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Developmental Psychology
Chapter 2-Theories of Development
Theories of Development
 Psychoanalytic Theory
 Freud
 Erickson
 Learning Theory (Behaviorism)
 Skinner
 Watson
 Bandura
 Humanistic Theory
 Maslow
 Rogers
 Cognitive Theory
 Piaget
Do we need to know names?
 And theories? And Faces? And that’s it!
Freud
Erickson
Watson
Skinner
Bandura
Maslow
Piaget
Rogers
The Psychoanalytic Perspective
 Freud’s theory proposed
that childhood sexuality
and unconscious
motivations influence
personality and adult lives
The Psychoanalytic Perspective
 ______________
 Two Modern Definitions for the term
 Freud’s theory of personality that attributes our thoughts
and actions to unconscious motives and conflicts
 techniques used in treating psychological disorders by
seeking to expose and interpret unconscious tensions
The Psychoanalytic Perspective
 Unconscious
 according to Freud, a reservoir of mostly unacceptable
thoughts, wishes, feelings and memories
 Outside of our conscious awareness
 contemporary viewpoint- information processing of
which we are unaware
Personality Structure
 ________
 contains a reservoir of unconscious psychic energy
 strives to satisfy basic sexual and aggressive drives
 operates on the pleasure principle, demanding immediate
gratification
Personality Structure
 Superego
 the part of personality that presents internalized ideals
 provides standards for judgment (the conscience) and for
future aspirations
Personality Structure
 ___________
 the largely conscious, “executive” part of personality
 mediates among the demands of the id, superego, and
reality
 operates on the reality principle, satisfying the id’s desires
in ways that will realistically bring pleasure rather than
pain
Personality Structure
Ego
Conscious mind
Unconscious
mind
Superego
Id
 Freud’s idea of the
mind’s structure
Personality Development
 Psychosexual Stages
 the childhood stages of development during which the id’s
pleasure-seeking energies focus on distinct erogenous
zones
 ___________ Complex
 a boy’s sexual desires toward his mother and feelings of
jealousy and hatred for the rival father
Personality Development
Freud’s ____________________ Stages
Stage
Oral
(0-18 months)
Anal
(18-36 months)
Phallic
(3-6 years)
Focus
Pleasure centers on the mouth–
sucking, biting, chewing
Pleasure focuses on bowel and bladder
elimination; coping with demands for
control
Pleasure zone is the genitals; coping with
incestuous sexual feelings
Latency
(6 to puberty)
Dormant sexual feelings
Genital
(puberty on)
Maturation of sexual interests
Defense Mechanisms
 Defense Mechanisms
 the ego’s protective methods of reducing anxiety by
unconsciously distorting reality
 __________________
 the basic defense mechanism that banishes anxietyarousing thoughts, feelings, and memories from
consciousness
Defense Mechanisms
 _______________
 defense mechanism in which an individual faced with
anxiety retreats to a more infantile psychosexual stage,
where some psychic energy remains fixated
Defense Mechanisms
 Reaction Formation
 defense mechanism by which the ego unconsciously
switches unacceptable impulses into their opposites
 people may express feelings that are the opposite of their
anxiety-arousing unconscious feelings
Defense Mechanisms
 _____________
 defense mechanism by which people disguise their own
threatening impulses by attributing them to others
 ____________
 defense mechanism that offers self-justifying explanations in
place of the real, more threatening, unconscious reasons for
one’s actions
 Check handout on website for more examples
____________ Stages of Psychosocial
Development
Approximate
age
Stage
Description of Task
Infancy
(1st year)
Trust vs. mistrust
If needs are dependably met, infants
develop a sense of basic trust.
Toddler
(2nd year)
Autonomy vs. shame Toddlers learn to exercise will and
and doubt
do things for themselves, or they
doubt their abilities.
Preschooler
(3-5 years)
Initiative vs. guilt
Preschoolers learn to initiate tasks
and carry out plans, or they feel
guilty about efforts to be independent.
