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DEVELOPMENTAL PSYCHOLOGY 7 PERSONALITY DEVELOPMENT 24.5.2017 Prof.Dr.Mustafa Ergün 1 Usually when we talk about someone's personality, we are talking about what makes that person different from other people, perhaps even unique. This aspect of personality is called individual differences. Some people are neurotic, others are not; some people are more introverted, others more extroverted; and so on. 24.5.2017 Prof.Dr.Mustafa Ergün 2 Temperament is that aspect of our personalities that is genetically based, inborn, there from birth or even before. The ancient Greeks leading to four “types” based on what kind of fluids (called humors) they had too much or too little of. 24.5.2017 Prof.Dr.Mustafa Ergün 3 These four types are actually the corners of two dissecting lines: temperature and humidity. Sanguine people are warm and wet. Choleric people are warm and dry. Phlegmatic people are cool and wet. Melancholy people are cool and dry. 24.5.2017 Prof.Dr.Mustafa Ergün 4 Some people remain very calm during emergencies; some people feel considerable fear or other emotions; and some are terrified by even very minor incidents. (normality-to-neuroticism) extraversion-introversion 1. Ectomorphs: Slender, often tall, people, with long arms and legs and fine features. 2. Mesomorphs: Stockier people, with broad shoulders and good musculature. 3. Endomorphs: Chubby people, tending to “pearshaped.” 24.5.2017 Prof.Dr.Mustafa Ergün 5 THEORIES OF PERSONALITY DEVELOPMENT 1. SOCIAL LEARNING / BEHAVIORISM 2. SYMBOLIC INTERACTION 3. PSYCHOANALYTIC THEORY 4. COGNITIVE DEVELOPMENT 24.5.2017 Prof.Dr.Mustafa Ergün 6 I. SOCIAL LEARNING / BEHAVIORISM A. KEY FIGURE: B. F. SKINNER B. BASIC PRINCIPLES 1. Psychology is study of animal behavior 2. Only overt behavior is proper subject of scientific study 3. Behavior is understood in terms of stimulus and response. “Conditioning” involves attaching proper responses to rewards and punishments. 4. Operant conditioning--conditioning to proudce a given effect 5. Social Learning--involves imitation of models 6. Personality = learned behavior 24.5.2017 Prof.Dr.Mustafa Ergün 7 II. SYMBOLIC INTERACTION A. KEY FIGURES: C.H.Cooley and G. Herbert Mead B. THE “LOOKING-GLASS SELF” (COOLEY) C. THE GENERALIZED OTHER (MEAD) I impetuous, impulsive disorderly, helter-skelter eccentric demonstrative, open irrational hunch-playing illogical subjective crude, primitive nonconforming spontaneous inner-directed 24.5.2017 ME self-restrained, controlled orderly, methodical predictable staid, passive rational analytical logical objective polished, sophisticated conforming inhibited other-directed Prof.Dr.Mustafa Ergün 8 III. PSYCHOANALYTIC THEORY A. KEY FIGURE: Sigmund Freud B. COMPONENTS OF THE PERSONALITY 1. ID--Operates on pleasure principle, seeks to satisfy drives a. sex (libido), energy b. aggression 2. EGO--Helps manage the Id, on basis of reality principle . The ego uses defense mechanisms (repression, projection, sublimation, rationalization, convesion). 3. SUPER-EGO (Conscience) 24.5.2017 Prof.Dr.Mustafa Ergün 9 III. PSYCHOANALYTIC THEORY C. STAGES OF DEVELOPMENT 1. ORAL (Birth to one year) 2. ANAL (1 - 3 years) 3. PHALLIC (2.5 - 6 years) (Oedipal and Electra Complexes) 4. LATENCY (6 - 11) a. Identification with same-sexed parent b. Child learns about world c. Personality becomes stabilized 5. GENITAL (Adolescence) 6. ADULTHOOD (Personality already fixed) 24.5.2017 Prof.Dr.Mustafa Ergün 10 Erickson’s stages of psychosocial development Life crisis First year Favorable outcomes Unfavorable outcomes Trust –mistrust Hope Fear of the future Will Sens of loss of self-control Initiate activities Fear of punishment Relate to the world of skills and tools A sense of inadequacy and inferiority Identity-confusion about one’s role Fidelity Confusion over who one is Early adulthood Love Second year Autonomy-shame, doupt Third-fifth years Initiative-guilt Sixty year-puberty Industry-inferiority Adolescence Avoidance Intimacy-isolationb Middle age Generativity-stagnation Old age Care Self indulgance, boredom Wisdom Disgust with life Integrity-despair 24.5.2017 Prof.Dr.Mustafa Ergün 11 Freud ve Erikson’un bir arada değerlendirilmesi Erikson Freud Temel Güven – Güvensizlik (anne çok önemli) Oral Özerklik – Utanç, kuşku (tuvalet eğitimi, müsrif-tutucu) Anal Girişimcilik – suçluluk (3-7 yaş) (meraklı, keşif,soru), kompleksler Fallik Çalışkanlık – aşağılık duygusu (başarı, rekabet) (cinsellik örtülür, unutulur) Latent Kimlik kazanma- rol karmaşası (ben kimim? bunalım), (haz almaya yönelik cinsellik) Genital Yakınlık – yalıtılmışlık (iş ve eş bulma, toplum adamı) Üreticilik – Verimsizlik (eve ve işe yerleşir, işte yükselir, çocuk yetiştirir) Benlik bütünlüğü – umutsuzluk (emeklilik, hayatı değerlendirme) 24.5.2017 Prof.Dr.Mustafa Ergün 12 IV. COGNITIVE DEVELOPMENT A. KEY FIGURE: Jean Piaget B. METHOD--Performing tests on children of different ages, comparing how they respond. C. COGNITIVE STAGES 1. SENSORIMOTOR (0-18 Months) a. Contact with environment b. Assimilation c. Accomodation 24.5.2017 Prof.Dr.Mustafa Ergün 13 IV. COGNITIVE DEVELOPMENT 2. PRE-OPERATIONAL (18 months to 6-7 years) a. Dealing with symbols b. Still egocentric 3. CONCRETE OPERATIONAL ( 6/7 - 11/12) Understands conservation, class inclusion, serialization 4. FORMAL (ABSTRACT) OPERATIONS (11/12+) a. Thinking becomes self-consciously deductive, more abstract b. Formulates hypotheses c. Plays by rules of game, accepts impersonal authority 24.5.2017 Prof.Dr.Mustafa Ergün 14