unit eight and nine: personality and development Flashcards
1
Q
(8) trait
A
a characteristic pattern or behavior or a disposition to feel and act, as assessed by self-report inventories and peer reports.
2
Q
(8) personality inventory
A
- assessment techniques: psychoanalyst method
- esentially questionarres that ask people to provide information about themselves.
- a questionnaire (often with true-false or agree-disagree items) on which people respond to items designed to gauge a wide range of feelings and behaviors; used to assess selected personality traits.
3
Q
(8) minnesota multiphasic personality inventory
A
(mmpi or mmpi-2) the most widely researched and clinically used of all personality tests. originally designed to identify emotional disorders (still considered its most appropriate use), this test is now used for many other screening purposes.
4
Q
(8) empirically derived test
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a test (such as the mmpi) developed by testing a pool of items and then selecting those that discriminate between groups.
5
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(8) social cognitive-perspective
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views behavior as influenced by the interaction between persons (and their thinking) and their social context.
6
Q
(8) reciprocal determinism
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the interacting influences between personality and environmental factors.
7
Q
(8) personal control
A
our sense of controlling our environment rather than feeling helpless.
8
Q
(8) external locus of control
A
-social cognitive theory
the perception that change or outside forces beyond one’s personal control determine one’s fate.
-julian rotter
9
Q
(8) internal locus of control
A
-social cognitive theory
the perception that one controls one’s own fate.
-julian rotter
10
Q
(8) learned helplessness
A
the hopelessness and passive resignation an animal or human learns when unable to avoid repeated aversive events.
11
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(8) positive psychology
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the scientific study of optimal human functioning; aims to discover and promote strengths and virtues that enable individuals and communities to thrive.
12
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(8) spotlight effect
A
overestimating others’ noticing and evaluating our appearance, performance, and blunders (as if we presume a spotlight shines on us).
13
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(8) self-esteem
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one’s feelings of high or low self-worth.
14
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(8) self-serving bias
A
a readiness to perceive oneself favorably.
15
Q
(8) nomothetic versus idiographic
A
- trait theories
nomothetic: theorists believe that the same basic set of traits can be used to describe all people’s personalities. - > HANS EYESNCK: believed that classifying all people along an introversion-extroversion scale and stable-unstable scale we can describe their personalities.
- > RAYMOND CATTELL: developed the 16 pf (personality factor) test to measure what he believed were the 16 basic traits present in all people.
idiographic: theorists, assert that using the same set of terms to classify all people is impossible.
16
Q
(8) paul costa and robert mccrae
A
-trait theorist
proposed that personality can be described using the BIG FIVE
-> C: conscientiousness
A: agreeableness
N: neuroticism (emotional stability)
O: openess
E: experience
17
Q
(8) factor analysis
A
-trait theory
how psychologists can reduce the vast number of different terms we use to describe people to 16 or five basic traits.
researchers use correlations between traits.
18
Q
(8) gordon allport
A
-trait theorist
believed that although there were common traits useful in describing all people. differentiated between three different types of personal traits. suggested a small number of people are so profoundly influenced by one trait that plays a role in everything they do.
referred to
- > CARDINAL DISPOSITIONS:
- > CENTRAL DISPOSITIONS: larger influence on personality.
- > SECONDARY DISPOSITIONS:
19
Q
(8) heritability
A
-biological theory
measure of the amount of variation in a trait in a given population that is due to genetics.
20
Q
(8) temperaments
A
-biological theory
people’s emotional style and characteristic way of dealing of the world. new stimuli.
21
Q
(8) hippocrates
A
- biological theory
- > one of the earliest theories of personality.
- > these theorists believed that personality was determined by relative levels of four humors (fluids) in the body. (blood, yellow bile, black bile, and phlegm).
22
Q
(8) william sheldon’s somatype
A
-biological theory
identified three body types: endomorphs (fat), mesomorphs (muscular), and ectomorphs (thin).
23
Q
(8) radical behaviorists
A
- > b.f. skinner
- > argue that behavior is personality and that the way most people think of the term personality is meaningless. personality is determined by the environment.
24
Q
(8) albert bandura
A
- social cognitive theorist
- > personality is created b an interaction between the person (traits), the environment, and the person’s behavior.
