QUIZ 2 Flashcards
Lesson 4, 5, and 6 (113 cards)
1
Q
Importance of the unconscious processes; conflicts; defenses; Oedipus complex; the
centrality of the sexual drive in the development of personality and neuroses
A
Psychoanalytic:
2
Q
importance of unconscious processes; conflicting forces of the mind
A
Psychodynamic:
3
Q
Classical Psychoanalytic Theory
A
- The Drive Model
- The Topographic Model
- The Structure of the Personality
4
Q
The Drive Model
A
Basic drives
5
Q
Basic drives
A
- eros (sex/libido) and Thanatos (aggression/death)
- constant motivational force that cannot be escaped
- present at birth.
6
Q
Every basic drive has an
A
a. impetus - How strong is the drive or the amount of force it exerts?
b. source - What part of the body is feeling the tension? Region of the body that is
tensed/ excited.
c. aim - Why do we need to do it? Reduce excitement or tension.
d. object - To whom or what will you do what you want to do? A person or thing that is
the means for satisfaction.
7
Q
How strong is the drive or the amount of force it exerts?
A
impetus
8
Q
What part of the body is feeling the tension? Region of the body that is
tensed/ excited.
A
source
9
Q
Why do we need to do it? Reduce excitement or tension.
A
aim
10
Q
To whom or what will you do what you want to do? A person or thing that is
the means for satisfaction.
A
object
11
Q
The Topographic Model
A
- The Unconscious
- The Preconscious
- The Conscious
12
Q
*drives, motives, and feelings that are beyond awareness.
*reason behind dreams, slips of the tongue, and repression.
*includes sexual/aggressive/generally inappropriate content.
A
The Unconscious
13
Q
*not immediately paid attention to but can be retrieved readily.
*sources: conscious perception, unconscious
A
The Preconscious
14
Q
*mental elements in awareness at any given point
*the only level that is directly available to us
*contents: perceptions, non-threatening ideas from
preconscious, disguised ideas from the unconscious
A
The Conscious
15
Q
The Structure of the Personality
A
Id
Ego
Superego
16
Q
- Operates on the pleasure-seeking principle.
- No contact with reality and strives to reduce tension by
satisfying basic desires.
A
Id
17
Q
- Operates on the reality principle.
- Negotiating with the demands of the id and the superego
A
Ego
18
Q
- Operates on moralistic/idealistic principles
- No contact with the outside world and therefore unrealistic in
its demands for perfection
A
Superego
19
Q
The psychosexual stages of development
A
Oral
Anal
Phallic
Latency
Genital
20
Q
Age Range: 0-2
years
Erogenous
Zone: mouth
Developmental Tasks: infantile dependency toward
autonomy and self-dependency
Associated
characteristic traits: Dependency,
hopelessness
A
Oral
21
Q
Age Range:2-3
years
Erogenous
Zone: anus
Developmental Tasks: learning to exercise control over
one’s body, one’s impulses and
other people
Associated
characteristic traits: Obsessiveness
(orderliness,
stinginess, obstinacy)
A
Anal
22
Q
Age Range:3-5
Erogenous
Zone: genitals
Developmental Tasks: mastering competitive urges
and acquiring gender role
related behaviors
(male/female Oedipus complex)
Associated
characteristic traits: competitiveness
A
Phallic
23
Q
Age Range:5-13
Erogenous
Zone: none
Developmental Tasks: investing energy in conflict-free
(nonsexual) tasks and activities
Associated
characteristic traits: none
A
Latency
24
Q
Age Range:13-
onwards
Erogenous
Zone: genitals
Developmental Tasks: Mature sexuality (sexuality and
intimacy)
Associated
characteristic traits: none
A
Genital
25
Each stage presents you with a unique challenge, and if you successfully overcome that
challenge, you acquire a fully mature personality.
But if you somehow fail to overcome a challenge in one of the stages, you become stuck or
fixated there.
