* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Foundations - Rio Commons
Educational psychology wikipedia , lookup
Applied behavior analysis wikipedia , lookup
Theory of planned behavior wikipedia , lookup
Theory of reasoned action wikipedia , lookup
Thin-slicing wikipedia , lookup
Attribution (psychology) wikipedia , lookup
Verbal Behavior wikipedia , lookup
Impression formation wikipedia , lookup
Personality psychology wikipedia , lookup
Developmental psychology wikipedia , lookup
Behavior analysis of child development wikipedia , lookup
Social perception wikipedia , lookup
Cognitive development wikipedia , lookup
Descriptive psychology wikipedia , lookup
Learning theory (education) wikipedia , lookup
Abnormal psychology wikipedia , lookup
The Morals of Chess wikipedia , lookup
Social cognitive theory wikipedia , lookup
Classical conditioning wikipedia , lookup
Hidden personality wikipedia , lookup
Psychosexual development wikipedia , lookup
Freud's psychoanalytic theories wikipedia , lookup
Behaviorism wikipedia , lookup
Lesson 3 Foundations Introduction: Connecting Your Learning Many different theories provide explanations for your mental states and behaviors. Theories explore the unconscious mind, the ability to adapt, coping, and safeguarding yourself. You will examine theories that explore internal drives which motivate humans and anti-mental experiences which affect behaviors and learning. The types of learning vary from the relatively simple, like conditioning, to the more advanced, like intuitive or insightful learning. In Chapters 15 and 17, Freud's theory of the unconscious and its relevance to behavior will be examined. Chapter 4 discusses classical and operant conditioning and cognitive-observational learning. How do people learn to act? Is human behavior influenced more by internal or individual traits, or by external or social forces? Do you decide for yourself how to behave and what traits and beliefs to adopt, or are your behavior and mental makeup determined more by the groups and cultural values surrounding you? The answer seems to be that individual and social forces jointly and interactively determine human behavior. Do you agree? Lectures and Readings Yale Open Source Video: Freud Lecture Media Lecture Yale Open Source Video: Skinner Lecture Chapter 15 – "Personality" (pp. 570-576) Textbook Readings Chapter 17 – "Treatment" (pp. 650-656) Chapter 4 – "Basic Process of Learning" Online Readings Chomsky, N. (1959). A review of B.F. Skinner's verbal behavior. Language, 35(1), 26-58. Focusing Your Learning Course Competencies covered in this lesson: Explain the psychodynamic theory of personality. Define the terms and describe the concepts and processes of learning and conditioning. Lesson Objectives By the end of this lesson, you should be able to: 1. Describe Freud’s psychodynamic theory of personality. 2. Define behaviorism and the concept of learning. 3. Describe Pavlov’s research on the principles of classical conditioning. 4. Describe the basic elements and principles of operant conditioning. 5. Apply knowledge of classical and operant conditioning to everyday situations. Approaching the Objectives Chapter 4 provides the cognitive and the behavioral-learning perspectives in psychology. These two perspectives are often at odds with each other in explaining various psychological processes; however, you should realize as you progress through this lesson that both perspectives contain valuable insights regarding knowledge, including how you acquire it, how you retain and organize it, and how it is used in dealing with the tasks and challenges of life. In fact, one of the most practical areas of psychology is the behavioral study of conditioning. Bloom provides a brief biographical sketch of well-known psychologist Sigmund Freud (1856-1939). Freud, sometimes known as the "father of modern psychology," remains an influential figure in the psychology field as well as a very controversial one. Freud developed the first psychodynamic theory of personality. His personality theory stipulates that your behaviors are governed not by your conscious mind, but your unconscious mind. The unconscious motives, memories, emotions, and defense mechanisms developed in childhood drive your behavior. Your personality is comprised of three interacting components or forces: the id, ego, and superego. Your behaviors are influenced by these interacting unconscious forces. A healthy personality reflects a balance of all three forces. Personality Concept Characteristics Forces Id Ego Superego Examples Pleasure Principle The instinctive aspect of your personality which seeks immediate gratification and avoids pain. Eat, drink, warmth, and sexual gratification. Reality Principle The referee