- TRIADIC RECIPROCALITY/RECIPROCAL DETERMINISM: means that each of these factors (personality, environment and behavior) influence both of the other two in a constant loop.
ex: brad is social. this trait influences his behavior in that he talks to a lot of people. it influences the environment which brad puts himself in like parties and get togethers.
-SELF EFFICACY: people with high self-efficacy are optimistic about their own ability to get things done whereas those with low self-efficacy feel a sense of powerlessness.
25
(8) george kelly
-social cognitive theorist
PERSONAL-CONSTRUCT THEORY: argued people in their attempts to understand their world develop their own individual systems of personal constructs. opposites like unfair and fair. bad and good.
FUNDAMENTAL POSTULATE: previous theory based on this. people's behavior is influenced by their cognitions and that by knowing how people have behaved in the past, we can predict how they will act in the future.
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(8) determinism
-humanist theory
| the belief that what happens is dictated by what has happened in the past.
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(8) free will/third force
- humanist theory
- not supported by psychoanalysts (personality determined by childhood) and behaviorists (personality by environment)
- individual's ability to choose his or her own destiny
28
(8) self-concept
- humanist theory
- a person's global feeling about himself or herself. develops through a person's involvement with other, especially parents. someone with a high self-concept is more likely to have a high self-esteem.
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(8) self-esteem
- humanist theory
- an individual's subjective evaluation of their own worth. self-esteem encompasses beliefs about oneself as well as emotional states, such as triumph, despair, pride, and shame.
30
(8) abraham maslow and carl rogers
- humanist theorists
- both believed that people are motivated to reach their full potential or SELF-ACTUALIZE: the motivation to fufill one's potential.
MASLOW AND HIERARCHY OF NEEDS: 1/top) self-actualization, 2) esteem, 3)love/belonging, 4) safety, 5/bottom) psychological
ROGERS AND SELF-THEORY: he believed that although people are innately good, they require certain things from their interactions with others, most importantly
-> UNCONDITIONAL POSITIVE REGARD: in order to self-actualize. blanket acceptance. love no matter what. if a parent makes their child feel as if they'll only be loved if they are successful they are sending the message that their love is conditional to their child.
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(8) reliability versus validity
- assessment techniques
- reliability: likened to consistency. similar results. ex: the sat
- validity: accuracy. measures what its supposed to measure. ex: not like the sat and college-readiness.
- protective tests: used psychoanalysts. involve asking people to interpret imbiguous stimuli.
ex: rorschach inkblot test,and thematic apperception test.
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(8) rorschach inkblot test
- assessment techniques: psychoanalyst method
- involves showing people a series of inkblots and asking them to describe what they see.
ex: seeing a inkblot and saying you see a dead person can help psychologists understand more about patient.
33
(8) thematic appreception test (tat)
- assessment techniques: psychoanalyst method
- consists of a number of cards, each of which contains a picture of a person or people in an ambiguous stimulation. people are asked to describe what is happening in the pictures.
34
(8) barnum effect
- research has demonstrated that people have the tendency to see themselves in vague, stock description of personality.
- named after famous circus owner p.t. barnum, who once said "there's a sucker born every minute"
- be skeptical of people who offer you a quick description of your life and future. personality is difficult to measure.
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(9) maturation
- biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience.
- like a flower growing from seed to bloom
- human being a baby to adult
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(9) schema
a concept or framework that organizes and interprets information.
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(9) assimilation
interpreting one's new experience in terms of one's existing schemas.
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(9) acommodation
adapting one's current understandings (schemas) to incorporate new information.
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(9) cognition
all the mental activities associated with thinking, knowing, remembering, and communicating.
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(9) sensorimotor stage
in piaget's theory, the theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities.
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(9) object permanence
the awareness that things continue to exist even when not perceived.
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(9) preoperational stage
in piaget's theory, the stage (from about 2 to 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic.
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(9) conservation
the principle (which piaget believed to be a part of concrete operational reasoning) that properties such as mass, volume, and number remain the same despite changes in forms of objects.
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(9) egocentrism
in piaget's theory, the preoperational child's difficulty taking another's point of view.
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(9) theory of mind
people's ideas about their own and others' mental states-- about their feelings, perceptions, and thoughts and the behavior these might predict.