This is where a lot of your uniqueness comes from your “stuckness” or fixation at a particular
stage of personality development.
The psychosexual stages of development
26
Parallel Paths of the Simple Male and Female Phallic Phases
Male Phallic Phase
Female Phallic Phase
27
Male Phallic Phase
1. Oedipus complex (sexual desires for the mother/hostility for the father)
2. Castration complex in the form of
castration anxiety shatters the Oedipus
complex
3. Identification with the father
4. Strong superego replaces the nearly
completely dissolved Oedipus Complex.
28
Female Phallic Phase
1. Castration complex in the form of penis envy
2. Oedipus complex develops as an attempt to obtain a penis (sexual desires for the father; hostility for the mother).
3. Gradual realization that the Oedipal’s desires are self-defeating
4. Identification with the mother
5. Weak superego replaces partially dissolved Oedipus complex
29
"in psychoanalytic theory, any of a group of mental processes that enables the mind to reach
compromise solutions to conflicts that it is unable to resolve. The process is usually unconscious, and the compromise generally involves concealing from oneself internal drives
or feelings that threaten to lower self-esteem or provoke anxiety
Defense mechanisms
30
Suppressing painful memories and thoughts
A girl was sexually abused in
childhood. As an adult, she
cannot remember the traumatic
experience.
Repression
31
Reducing anxiety by adopting beliefs
contrary to your beliefs
A man who hates his female
colleague might become overly
affectionate toward her.
Reaction
formation
32
Transferring inappropriate
urges/behaviors onto a more
acceptable or less threatening target
A young worker went home
angry at his boss and kicked
his dog to release his anger.
Displacement
33
Justifying behaviors by substituting
acceptable reasons for less acceptable
real reasons
A graduating student failed her
final defense and said she
wanted to extend and enjoy her
stay at the university.
Rationalization
34
Returning to coping strategies for less
mature stages of development
An overwhelmed adult reverted back to bedwetting and thumb- sucking.
Regression
35
Attributing unacceptable desires to others
A man who has a strong desire
to cheat accuses his wife of
having an extramarital affair.
Projection
36
Redirecting unacceptable desires to
socially acceptable channels
A person who has a high level
of libidinal energy paints
nudes.
Sublimation
37
Refusing to accept real events
because they are unpleasant
An older person who has a
terminal illness might deny the
severity of his/her/their
condition.
Denial
38
Defense
Mechanisms
Repression
Reaction formation
Displacement
Rationalization
Regression
Projection
Sublimation
Denial
39
a theorist who coined the term identity
crisis.
Erik Erikson (1902–1994),
40
Erik Erikson is the one who expanded Freud’s theory of
psychosexual development and modified it as a
psychosocial theory
41
His theory does not focus only on the early childhood
events but also looks at adolescence, adulthood, and old age
development. He also emphasized the contribution of social
influences to the formation of personalities throughout our entire
lifespans.
psychosocial theory
42
is a developmental psychologist. He
expanded on Erikson’s theory of development by incorporating
his ideas on identity formation in adolescence.
James Marcia (1937-),
43
What are the psychosocial theory’s core assumptions?
1. Each stage represents a developmental task, or crisis, that a person must
negotiate.
2. Each stage marks a potential turning point toward greater competence or
greater weakness/vulnerability.
3. The more successfully people resolve the issues at each stage, the more
competent they are likely to become.
44
everyone goes
through a series of eight stages starting from infancy to adulthood. In each stage, the
individual experiences a psychosocial crisis that influences his/ her personality
development. If all possible psychosocial crises are resolved and virtues are gained,
then the outcome is a healthy personality.
Erik Erikson’s psychosocial stages of development,
45
The Psychosocial Stages of Development by Erik Erikson
1. Trust vs. mistrust
2. Autonomy vs.
shame/doubt
3. Initiative vs. guilt
4. Industry vs.
inferiority
5. Identity vs.
confusion
6. Intimacy vs.
isolation
7. Generativity vs.
stagnation
8. Integrity vs.
despair
46
A sense of trust requires a feeling of
physical comfort and minimal amount
of fear about the future. Infant’s basic
needs are met by responsive, sensitive
caregivers.