or mediator between pleasure and reality. The ego is the rational aspect of our personality which seeks to restrain the Id until it is socially appropriate to release, or suppress the Id when it is not socially appropriate. It is both conscious and unconscious. Reason and good sense. Seeks out socially appropriate outlets. The internalized morals and parental authority which judge the id as wrong or right, it is partially conscious but mostly unconscious. The superego doles out good feelings of satisfaction as rewards when you do something well and horrible feelings as punishment when you do something deemed as wrong Guilt, shame, pride, and feelings of satisfaction. Freud theorizes that behavior is motivated primarily by the unconscious mind. Humans are conscious of only a small part of their mental states. See the diagram below: Consider this! Part 1. In your own words, describe each of the three aspects of personality as theorized by Freud. Give examples of each. Part 2. Consider a recent life event. Reflect on the three aspects of your personality as theorized by Freud and discuss how each aspect influenced your decision or experience. Freud extended his personality theory into five stages of psychosexual development in children. If the child does not successfully progress to the next stage, he or she will remain stuck or fixated in the current stage. These stages are riddled with frustration, conflict, and anxiety. Below is a list of the stages, definitions, and approximate age ranges for each. Oral stage – (0-2 years old) the mouth is associated with pleasure. Successful weaning is key. Anal stage – (2-3 years old) the ability to control bodily waste functions. Toilet training is key. Phallic stage – (3-5 years old) the male child desires to possess the mother and get rid of the father, "Oedipus Complex." Males experience castration anxiety once their plot is discovered by the dad. An opposite phenomena is experienced by females. The female child desires to possess the father and develops hostility towards the mother and experiences the "Electra Complex." She realizes she does not have a penis and develops "penis envy." Anxiety resolution is key. Latency stage – (5-12 years old) sexual desires are repressed in preparation for the genital stage. Genital stage – (12 years old into adulthood) sexual urges re-emerge and lead into adulthood. Consider this! Do you agree with Freud's psychosexual developmental stages in children? Discuss why or why not. According to Freud, the defense mechanisms used to navigate the psychosexual stages and reduce anxiety shape your adult personality. These unconscious defense mechanisms are used by the ego to alleviate anxiety and keep certain threatening desires, wishes, memories, and other thoughts from entering consciousness. Bloom and Gray identify eight defense mechanisms. Sublimation – creatively redirecting aggressive or sexual energy towards a socially suitable purpose. Example: Art, painting, music, or inventions. Displacement – redirecting a wish or desire that is not socially acceptable towards an acceptable alternative. Example: Sucking a lollipop may replace breast feeding when it is no longer socially acceptable or realistic. Similar to sublimation without serving a higher purpose. Projection – projecting uncomfortable feelings onto someone else. Example: You might believe someone is angry with you, when in reality, you may be angry with that person. Rationalization – providing a socially acceptable explanation for thoughts or behavior not socially acceptable. Example: Beating a child may be explained as providing discipline in accordance with one's parental beliefs. Regression – exhibiting behavior reflecting an earlier stage of development when experiencing a traumatic or stressful event. Example: A potty-trained child may begin soiling clothes after parents separate and divorce. Repression – blocking anxiety-producing thoughts, memories, or emotions from consciousness. Example: An angry child may not remember being sexually assaulted. Reaction formation – converting a wish or desire into a safer opposite. Example: Those with a tendency towards homosexuality may develop homophobia. Hysteria – a physiological response to keep things from entering into consciousness. Hysteria was identified as a defense mechanism during Freud's time. Example: Hysterical blindness, which is being unable to see when no physical abnormalities exist to explain the phenomena. This description was most often used to categorize the symptoms of women, panic attacks, or amnesia. Consider this! On page 572 in your textbook, Karen Horney defines basic anxiety in children as "the feelings a child has of being isolated and helpless in a potentially hostile world." Define