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(9) autism
a disorder that appears in childhood and is marked by deficient communication, social interaction, and understanding of others' states of mind.
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(9) concrete operational stage
in piaget's theory, the stage of cognitive development (from about 6 or 7 to 11 years of age) during which children gain the mental operations the enable them to think logically about concrete events.
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(9) formal operational stage
in piagtet's theory, the stage of cognitive development (normally beginning about age 12) during which people begin to think logically about abstract concepts.
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(9) stranger anxiety
the fear of strangers the infants commonly display, beginning by about 8 months of age.
50
(9) attachment
an emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress on separation.
51
(9) critical period
an optimal period shortly after birth when an organism's exposure to certain stimuli or experiences produces proper development.
52
(9) imprinting
the process by which certain animals form attachments during a critical period very early in life.
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(9) basic trust
according to erik erikson, a sense that the world is predictable and trustworthy; said to be formed during infancy by appropriate experiences with responsive caregivers.
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(9) self-concept
a sense of one's identity and personal worth.
55
(9) adolescence
the transition period from childhood to adulthood, extending from puberty to independence.
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(9) puberty
the period of sexual maturation, during which a person becomes capable of reproducing.
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(9) primary sex characteristics
the body structures (ovaries, testes, external genitalia) that make sexual reproduction possible.
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(9) secondary sex characteristics
non-reproductive sexual characteristics, such as female breasts and hips, male voice quality and body hair.
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(9) menarche
[meh-NAR-key] the first menustural period.
60
(9) identity
one's sense of self; according to erikson, the adolescent's task is to solidify a sense of self by testing and integrating various roles.
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(9) intimacy
in erikson's theory, the ability to form close, loving relationships; a primary developmental task in late adolescence and early adulthood.
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(9) language
our spoken, written, or signed words and the ways we combine them to communicate meaning.
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(9) phoneme
in a language the smallest distinctive sound sound unit.
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(9) morpheme
in a language the smallest unit that cries meaning; may be a word or a part of a word (such as a prefix).
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(9) grammar
in a language a system of rules that enables us to communicate with and understand others.
66
(9) semantics
the set of rules by which we derive meaning from morphemes, words, and sentences in a given language; also, the study of meaning.
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(9) syntax
the rules for combining words into grammatically sensible sentences in a given language.
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(9) babbling stage
beginning at about 4 months, the stage of speech development in which the infant spontaneously utters various sounds at first unrelated to the household language
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(9) one-word stage
the stage in speech development, from about age 1 to 2, during which a child speaks mostly in single words.
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(9) two-word stage
beginning about age 2, the stage in speech development during which a child speaks mostly two-word statements.
71
(9) telegraphic speech
early speech stage in which a child speaks like a telegram--"go car"--using mostly nouns and verbs and omitting auxiliary words.
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(9) linguistic determinism
whorf's hypothesis that language determine the way we think.
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(9) zygote
the fertilized egg; it enters a 2 week period of rapid cell division and develops into an embryo.
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(9) embryo
the developing human organism from from about 2 weeks after fertilization through the second month.
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(9) fetus
the developing human organism from 9 weeks after conception to birth.
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(9) teratogens
agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm
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(9) fetal alcohol syndrome (fas)
physical and cognitive abnormalities in children caused by a pregnant woman's heavy drinking. in sever cases, symptoms include noticeable facial misproportions.
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(9) rooting reflex
a baby's tendency, when touched on the cheek, to turn toward the touch, open the mouth, and search of the nipple.
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(9) menopause
the time of natural cessation of menstruation; also refers to the biological changes a woman experiences as her ability to reproduce declines.
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(9) alzheimer's disease
a progressive and irreversible brain disorder characterized by gradual deterioration of memory, reasoning, language, and finally physical functioning.
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(9) cross-sectional study
a study n which people of different ages are compared with one another
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(9) longitudinal study
research in which the same people are restudied and retested over a long period.
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(9) crystallized intelligence
one's accumulated knowledge and verbal skill; tends to increase with age.
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(9) fluid intelligence
one's ability to reason speedily and abstractly; tends to decrease during late adulthood.