1
0–1
Trust vs. mistrust
47
After gaining trust in their caregivers,
infants start to discover that they have a
will of their own. They assert their sense of
autonomy, or independence. They realize
their will. If infants are restrained too much
or punished too harshly, they are likely to
develop a sense of shame and doubt.
2
1–3
Autonomy vs.
shame/doubt
48
As preschool children encounter a
widening social world, they are challenged
more and need to develop more
purposeful behavior to cope with these
challenges. Children are now asked to
assume more responsibility.
Uncomfortable guilt feelings may arise,
though, if the children are irresponsible,
and are made to feel too anxious.
3
3–6
Initiative vs. guilt
49
At no other time are children more
enthusiastic than at the end of early
childhood’s period of expansive
imagination. As children move into the
elementary school years, they direct their energy toward mastering knowledge and intellectual skills. The danger at this stage involves feeling incompetent and unproductive.
4 7–11 Industry vs. inferiority
50
Individuals are faced with an identity crisis
– an adolescent’s search for who they are,
what they are all about, and where they
are going in life. An important dimension is
the exploration of alternative solutions to
roles. Career exploration is important.
5
12–18
Identity vs.
confusion
51
Individuals face the developmental task of
forming intimate relationships with others.
Erikson described intimacy as finding
oneself yet losing oneself in another
person.
6 19–29 Intimacy vs. isolation
52
A chief concern is to assist the younger
generation in developing and leading
useful lives.
7 30–64 Generativity vs.
stagnation
53
Individuals look back and evaluate what
they have done with their lives. The
retrospective glances can either be
positive (integrity) or negative (despair).
8
65 onwards
Integrity vs. despair
54
What are the Theory of Identity Development by James Marcia’s core assumptions?
1. There are four main points or stations along the continuum of identity
development.
2. There are crises that prompts movement along this continuum and through
the various identity statuses that create conflict and emotional upheaval on
adolescents.
3. As identity development progresses, adolescents are expected to make
choices and commit to options within the confines of their social contexts.
55
Theory of Identity Development by James Marcia
What are the four identity statuses?
1. Identity confusion/diffusion
2. Foreclosure
3. Moratorium
4. Identity achievement
56
* occurs when adolescents neither explore nor commit to any identities.
* characteristics associated with prolonged identity diffusion include low self-esteem, easily influenced by peers, lack of meaningful friendships, little commitment, or fortitude in activities or relationships, self-
absorbed, and self-indulgent.
Identity confusion/diffusion
57
* occurs when an individual commits to an identity without exploring
options.
* characteristics associated with prolonged foreclosure include well-
behaved and obedient children with a high need for approval, authoritarian parenting style, low levels of tolerance or acceptance of change, high levels of conformity, and conventional thinking.
Foreclosure
58
* a state in which adolescents are actively exploring options but have not
yet made commitments.
* characteristics associated with moratorium include high in anxiety,
denial, projection and identification, and openness to experience.
Moratorium
59
* occurs when individuals who have explored different options,
discovered their purpose, and have made identity commitments.
* characteristics associated with identity achievement include having internal locus of control, high ego development, personal autonomy and self- esteem, rational decision-making strategies.
Identity achievement
60
Diagram of Marcia’s Identity Statuses
check Lecture notes 5
61
relatively permanent change in behavior due to experience
and which cannot be attributed to temporary body states (Chance,2013).
Learning
62
approach based on the study of objective, observable facts rather than
subjective, qualitative processes, such as feelings, motives, and
consciousness.
behaviorism
63
What is behaviorism and what are its core assumptions?
1. All behavior is learned from the environment:
2. Psychology should be seen as a science.
3. Behaviorism is primarily concerned with observable behavior, as opposed
to internal events like thinking and emotion.