Elementary
(6 yearspuberty)
Competence vs.
inferiority
Children learn the pleasure of applying
themselves to tasks, or they feel
inferior.
Erikson’s Stages of Psychosocial
Development
Approximate
age
Stage
Description of Task
Adolescence
(teens into
20’s)
Identity vs. role
confusion
Teenagers work at refining a sense of self by
testing roles and then integrating them to
form a single identity, or they become
confused about who they are.
Young Adult
(20’s to early
40’s)
Intimacy vs.
isolation
Young adults struggle to form close relationships and to gain the capacity for intimate
love, or they feel socially isolated.
Middle Adult
(40’s to 60’s)
Generativity vs.
stagnation
The middle-aged discover a sense of contributing to the world, usually through family
and work, or they may feel a lack of purpose.
Late Adult
(late 60’s and
up)
Integrity vs.
despair
When reflecting on his or her life, the older
adult may feel a sense of satisfaction or
failure.
Learning Theories: Behaviorism
 _______________
 viewed psychology as objective science
 recommended study of behavior
without reference to unobservable
mental processes
 “Give me a dozen healthy
infants….
Behaviorism and Watson
 Give me a dozen healthy infants, well-formed, and my
own specified world to bring them up in and I'll
guarantee to take any one at random and train him to
become any type of specialist I might select – doctor,
lawyer, artist, merchant-chief and, yes, even beggarman and thief, regardless of his talents, penchants,
tendencies, abilities, vocations, and race of his
ancestors.
 Do you know who Baby Albert was?
 Video Link to Baby Albert
Operant Conditioning
 __________(1904-
1990)
 elaborated Thorndike’s
Law of Effect
 developed behavioral
technology
 Skinner Video
Observational Learning
 Alfred Bandura’s
Experiments
 Bobo doll
 we look and we learn
 Bobo Doll Video
Observational Learning
 This 14-month-old
boy is imitating
behavior he has seen
on TV
Humanistic Perspective
 ________________
(1908-1970)
 studied self-
actualization
processes of
productive and
healthy people (e.g.,
Lincoln)
Humanistic Perspective
 Self-Actualization
 the ultimate psychological need that arises after basic
physical and psychological needs are met and self-esteem
is achieved
 the motivation to fulfill one’s potential
Humanistic Perspective
 Client-Centered Therapy
 humanistic therapy developed by Carl Rogers
 therapist uses techniques
such as active listening
within a genuine, accepting,
empathic environment to
facilitate clients’ growth
 his techniques are
incorporated into almost all forms
of therapy today
Humanistic Perspective
 Unconditional Positive Regard
 an attitude of total acceptance toward another person
 Self-Concept
 all our thoughts and feelings about ourselves, in an
answer to the question, “Who am I?”
 Acceptance
 Empathy
Piaget’s Stages of Cognitive
Development
Jean Piaget 1896-1980
“only education is
capable of saving our
societies from possible collapse,
whether violent, or gradual”
Piaget’s Stages of Cognitive
Development
Typical Age
Range
Description
of Stage
Developmental
Phenomena
Birth to nearly 2 years
Sensorimotor
Experiencing the world through
senses and actions (looking,
touching, mouthing)
•Object permanence
•Stranger anxiety
About 2 to 6 years
Preoperational
Representing things
with words and images
but lacking logical reasoning
•Pretend play
•Egocentrism
•Language development
About 7 to 11 years
Concrete operational
•Conservation
Thinking logically about concrete
•Mathematical
events; grasping concrete analogies
transformations
and performing arithmetical operations
About 12 through
adulthood
Formal operational
Abstract reasoning
•Abstract logic
•Potential for
moral reasoning
Infancy and Childhood: Cognitive
Development
 Conservation
 the principle that properties such as mass, volume, and number
remain the same despite changes in the forms of objects
 Piaget’s Video
Infancy and Childhood: Cognitive
Development