85
(9) social clock
the culturally preferred timing of social events such as marriage, parenthood and retirement.
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(9) environment
every non genetic influence from prenatal nutrition to the people and things around us..
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(9) behavior genetics
the study of the relative power and limits of genetic and environmental influences on behavior.
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(9) chromosomes
threadlike structures made of DNA molecules that contain the genes.
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(9) DNA
a complex molecule containing the genetic information that makes up the chromosomes.
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(9) genes
the biochemical units of heredity that make up the chromosomes; a segment of DNA capable of synthesizing a protein.
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(9) genome
the complete instructions for making an organism, consisting of all the genetic material in that organism's chromosomes.
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(9) identical twins
twins who develop from a single fertilized egg that splits in two, creating two genetically identical organisms.
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(9) fraternal twins
twins who develop from separate fertilized eggs. they are genetically no closer than brothers and sisters, but they share a fetal environment.
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(9) temperament
a person's characteristics emotional reactivity and intensity.
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(9) heritability
the proportion of variation among individuals that we can attribute to genes. the heritability of a trait may vary, depending on the range of populations and environments studied.
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(9) interaction
in psychology occurs when the effect of one factor (such as environment) depends on another factor (such as heredity).
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(9) molecular genetics
the sub field of biology that studies the molecular structure and function of genes.
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(9) evolutionary psychology
the study of the evolution of behavior and the mind, using principles of natural selection.
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(9) natural selection
the principle that, among the range of inherited trait variations, those that lead to increased reproduction and survival will most likely be passed on to succeeding generations.
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(9) mutation
a random error in gene replication that leads to a change.
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(9) gender
in psychology, the biologically and socially influenced characteristics by which people define male and female.
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(9) culture
the enduring behaviors, ideas, attitudes, values, and traditions shared by a group of people and transmitted from one generation to the next.
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(9) norm
an understood rule for accepted and expected behavior. norms prescribe "proper" behavior.
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(9) personal space
the buffer zone we like to maintain around our bodies.
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(9) individualism
giving priority to one's own goals over group goals and defining one's identity in terms of personal attributes rather than group identifications.
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(9) collectivism
giving priority to the goals of one's group (often one's extended family or work group) and defining one's identity accordingly.
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(9) x chromosome
the sex chromosome found in both men and women. females have two x chromosomes; males have one.
an x chromosome from each parent produces a female (XX)
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(9) y chromosome
the sex chromosome found only in males. when paired with an x chromosome from the mother, it produces a male child.
males: XY
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(9) testosterone
most important male sex hormone. both males and females have it but additional testosterone in males stimulates the growth of male sex organs in fetus and development of the male sex characteristics during puberty.
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(9) role
a set of expectations (norms) about a social position, defining how those in the position ought to behave.
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(9) gender identity
one's sense of being male or female.
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(9) gender typing
the acquisition of a traditional masculine or feminine role.
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(9) social learning theory
the theory that we learn social behavior by observing and imitating and by being rewarded or punished.
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(9) gender schema theory
the theory that children learn from their cultures a concept of what it means to be male and female and that they adjust their behaviors accordingly.
115
(9) phonemes
- the smallest units of sound used in language.
- english speakers use about 44.
- ex: native spanish speakers find the rolled R phoneme natural.
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(9) morphemes
- smallest unit of a meaningful sound
| - can be words (a and but) or parts of words (prefixes like pre-)
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(9) syntax
when words are spoken or written in a particular order it is syntax.
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(9) stages of language acquisitions
1) age: 4 months - babbling (innate even with deaf babies)
2) age: 1 year - single words (holophrases) sometimes called holophrastic stage or one-word stage.
3) age: 1.5 years - two words. sometimes called telegraphic speech or two-word stage. "no book, movie"
- overgeneralization/overregulation: missaplication of grammar rules.
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(9) noah chomsky
theorized humans are born with a language acquisition device
the ability to learn language quickly as children is also called the nativity theory of language of acquisition.
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(9) benjamin whorf
theorized that the language we use might control or even limit our thinking.
theory is called lingustic realitivity hypothesis.
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(8) free association
in psychoanalysis, a method of exploring the unconscious in which the person relaxes and says whatever comes to mind, no matter how trivial or embarrassing.