4. There is little difference between the learning that takes place in humans
and that in other animals.
5. Behavior is the result of stimulus-response.
64
A process in which a mental stimulus is paired with a stimulus that triggers a
reflexive response until the neutral stimulus alone elicited a similar response.
classical conditioning
65
something (such as food) that triggers a naturally occurring response.
Unconditioned Stimulus
66
the naturally occurring response (such as salivation) that follows the unconditioned stimulus.
Unconditioned Response
67
a neutral stimulus that, after being
repeatedly presented prior to the unconditioned stimulus, evokes a similar response as the unconditioned stimulus
Conditioned stimulus
68
the acquired response to the formerly
neutral stimulus.
Conditioned Response
69
Phase I: Before conditioning has occurred
(US) FOOD produces ---> (UR)
FOOD SALIVATION
70
Phase I: Before conditioning has occurred
(NS) TONE alone produces ---> NO RESPONSE
71
Phase II: The process of conditioning
NS + US produces UR
TONE + FOOD ----> SALIVATION
72
Phase III: After conditioning has occurred
(CS) TONE alone produces ---> (CR)
SALIVATION
73
concerned with reflexes or automatic stimulus-response connections such as salivation in response to food, nausea in response to bad food, shivering in response to low temperature, coughing in response to the throat being clogged, pupil constriction in response to light and withdrawal in response to blows or burns.
Classical conditioning
74
during this stage, repeated pairings of the conditioned stimulus (CS) and the unconditioned stimulus (US) are said to strengthen or reinforce the association between the two.
Acquisition
75
tendency of a new stimulus that is similar to the
original conditioned stimulus to elicit a response that is similar to the
conditioned response.
Stimulus Generalization
76
process of learning to respond to certain stimuli
and not to respond to others.
Stimulus Discrimination
77
weakening of the conditioned response in the
absence of the US. The association will be broken therefore upon a number of
extinction trials, the salivation response to the bell will weaken because no
meat powder is presented after.
Extinction
78
increase in responding to the CS following a
pause after extinction.
Spontaneous recovery
79
existing conditioned stimulus can serve as an
unconditioned stimulus for a pairing with a new conditioned stimulus.
Higher order conditioning or Second order
80
What are some examples where classical conditioning can be applied?
1. Drug use - Former crack cocaine users should avoid cues (people, places)
associated with previous drug use.
2. Advertising - Pairing products that reliably elicit positive emotions or pairing
competing products with stimuli that arouse negative emotions
3. Conditioning emotional responses – kindly refer to Little Albert’s Experiment
by John B. Watson and Rosalie Rayner.
81
operant conditioning is Also known as
Reinforcement
82
A form of learning in which the consequences of behavior produce changes in
the probability of the behavior’s occurrence.
operant conditioning
83
Anything in the environment that tells individuals
how to behave.
Antecedent or stimulus
84
Response is a behavior.
Behavior
85
The result of the behavior that makes the behavior
more or less likely to occur in the future. These refers to reinforcement and
punishment.
Comsequence
86
What are the three conditions for operant conditioning to occur?
1. The reinforcer/punishment must follow the response.
2. The reinforcer/punishment must follow immediately.
3. The reinforcer must be contingent on the response (the reinforcer must
depend on the response)
87
due to the consequences, a behavior/response is more likely to occur in the
future. It is strengthened.
Reinforcement
88
____________________reinforcements are reinforcers that are innately
satisfying and are mostly vital for survival like food and water.
Primary
89
____________________reinforcements are reinforcers that acquire its
positive value through experience and association with primary reinforcers.
Secondary
90
____________________reinforcers – are reinforcers that are not concrete
but comes from within the individual like feelings of pride and achievement
Intrinsic
91
____________________reinforcers are concrete reinforcers like food,
money, clothes, etc. Psychologists say this type of reinforcement must
only be used when all else fails.
