denial
- Projection
- Reaction formation
- Regression
- Rationalization
- Identification
- Displacement
- Sublimation
- most basic dm
- ego is threated
- blocking a wish or desire from conscious expression
eg. Being unaware of deep-seated hostilities toward one’s parents
repression
refusing to accept an unpleasant reality
eg. refusing to believe one is dead
denial
- attributing an unconscious impulse, attitude, or behavior to another
- person protects the ego
eg. blaming another for your act or thinking that someone is out to get you
projection
expressing an impulse by its opposite (pakipot)
eg. treating someone whom you intensely dislike in a friendly manner
reaction formation
returning to an earlier form of expressing an impulse (crying, cutting hair)
eg. resuming bedwetting after one has long since stopped
regression
dealing with an emotion intellectually to avoid emotional concern
-excuses
eg. arguing that “Everybody else does it, so I don’t have to feel guilty”
rationalization
TWO TYPES OF RATIONALIZATION
Summer gaping — di nakuha gusto (pinapapanget)
Sweet lemon — yun lang kaya mong makuha (pinapaganda)
modeling one’s behavior after the behavior of someone else
eg. imitating one’s mother or father
identification
satisfying an impulse with a substitute object
eg. scapegoating
displacement
rechanneling an impulse into a more socially desirable outlet
- anger->positive
eg. satisfying sexual curiosity by researching sexual behaviors
sublimation