122
(8) psychoanalysis
freud's theory of personality that attributes thoughts and actions to unconscious motives and conflicts.
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(8) unconscious
according to freud, a reservoir of mostly unacceptable thoughts, wishes, feelings and memories. we are unaware of these.
124
(8) id
unconscious psychic energy. strives to satisfy basic sexual and aggressive drives. operates on the pleasure principle demanding immediate gratification.
- freud
mn: i need ID/ i need it! i want
TO NOT BE FUFILLED. I WANT MORE
125
(8) ego
unconscious executive part of personality that mediates among the demands of the id, superego and reality.
the ego operarates on the reality principle. satisfying the id's desires in ways that will realistically bring pleasure rather than pain.
mn: ego feeds hungry id FUFILLER AND TO BE FUFILLED
126
(8) superego
the part of personality that, according to freud, represents internalized ideals and provides standards for judgement (the conscience) and for future aspiration.
127
(8) psychosexual stages
the childhood stages of development (oral, anal, phallic, latency, genital) during which, according to freud, the id's pleasure-seeking energies focus on distinct erogenous zones.
128
(8) oedipus versus electra complex (freud)
oedipus: boy's sexual desire for mom and hatred of dad.
electra: girl's desire for dad and hatred of mom.
129
(8) fixation
according to freud, a lingering focus of pleasure-seeking energies at an earlier psychosexual stage in which conflict were unresolved.
130
(8) defense mechanism
the ego's protective methods of reducing anxiety by unconsciously distorting reality.
131
(8) repression versus regression
in psychoanalytic theory
repression: the basic defense mechanism that pushes anxiety-arousing thoughts, feelings and memories from the consciousness.
regression: the mechanism in which a individual faced with anxiety retreats to a more infantile psychosexual stage, where some psychic energy remains fixated.
132
(8) reaction formation
defense mechanism in which the ego unconsciously switches unacceptable impulses to acceptable. impulses. people may express feelings that are opposite of their anxiety arousing unconscious feelings.
133
(8) projection
psychoanalytic defense mechanism by which people disguise their own threatening impulses by attributing them to others.
134
(8) rationalization
defense mechanism that offers self-justifying explanations in place of the real, more threatening, unconscious reasons for one's actions.
135
(8) displacement
psychoanalytic defense mechanism that shifts sexual or aggressive impulses toward a more acceptable or less threatening object or person, as when redirecting anger toward a safer outlet.
136
(8) collective unconscious
carl jung's concept of shared, inherited reservoir of memory traces from our species history.
137
(8) projective test
a personality test, such as the rorschach or TAT, that provides ambigious stimiuli designed to trigger projection of one's inner dynamics.
138
(8) thematic apperception test (tat)
a projetive test in which people express their inner feelings and interests through the stories they make up about ambiguous scenes.
139
(8) roschach inkblot test
the most widely used projective test, a set of 10 inkblots, designed by hermann rorschach; seeks to identify people's inner feelings by analyzing their interpretations of the blots.
140
(8) terror-management theory
proposes that faith in one's worldview and the pursuit of self-esteem provide protection against a deeply rooted fear of death.
141
(9) developmental psychologists
study how our behaviors and thoughts change over our entire lives, from birth to death (conception to cremation)
this type of psychology is similar to others: both personality researchers and developmental psychologists closely examine identical twins for personality similarities and differences.
142
(9) fetal alcohol effect
children who don't show all symptoms of FAS but may have specific developmental problems later in life, such as learning disabilities or behavioral problems.
143
(9) reflexes
specific, inborn, automatic responses to certain specific stimuli.
144
(9) sucking reflex
- object placed into baby mouth the baby will suck on it
- combo of rooting and sucking help baby eat
- mn: root canal is in the mouth
145
(9) rooting reflex
- when touched on the cheek baby will turn their head to side where they felt the touch and seek to ut the object touched in their mouth
- mn: rooting to find food/comfort. rooting? more like looking lmao (ik this sucks)
146
(9) grasping reflex
- object placed in baby palms or foot pad the baby will try to grasp object with heir toes or fingers.
- mn: grasp on parent's thumb (cuz their hands are small uwu)
147
(9) moro reflex
- when startled baby will fling limbs and then quickly retract them making themselves as small as possible.