Material
92
____________________reinforcers – pat on the back, smile, laughter,
praises
Social
93
____________________Reinforcement – the frequency of a response
increases because a pleasant/rewarding stimulus is presented after the
response.
Example: pet a dog that comes when you call it; give bonuses to workers
for a job well done.
Positive
94
____________________Reinforcement – the frequency of the response
increases because an aversive/unpleasant stimulus is removed after the
response.
Example: take medication to end headaches; take an alternative route to avoid traffic
Negative
95
wherein every response is reinforced
Continuous reinforcement
96
wherein there are schedules of delivering reinforcements
Intermittent reinforcement
97
wherein reinforcement or punishment is given
regardless/independent of the response
Noncontingent reinforcement
98
reinforcement is given after a number of responses are
made by the subject
Ratio Schedules
99
reinforcement is
given after the subject has performed a fixed number of responses. This
fixed number is distinguished by the experimenter beforehand/ before
starting the experiment. Example: 10 coffees, get 1 free; 3 pecks, pigeon
gets food
Fixed Ratio (FR) Schedule
100
reinforcement is given
after a variable number of responses has been made. For example, a
pigeon is given a corn kernel first after it has made three jumps, second
reinforcement after 5 jumps and so on. Sometimes the ratio is just
presented in the average number of responses that is reinforced.
Variable Ratio (VR) Schedule
101
reinforcement is given after a time interval.
Interval Schedules
102
reinforcement is given after a
fixed amount of time has elapsed no matter how many responses the
subject has made or whether he has made any. Example: food is given to
a pigeon after 1 minute of pecking; salary is given after 15 days
____________________Fixed Interval (FI)
103
reinforcement is given after a
variable time interval has passed. The first reinforcement may be delivered
after one minute, the next after three and so on. Example: food is given to
the pigeon after 5 seconds, 10 seconds, etc; surprise quiz wherein you do
not know when the professor will give it to you, hence, you will study more
often.
____________________variable interval (VI)
104
stimulus that decreases the frequency of the response; the
presentation of an adverse event or outcome that causes a decrease in the
behavior it follows.
Punishment
105
sometimes referred to as
punishment by application, involves the presentation of an unfavorable
event or outcome in order to weaken the response it follows.
____________________positive punishment
106
also known as punishment by
removal, occurs when a favorable event or outcome is removed after a
behavior occurs.
____________________negative punishment
107
Dangers of Punishment
a. The use of punishment is often reinforcing to the punisher.
b. Punishment is often painful.
c. What we think is punishment is not always effective in punishing the
behavior.
d. Even when punishment is effective in suppressing an inappropriate
behavior, it does not teach individuals how to act more appropriately
instead.
108
Guidelines for the use of punishment. However, you need to bear in
mind that punishment should be discouraged.
a. Use the least painful punishment possible
b. Reinforce appropriate behaviors to replace inappropriate behaviors that
you are trying to eliminate
c. Make sure it is clear what behaviors you are punishing and remove
punishment as soon as that behavior stops
d. Do not give punishment mixed with rewards
e. Once you begun to punish, do not back out.
109
Alternatives to punishment
a. Change the circumstances, thereby changing behaviors.
b. Reinforce behavior that is incompatible with the undesirable behavior.
c. Ignore undesirable behavior.
110
What are the other processes of operant conditioning?
in operant conditioning occurs when a previously reinforced
response is no longer reinforced and there is a decreased tendency to
perform the response.
Extinction
111
What are the other processes of operant conditioning?
in operant conditioning means giving the same
response to similar stimuli in the hopes of receiving the same reinforcement
received in the previous stimulus.
Stimulus Generalization
112
What are the other processes of operant conditioning?
responding to a stimulus that will signal that a behavior will be reinforced and not responding to the stimulus that does not lead to reinforcement.
Stimulus Discrimination
113
Where can we apply operant conditioning?
can be used to explain and/or modify a wide variety of
behaviors such as learning processes, addiction, self-regulation, skills training, and others.
