Psychology part 2 Flashcards
Freud’s theory of developmental stages
propose a sequential series of psychosexual stages in early childhood
Freud framed the stages of development in terms of the impulses of the id
Each stage presents a challenge to be navigated
Freud’s oral stage
takes place in infancy
children in this stage are preoccupied with oral processes, such as sucking and biting
Freud’s anal stage
poses a conflict between the young child and the parents
Freud’s phallic stage
the most controversial stage
children in this stage develop sexual and gener identity by focusing their sexual impulses on the opposite-sex parent and identifying with the same-sex parent
through this identification, the child begins to internalize society’s rules and thus begins to develop superego
Freud’ latent stage
sexual impulses are suppressed and children can focus on other developmental tasks
Freud’s genital stage
the return of sexual urges that lead to the achievement of adult sexuality
Erik Erikson
part of the psychoanalytic tradition
but he reenvisioned the psychosexual stages as psychosocial ones
These stages involve the interaction between self and society that is experienced across the lifespan
Erikson stage 1: trust vs mistrust
the infant develops lasting ideas about trust according to the actions of his or her parents
Erikson stage 2: autonomy vs shame and doubt
centering on the child’s growing sense of whether he or she is competent to carry out self-care
Erikson stage 3: initiative vs guilt
children attempt to develop the ability to execute a plan, such as in play activities
Erikson stage 4: industry vs inferiority
when children are immersed in the more complex social environment of school
Erikson stage 5: identity vs role confusion
the one most explicitly concerned with identity formation
a complex stage in which adolescents explore different possibilities for their roles in society , as well as their personal beliefs and goals
the ideal outcome of this stage is the formation of stable sense of identiy
Erikson stage 6: intimacy vs isolation
in young adulthood and involves the ability to form emotionally significant relationships with others
Erikson stage 7: generativity vs stagnation
requires people to determine the extent to which they wish to put back energy into family, work, and community or simply care for their own needs
Erikson stage 8: integrity vs despair
as people evaluate their lifetimes and develop a sense of how well they have lived
Lev Vygotsky
proposed a theory that further explicitly recognize the involvement of social and cultural factors in development
most important element of his theory is that learning takes place through interactions with others that promote the acquisition of culturally valued behaviors and beliefs
focused on the process by which children attain higher levels of development with the guidance of adults and peers
Vygotsky’s current developmental level
consists of those tasks that a child can perform WITHOUT help from others
Vygotsky’s potential development level
represents the most advance tasks that a child can do WITH guidance from more knowledgeable people
Vygotsky’s zone of proximal development
the range of activities between the current and potential developmental levels
= all skills that can be accomplished with help
Development is fostered when the demands of the activity fall within this zone
Kohlberg’s theory of moral development
propose that developing children progress through predictable sequence of stages of moral reasoning
3 levels of moral reasoning: preconventional, conventional and postconventional
Kohlberg’s preconventional level
describes moral judgement that are based solely on consideration of the anticipated consequences of behavior
focuses on the consequences for the individual who carries out a certain action
punishment vs reward
Kohlberg’s conventional level
takes into account social judgements
social disapproval vs rule following
a person from this stage will refrain from breaking a law no because it is the right thing to do, but because it is the law established by society
Kohlberg’s postconventional level
advances beyond personal and interpersonal considerations, rising to the level of universal principles and fully-developed ideas about right and wrong
Attribution theory
a line of research into the causes that people use to explain the observed behaviors of others, is a major source of ideas about how we understand people in social interactions
conscious and unconscious processes both contribute to the formation of ideas about what caused another person to behave in a particular way
Dispositional attribution
assigning the cause to an inherent quality or desire to explain why a person to behave that way
Situational attribution
deciding that environmental forces were in control that caused a person to behave that way
Fundamental attribution error
the tendency to automatically favor dispositional attributions over situational ones when judging other people
Self-serving bias
tendency to attribute one’s success to internal factors while attributing one’s failures to external factors
Psychological disorders
sets of psychological abnormalities that are maladaptive to the invidual
Somatoform disorders
_ characterized by bodily symptoms, such as pain, fatigue, and motor problems
_ differ from other disorders in that they are often 1st seen by clinicians who do not specialize in psychiatric care
Anxiety disorders
the experience of unwarranted fear and anxiety, physiological tension, and behaviors associated with the emotional and physical experience of anxiety
_ commonly connected to worries about future and hypothetical circumstances, rather than actual events in the present
_ often experienced in response to stress
_ manifest physically as excessive sympathetic nervous activation => body prepares for a fight or flight situation in the absence of an immediate threat
Generalized anxiety disorder (under anxiety disorder)
excessive, persistent anxiety is triggered by a wide variety of stimuli
Panic disorder (under anxiety disorder)
_ frequent panic attacks, short-lived instances of overwhelming sympathetic nervous system activation and fear
_ during an attack, symptoms can be so severe that the individual fears they will die
Phobias (under anxiety disorder)
excessive fear of a specific object or situation & active attempts to avoid that stimulus
Mood disorders
2 extremes along the spectrum of emotional experience: depression vs mania (excitement so intense that is detrimental)
Depressive disorders = depression (under mood disorders)
pervasive feelings of sadness and hopelessness, loss of interest in activities that an individual usually enjoys
_ do not involve the manic end of the spectrum while bipolar disorders do
_ although social emotional and cognitive factors play a crucial role, much research has focused on identifying a biological basis of depression to find better treatment
_ genetic inheritance has a strong influence (not as much as bipolar or schizophrenia)
_ multiple brain areas => altered functioning in depression
Monoamine hypothesis (under depression)
_a deficiency in production or potency in monoamines neurotransmitters (serotonin, norepinephrine, noradrenaline, dopamine) in the synapses contribute to depression
_ BUT this is not the only biological contribution
Hypothalamic-pituitary-adrenal (HPA) axis
Hypothalamus releases a hormone that causes the anterior pituitary to release the hormone ACTH, which then triggers the release of cortisol by the adrenal cortex
_ over-activation of this stress response system => development of depression
Bipolar disorders
characterized by episodes of mania, usually involve episodes of depression as well.
_ manic episodes => uncontrollable impulses and reckless decisions, distortion of self-concept (the self is viewed in an exaggeratedly positive light => self-esteem is hugely elevated)