- mn: moro? monkey. monkeys do this when they fall to try to hold a branch and save themselves.
148
(9) babinski reflex
- when baby foot is stroked they will spread their toes
| - mn: babinski? baby skin make toe spread (oof)
149
(9) attachment theory
- konrad lorenz
- infrant animals become attached to individuals or even objects they see during a critical period after birth.
- attachment or reciprocal relationship b/w caregiver and child can affect development: harry harlow and mary ainsworth.
mn for researchers:
> (kondrad) lopez: love your kids
> harry harlow: heal your kids (???)
> (mary) ainsworth: aid your kids
150
(9) harry harlow
- 1950s
- raised baby moneys with two artificial wire frame figures made to resemble mother monkeys.
- found that infant monkeys when scared preferred the SOFT mother over the mother they fed from.
mn: prince harry and his pet monkey (not a real thing)
mn 2: fluffy mommy makes babies *h*appy
151
(9) mary ainsworth
- observed infants' reactions when placed into a strange situation.
> infants with secure attachments: (65% of participants) explore environment when parents are there but stressed when they leave
> infants with avoidant attachments: (21%) may resist being held by parents and will explore environment. won't be stressed when parents are gone
> infants with anxious/ambivalent attachments (restraint): (12%) may show extreme stress when parents leave but resist comfort when they return.
mn: a(IN)S(WOR)TH? infants working in stress
152
(9) all parenting styles: authoritarian
| - who is the researcher. list styles with definition, how children will react and mnemonic
- researched by diana baumrind
- mn: baum? bummy permissive parent. (probably inaccurate)
1) authoritarian parents: strict standards and push for punishments for violations of these rules. obedience is valued. typically angry.
child will: associate obedience and success of love. may display aggressive behavior. low self esteem and social competence and conforms easily
mn: arian... arian race?? idk
153
(9) all parenting styles: permissive
| - who is the researcher. list styles with definition, how children will react and mnemonic
- researched by diana baumrind
- mn: baum? bummy permissive parent. (probably inaccurate)
2) permissive parents: no clear guidelines set. rules are flexible. kids can get away with anything. parent will be warm and nurturing.
child will: be more innovative and creative and experimental.
mn: think of a step parent. they're chill and can be caring *it depends tho*
154
(9) all parenting styles: authoritative
| - who is the researcher. list styles with definition, how children will react and mnemonic
- researched by diana baumrind
- mn: baum? bummy permissive parent. (probably inaccurate)
3) authoritative parents: have set standards but will explain why. encourage independence but not past the point of violating rules. are very warm and caring.
child will be: independent, socially successful, well-behaved and academically successfully.
mn: tative? tattoo.. you may not have a tattoo because *reason*
155
(9) all parenting styles: uninvolved
| - who is the researcher. list styles with definition, how children will react and mnemonic
- researched by diana baumrind
- mn: baum? bummy permissive parent. (probably inaccurate)
3) uninvolved parents: are emotionally distant and may avoid kids. busy with their own problems possibly.
child will: provide for themselves, emotionally withdrawn and might act out. anxiety and bad behaviors.
mn: being uninvolved will lead to emotionally unavailable kids.
156
(9) signmund feud's stages
| - define, list stages with ages and definitions
- psychosexual stages: as we pass through childhood. if we fail to resolve a significant conflict in one or more stages in our life we can become
fixated: remian preoccupied with the behaviors associated in the stage.
retentive: when individual is rigid and obsessive.
mn: Only Angry People Like Garbage (5)
1) oral: (0-2) infants seek pleasure through mouths.
- sucking (tit), biting (toys), swallowing (milk)
2) anal: (2-4) infants pleasure through pooping. potty training stage
3) phallic: (4-5) infant realizes gender. changes relationship in family
- oedipus and electra complex
4) lattency: (6-puberty) period of calmness and low psychosexual anxiety
mn: lazy and lwokey
5) genital: (puberty onward) focus on their sexual pleasures in the genital
157
(9) libido and erogenous zones
- sigmund freud
- libido: sexual drives or instincts. energy.
- erogenous zones: certain parts of a person's body become important sources of potential frustration and/or pleasure while growing
158
(9) fixation and retentive
fixation: (unable to leave stage) portion of one's libido has been permanently "invested" in a stage when developing.
