Review

Question 1

Scheme

Answer 1

A mental concept that informs a person about what to expect from a variety of experiences and situations.
ex) using a fast-food restaurants’ drive- through service, you can construct a drive-through scheme and apply it to any such restaurant.

Question 2

Assimilation

Answer 2

add a new object to the existing schema
Ex from book) an infant who has had experience playing with rubber balls has constructed a scheme that she uses whenever she encounters a ball-like object. The scheme leads her to expect anything resembling a ball to bounce. Consequently, when she is presented with a plum, her ball scheme (her mental plan of action to be applied to ball-like objects) leads her to throw the plum to the floor, expecting it to bounce.
Ex from class) the liquid stuff on the floor is schema. Well is Assimilation. Well is being liquid stuff in the ground.
Ex) in learning reinforcement is schema, adding positive reinforcement is assimilation.

Question 3

Accommodation

Answer 3

add a new object to a new schema that you modified from an existing schema
Ex from book) when infant sees that the plum doesn’t bounce, her ball scheme changes (although she may try bouncing plums a few more times just to be sure). This change of scheme will result in a better intellectual adaptation to the real world because the revised scheme includes the knowledge that some ball-like objects bounce but others do not.
Ex from class) Schema: liquid stuff on the floor. Well is Assimilation. Lake is Accommodation. Lake is big puddle on the ground.
Ex) changing positive reinforcement to negative reinforcement is accommodation.
By using schema, assimilation and accommodation, Piaget’s explanation of how people become an intelligent human being. Explanation of intelligence comes about. It let us know that how we come to know things in this world, by the way we operate objects in the world. When you spell a word, you mentally operate the word to spell it.

Question 4

Piaget Stages of Intellectual Development

Answer 4

1. Sensorymotor Stage. (birth-2 years)
2. Pre-Operational Stage.(2-7)
3. Concrete operational(7-11)
4. Formail Operational ( 11 and over)

Question 5

1. Sensorymotor Stage. (birth-2 years)

Answer 5

Infant senses the world through sensory info and motor activity (babies can’t talk. Only way for them to interact and
communicate is to use their sensory info and motor activities)
B. Most behavior is reflexive (infant born with 13 reflexive. These behavior are conditional. Classic conditioning is reflexive behavior.)
C. Infants can only perceive things that are present (playing peek-a-boo, babies cannot see it, they don’t see it)
D. Object permanence is lacking
E. Once object permanence occurs, the infant moves to the next stage. (Crawling is not an intellectual development.

Question 6

2. Pre-Operational Stage (2-7 years)

Answer 6

Symbolic functions – one thing can stand for another
i. (Substituting one thing with another thing.)
The words represents objects
Egocentrism – children expect adults to think and feel as they do
i. When a kid draws a picture, they want you to sympathize how beautiful it looks and see it as they do.
ii. Children are incapable of seeing and doing things as you do.
iii. When children start saying “NO”, it means that you are not seeing the things as they see it.
D. Thinking is dominated by the way things appear.
i. Broken ginger bread cookie is not the same as good cookie. Although they are same ginger bread in same shape, broken one is not treated same as unbroken one.
ii. Something appears whole one moment and broken in next is not the same.

Question 7

Concrete operational(7-12)

Answer 7

Conservation: children understand that a given quantity (is same amount water in tall and short bicker) of matter remains the same despite rearrangement (despitehe fact that you may want to choose tall or short beaker) (tall and short bicker, issue is how much water is in the bicker) or change in appearance (short VS tall) as long as nothing is added or taken away.

i. Reversibility: the understanding that any change in shape, position, or order of matter can be reversed mentally.
1. Alexander can think back about the ginger bread man, he understands that when he dropped the ginger bread man with broken arm is the same substance as the ginger bread man as whole. Now he is able to reverse what he thought from the past.
2. Broken cookie is as same as whole in a sense that it is made of same substance.
ii. Appearance did not change the substance that makes up a cookie. (cookie is still made out of same substance before or after it’s broke)
iii. Cannot apply logic to hypothetical situation.
iv. Ability to conserve number, substance, liquid, mass, length, area, weight, volume, there are not acquired at same time. They are acquired at different time depending on interest and time. This is an epistemology that says way you know stuffs is from the way you manipulate or operate on the objects in the world. Not because you reasoned to it or not because you experienced it but because you operated on objects in it.
v. What can the concrete operation kid not do?
1. Concrete child unable to apply logic to hypothetical situation.
2. Ex. A child cannot make a choice between whether who would be the best one to live with when the parents getting a divorce. A child is not logical about that.
3. A child is not logical to tell the benefit between going to the grandmother or Disney world.

Question 8

Formal operation (12 + yrs)

Answer 8

IV. Formal operation (12 + yrs)
A. Hypothetico-deductive reasoning: teens can apply logical thought to abstract verbal and hypothetical situations (what it suggest is the difference between induction and deduction)
1. You can make a good lies. You can make a situation hypothetical appear as if it’s real. Making it sounds like you actually did.
2. Applying hypothetico-deductive reasoning to hypothetical situation. You can apply logical thoughts to a hypothetical situation. Ex) lying about studying for a test while, in reality, hanging out with friends.
ii. Apply logical thought to past, present and future problems
iii. Not all people attain full formal operations
iv. Math & science encourages this thinking (hypothetico-deductive)
v. Naïve-idealism: conceiving “perfect” solutions to problems (ex. Mother & father back together after divorce)
vi. Imaginary audience: you actually make up imaginary group of people who your admirer and critiques and you dress them to properly address to them. Facebook’s imaginary critiques and audiences that you need to able to response to.