anxiety and cite your source. Select three defense mechanisms and explain how they serve to defend against anxiety. Chapter 4 introduces three main scientists whose research on how humans learn contradicts Freud's theories of the unconscious. Russian psychologist Ivan Pavlov (1849-1936) and North American psychologists John B. Watson (1878-1958) and B.F. (Burrhus Fredric) Skinner (1904-1990) are behaviorists. A behaviorist argues that experience is the basis for learning and not your unconscious mental states. Gray defines learning as "any process through which experience at one time can alter an individual's behavior at a future time." Experience is "any effects of the environment that are mediated by the individual's sensory systems (vision, hearing, touch, and so on)." Behavior in the future is "any subsequent behavior that is not part of the individual's immediate response to the sensory stimulation during the learning experience" (p. 93). Behaviorism is the school of psychological thought that focuses on observable behavior and its relationship to the environment and does not recognize unobservable mental states. Thoughts, emotions, and motives are examples of mental states. Three core views are central to the concept of behaviorism: learning, anti-mentalism, and the idea that one can study human behavior by studying nonhuman behavior. In this lesson, you will focus primarily on three types of learning: habituation, classical conditioning, and operant conditioning. Keep the core views of behaviorism in mind as you view the video lecture and read Chapter 4. Consider this! Before you proceed, discuss why you believe the two opposing views (behaviorism and unconscious mental states) are vital to the science of psychology. Psychologist Date Conditioning Theory Experiment 1890s Classical A stimulus in the environment results in a response. Pavlov's classical dog experiment. Pavlov's Dogs Get Conditioned John Watson 1920s Classical Fear is conditioned in humans. Conditioning a rat phobia in the "Little Albert" experiment. Little Albert Experiment B.F. Skinner 1930s Operant Subjects learn to Skinner Box Ivan Pavlov repeat behavior that produces positive results and avoid behaviors which produce unpleasant results. Bloom and Gray provide an example of the simplest form of learning, habituation. When an initial event happens in the environment, you respond in some way and take notice. When the event continues to happen, your responses decline and you get used to the stimulus. This form of learning allows you to distinguish familiar stimuli from new events or stimuli. Consider this! Take a moment and assess your environment. What are your observations? Discuss the benefits of habituation based on your observations. Are there any drawbacks? Operant Conditioning B.F. Skinner Habituation Classical Conditioning Pavlov and Watson Initial Reflex Response to Stimulus Unconditioned Response (UR) Primary Reinforcer Repeated Stimulus Unconditioned Stimulus (US) Primary Punisher Decline in Reflex Responses to Stimulus Conditioned Response (CR) Secondary Reinforcer Conditioned Stimulus (CS) Secondary Punisher Positive Reinforcement Negative Reinforcement Bloom and Gray provide more discussion on Watson, Pavlov, and Skinner's research discoveries and their implications for learning. Bloom's lecture refers to an article in The Norton Reader by John Watson and Rosalie Raynor entitled "Conditional Emotional Reactions." The reader is not provided for you. View the video of the experiment: Baby Albert Experiments Summarizing Your Learning 1. To reinforce your learning of classical conditioning and operant conditioning, go to the PsychSim5 Web site. Once there, select Operant Conditioning. You can review at your own pace by selecting the NEXT button to the right of the screen. 2. Try it out! Demonstrate your understanding of both classical and operant conditioning. Think about your current behaviors such as studying, driving, playing sports, exercise, or eating patterns. Then, select any two behaviors -- one that demonstrates classical conditioning and one that demonstrates operant conditioning. Write a three-paragraph response using the following guidelines (Note: this is not submitted for scoring): Paragraph 1: Identify and discuss your two current behaviors. Paragraph 2: Explain how one behavior demonstrates classical conditioning. Paragraph 3: Explain how one behavior demonstrates operant conditioning. Be sure to identify the following: Classical Conditioning Operant Conditioning Unconditioned Response (UR) Primary Reinforcer Unconditioned Stimulus (US) Primary Punisher Conditioned Response (CR) Secondary Reinforcer Conditioned Stimulus (CS) Secondary Punisher Positive Reinforcement Negative Reinforcement