> frustration: when one is not able to leave one stage to go to the next. reason? needs of the developing individual in the stage is not adequately met.
> overindulgence: one's needs have been so well
satisfied one is reluctant to leave
> WILL SEEK TO HAVE WHAT IS IN STAGE
retentive: will dislike or avoid what is shown in that stage. there is conflict n the stage not leaving it.
159
(9) list each of freud's psychosexual stages and their fixations and retentiveness
- occurs after growing up
oral fixation: overeat, smoke, childlike dependence on things and people.
oral retentiveness:
anal fixation: (no bladder control/ lack of potty training) become out of control (lol diarrhea)
anal retentiveness. (early/harsh training) become controlling (stick up bum because they can't poop) attention to detail
phallic fixation: phallic character.sexually aggressive. reckless and narcissistic. can't fix relationships. homosexuality (is what freud thought) *think of someone who's a simp*
- oedipus and electra complex.
lattency: n/a
genital: IF A CHILD HAS LESS ENERGY LEFT IN UNRESOLVED PSYCHO SEXUAL DEVELOPMENTS THE GREATER CAPABILITY TO HAVE NORMAL RELATIONSHIPS W/ OPPOSITE SEX. (smooth transitions make smooth relationships!)
IF FIXATED/ STUCK; SPECIFICALLY IN PHALLIC STAGE THEY'LL STRUGGLE IN DEVELOPMENT B/C OF REPRESSION AND DEFENSES.
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(9) psychosocial stage theory (part one/ birth-12)
| - who is researcher, list stages in order w/ definitions and ego/id
- erik erikson
- social encounters that make us, us
- mn. *erik* is a social person cuz he is his dad's *son*
1) trust vs. mistrust (birth-2)
- baby first experience of world - fulfillment
- baby learns whether they can trust by caregiver's action
> ego: nurture will lead to trust and ability to have intimate relationships.
> id: if neglected baby will turn out with mistrust. manifest into fear of relationships or being clingy.
mn: when i was born i trusted my mom would feed me
2) autonomy vs. shame/doubt (2-3)
- caregiver must let baby explore safely. play, make messes and others on their own (supervised).
> ego: independence when baby allowed to explore
> id: if parents are overly controlling baby will grow doubting and being shameful of abilities. depend on others a lot.
mn: when i was young i gained autonomy cuz i made messes.
3) initiative vs. guilt (3-5)
- in school we play and learn. if we feel as if we are at the same level as the kids next to us then we feel competent.
> ego: if parents and teachers PRAISE child imagination and independence child will grow into a leader/self-starter
> id: if parents and teachers are CRITICAL at child's attempts of taking initiative they will grow into a follower. guilt when taking initiative.
mn: when i was in preschool my teachers loved my paintings so i took the initiative to make them art.
4) industry vs. inferiority (5-12)
- formal work. we are evaluated on work in school. perform as well as peers in sports and academics
> ego: if parents/teachers praise kid for competition of project without comparing that kid to others they will have PRIDE in work and FINISH all their projects.
> id: if parents/teachers are critical and compare and only accepts A+s the child will develop an INFERIORITY COMPLEX.
mn: when i was in elementary and middle school my parents and teachers said i was good at drawing so i felt like i can go into the art "industry" when i got older.
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(9) psychosocial stage theory (part two/ 12-death)
| - list stages in order w/ definitions and ego/id
5) identity vs. role confusion: (12-18)
- adolescence when we explore our social identity. find our roles before we find one that fits our internal sense of self. fit in groups and feel confident.
> ego: find the role they are comfortable with as an adult. ability to be social and get jobs.
> id: risk having an identity crisis later in life or rebellion if they are pressured.
6) intimacy vs. isolation: (18-40)
- balancing work and relationships with others. how much time and effort we put into relationships.
> ego: lead to the virtue of love and a successful intimate relationship
> id: avoiding intimacy and fearing commitment will lead to isolation and loneliness.
7) generativity vs. stagnation: (40-65)
- look critically at our life path. make sure we make the life we want for ourselves and family. seize control of life.