Question 9

Freud’s Theory of Personality

Answer 9

A.
In personality theory, being in a crisis all the time isn’t a stable trait, but is a state that the person is in. there are things about you that the states you are in and about the traits you have.
i. Ex) there are people who are happy all the time or sad all the time. There are difference between states youare in and traits you have.

Question 10

Levels of Awareness

Answer 10

1.Conscious: whatever we are aware of at any given moment.
2.Pre-conscious: all memories of experience & feelings that we are not consciously thinking about, but can be brought into consciousness easily.
3.Unconscious: 1. Primary motivating force of
human behavior
2. Hold memories that were so anxiety provoking they were involuntarily removed from consciousness.
3. Contains all the sexual and aggressive wishes and desires that have never been allowed into consciousness

Question 11

Four systems of personality

Answer 11

1. Id
2. Ego
3. Super Ego

Question 12

Id

Answer 12

i. Present at birth
ii. Inherited, inaccessible and completely unconscious
1. Horrible, anxiety provoking wishes and desires that were never allowed into consciousness, one of them being is to fuse sexually with opposite sex of parents. Freud says it is down in our id.
iii. Contains the life instincts (sexual) and biological urges such as hunger and thirst

Question 13

Ego

Answer 13

i. Logical and rational part of
personality.
1. Ego has a job of putting restrains on the Id. It directly deals with real world.
ii. Ego evolves from the Id and draws psychic energy from the Id
iii. Ego functions to satisfy the Id. Ego always wants to satisfy the id. Sometimes, ego lets Id to get away with “I want to this right now” stuffs when it shouldn’t.
iv. Ego operates on the reality principle = considers restraints of the real world in terms of what are appropriate times, places and objects for gratification of Id’s wishes

Question 14

Super Ego

Answer 14

i. When ego lets id get away with certain things that id shouldn’t, then super ego kicks in.
ii. Moral components of personality
iii. Moral: is about good or bad
iv. Ethical: is about right or wrong
v. Ex) if you see an injured person on the side of the street while you are on your way to claim your million dollars and if you choose to ignore and go on, then it would be ethically wrong, not morally wrong.
vi. Ex 2) if you choose to starve a dog,it would be ethically wrong, not morally wrong.

Question 15

Super Ego Components

Answer 15

1. Consciece: consist of all the behaviors for which the child has been punished in about which he can feel guilt. Only way you end up being a moral person is that you develop this super ego that has a conscience that can serve the guilt when you are not moral.
   Conscience is the part of your mind because this whole psychoanalytic approach is about the fact that you have mind. Mind is the total sum of personality.
2. Ego Ideal: other part of super ego. It is about all the behaviors which you are praised and rewarded about which you feel pride in satisfaction.

Question 16

Guilt

Answer 16

is a form of anxiety. Guilt is very distinctive form of anxiety. People will do just about anything not to feel that. There is something qualitatively different about what your id is able to whip up this kind of anxiety to get its demand.

Question 17

Psychosexual Development

Answer 17

normal psychosexual development.
When a young boy, age of 4 or 5, wants mommy all to himself and child will manipulate to get the mother to himself. If this is a strong father figure, then he is going to understand what the child is doing and he is going to tell the child that “this is my wife and it’s time for you to go to sleep in your own bed.” The father will try to separate child from the mother in gradual ways that the father understands that this is the tendency of boy trying to fuse with mother. This is the way father wins the “Oedipus battle”, then the boy identifies stronger same sex parents and starts to be like him to get mother’s attention.
ii. When the child wins the “Oedipus battle”, child manipulates all kindsnormal psychosexual development
When the child wins the “Oedipus battle”, child manipulates all kinds
of ways to get mother’s attention all to himself. In situation where parents are divorced, the boy can’t identify same sex parent, then the male child identifies female parent, and this is what Freud said caused the homosexuality.
iii. This type of analysis goes same for female child and male parent.
G. Libido: the energy of the sexual drive as a component of the life instinct. Psychic energy that is drawn from id. Sexual desire or drive.
H. The idea of penis envy is the Freud explanation of homosexuality in women. Women become so obsessed with need to have penis that they start to act like those do have one.
I. Id: something you can’t know about
J. Ego: part that deals with real world
K. Super ego: moral component of component. Helps develop conscience.

Question 18

Attribution Theory

Answer 18

A. Attribution Theory: Attribution theory deals with how the social perceiver uses information to arrive at causal explanations for events. It examines what information is gathered and how it is combined to form a causal judgment. Studied by Fritz Heider.
iv. Can blame people (dispositional) or can blame the situation (situational).
v. If you are very successful at things, what type of attribution you tend to make up on yourself? Dispositional. When you fail at things, what tend to be your attribution? Situational.
vi. You can count on people and students make self-serving attribution. It’s called self-serving bias.
vii. Self-serving bias: when making judgements about oneself, people tend to attribute their successes to dispositional factors, and failures to situational factors.
viii. When you are the actor, you tend to make attributions in a particular way that’s different than when you are an observer. When I’m the actor, I’m the person who is doing the thing versus I’m the person who is observing somebody else do the thing. What kind of attribution does the actor tend to make? When you are an actor, you tend to attribute things to situational factor. When you have to observe, that means you are making a judgement about a person which is dispositional.
ix. Fundamental attribution error: we tend to assign dispositional attributions more than is warranted.
x. Ex) when you see a fat person, you tend to make attributions the person’s fatness to “lazy, overeat, junk food eater, etc.” All these are dispositional attributions about the condition that the person has which you don’t know nothing about the person’s condition but you are willing to make dispositional attributions about the person. The fact that the person might suffer from isolation which triggers stress eating. This type of social anxiety and social isolation is situational attribution to the person’s fatness.