> ego: feel useful and accomplished
> id: feel disconnected and become uninvolved. might try to change identity of our own and others.
mn: my dad wanted me to be more successful because of his feeling of stagnation.
8) integrity vs. despair: (65 to death)
- at the end of life we look back at our accomplishments and feel satisfied or not.
> ego: if satisfied we will feel like we had a meaningful life and give wisdom to others.
> id: if we regret how we lived we will fall into despair over lost opportunities.
mn: when i grow old i hope to be happy with my life and have integrity
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(9) cognitive development theory
| - researcher, stages, definitions
- jean piaget
- mn: denim jean jackets make me happy and stimulate my cognition (???)
- critisms: kids go through these stages faster than she predicted
-theory: how children view the world through schemata and cognitive rules.
> schema creation, assimilation and accommodation.
1) sensorimotor stage: (birth-2)
- babies explore world through just their senses.
- reflexes
- develop our first cognitive schemata
- OBJECT PERMANENCE: baby able to realize objects don't dissapear when they're out of field of vision.
2) preoperational stage: (2-7)
- ability to use symbols to represent real-world objects
- speaking
- EGOCENTRIC in this stage cuz kids can't see world from anyone's perspective.
3) concrete operations stage: (8-12)
- learn to think more logically about complex relationships between characteristics and objects
- CONCEPTS OF CONSERVATION: realization properties of shapes remain the same even if their shapes change. OBJECT ARRANGEMENT.
4) formal operations stage: (12-adulthood)
- adult reasoning. we don't all reach abstract reasoning. we can manipulate objects and contrast ideas in our mind w/o physically seeing them.
- HYPOTHESIS TESTING: person can reason from a hypothesis.
ex: how would you be different if you were born in a planet that has no light?
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(9) moral development theory
- lawrence kohlberg
- studied human development of their morality
- mn: heinz dillema. heinz needed a drug named coal to save his wife and this was his moral dillema (not true).
MN FOR STAGES: babies don't want punishment from mom, kids doesn't want to get judged by others, adults don't want injustice.
1) preconventional
- the youngest children. making a decision most likely to avoid PUNISHMENT. limited to how choice affects THEMSELVES. limited moral discussions.
- think heinz should not steal b/c he can get CAUGHT and put into PRISON
2) conventional
- children move past personal gain and loss and look into moral choice through OTHERS EYES.
- decisions based on how others SEE THEM. still egocentric.
- learn standards of right and wrong.
- think of heinz as a HERO for saving his wife
3) postconventional
- what we usually mean by moral reasoning
- SELF-DEFINED ETHICAL PRINCIPLES such as personal convictions to uphold JUSTICE.
- morality of societal rules are EXAMINED not blindly followed
criticisms: GILLIGAN pointed out girls were placed into lower categories. boys have an absolute view on morals versus girls who look into situations
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(previous) all research method vocabs and graphs
- random sampling
- sampling error
- random assignment
- operational definition
- confounding variables
- control group
- demand characteristics
- r-value
- p-value
random sampling: a method of selecting a sample (random sample) from a statistical population in such a way that every possible sample that could be selected has a predetermined probability of being selected.
sampling error: error in a statistical analysis arising from the unrepresentativeness of the sample taken. ccurs when sample is in a place where there is no representation of general population.
random assignment: already in sample. refers to the use of chance procedures in psychology experiments to ensure that each participant has the same opportunity to be assigned to any given group
operational definition: A statement of the procedures or ways in which a researcher is going to measure behaviors or qualities. For example, let's say you wanted measure and define
confounding variables: A confounding variable is an “extra” variable that you didn’t account for. They can ruin an experiment and give you useless results.
- fix: introduce control variables to control for confounding variables. For example, you could control for age by only measuring 30 year olds.
control group: The control group is defined as the group in an experiment or study that does not receive treatment by the researchers and is then used as a benchmark to measure how the other tested subjects do.
demand characteristics: an experimenter might give hints or cues that might make the participant believe that a particular outcome or behavior is expected. It is important to note that the participant may or may not be right in their guess. Even if the individual is wrong about the experimenter's intentions, it can have a profound influence on how the participant behaves.
r-value: correlation coeficent
p-value: probability that the results from an experiment or study are due to chance and not the experimental conditions.
