Download pleasure principle”.

nature VS nurture
continuity VS discontinuity
universal VS context specific
Four Interactive forces
Biological
Genetics/Familial habits
Life Span
Timing/Experience
We adapt differently
Sociocultural
Schema/Milieu
Psychological
Cognitive/Emotional/Perceptual
PSYCHANALYTICAL THEORY
Based off psychosexual development
Pleasure principle
reality principle
Stages: oral, anal, phallic, latency, genital
The “id”, unconscious and is the source of psychic energy derived from instinctual
needs and drives. Based off the “pleasure principle”.
“Ego”, the balance between our own selfish impulses/desires and the values/morals
our parents/society have imposed on us. It is a “SENSE OF SELF” = what the
individual desires and values. It is our ability to put someone else’s needs above our
own.
The “super ego”. It is the morality and values that are instilled by our parents. This
results in our conscience.
It is what controls (or doesn’t) our behavior through guilt, fear, and self recrimination
which can be the result of LOVE (we don’t want to disappoint them).
neo-Freudian, referred to as PSYCHODYNAMIC
Internal, unconscious drives/motives (intrapsychic)
 that are biologically FIXED
De-emphasizes the role of biology/nature
Erickson expanded to include” psychosocial” dimension
Interaction of internal maturation and external societal demands=CRISIS
Epigenetic principle, each conflict has it’s own special time, in an
order=continuity
and the resolution is BALANCE Trust VS mistrust
Autonomy VS
Integrity VS
Shame/doubt
eight stages
despair
Generativity
VS stagnation
Internal
conflict
Initiative VS guilt
Intimacy VS
Industry VS
isolation
inferiority
Identity VS identity confusion
Behaviorists; 1st is Watson
all behavior is learned
Tabula Rasa – we are a blank slate
Operant conditioning B.F. Skinner
 Reinforcement –a result/consequence that increases the future likelihood that
the preceding behavior will occur again.
 Positive reinforcement– the administration of a pleasant, desirable reward
 Negative reinforcement- the removal of an unpleasant event
 Punishment- This is NOT reinforcement. It is the administration of PAIN and
suffering. It is meant to decrease the likelihood of a behavior.
 Positive punishment is when the aversive (unpleasant) event is added after
the behavior. Example: A child receives a spanking (added) every time they
say “no”
 Negative punishment is when something pleasant is removed after an
undesirable behavior. Example: A child looses TV privileges
 Successive approximation, “Baby steps”
 Modeling – behavior that is the result of watching others
 Schedules of reinforcement:
 RATIO: WHEN, how many responses before a reinforcement is delivered.
 INTERVAL: The amount of TIME before a reinforcement is delivered
Fixed VS variable ratio
Fixed VS variable Interval
*****Thinking, individual solves the problem and then decides to cooperate or
not (the screw you effect).
PAVLOV:
PAIRED a natural reflex with a neutral stimulus
1.
Reflex is automatic
2.
Neutral, does not elicit a response, it occurs naturally
3.
Stimulus – causes arousal or reaction/reflex, it is “hardwired” into our survival
instinct
4.
Response – the arousal or reaction

UCS- unconditioned stimulus (meat powder), pre-existing neutral stimulus
(natural reflex)

UCR- unconditioned response (salivation), pre-existing natural reaction

CS- conditioned stimulus (bell), it is attached to neutral stimulus intentionally or
unintentionally and acquires a VALUE of it’s own (no longer neutral)

CR- Conditioned response (salivation to bell), it is a reaction or form of arousal
that has been “elicited” (INTENTIONALLY created)

Extinction- eliminating the pairing

Spontaneous Recovery- the temporary reappearance of CR

Generalization- a response is generalized to similar circumstances and/or things

****Expectancy theory of classical conditioning- Is it really AUTOMATIC?
Subject learns to predict and prepare for the occurrence of an event.
Based of the premise of imitation/observational learning = modeling (operant
conditioning) and reciprocal determinism
 Bandura , Social Cognitive Theory
Cognitive – people try and understand
Social – other people are an important source of information
Self-efficacy – the result of experience which results in a person’s belief about
their own abilities/talents. This sense of self esteem will significantly affect
interaction, resulting in the “self-fulfilling prophecy” and reflects CONTINUITY
 The construction of knowledge and how that changes over time
This approach reflects discontinuity
 Piaget believed children THOUGHT about the world
1. this becomes increasingly more complex as their brain develops
2. He broke it down into four stages:
Sensorimotor Preoperational
Senses/motor symbols
0-2
2-6
Concrete operational
logic in the here and now
7-early adolescence
Formal operational
abstract/hypothetical
adolescence -decay
The theoretical framework is that social interaction
plays a fundamental role in the development of
cognition; consciousness as the end product of
socialization through observation and imitation
.
Scaffolding – a style in which teachers
gauge the amount of assistance they
offer the learner’s needs
Zone of proximal
development - a level
of development
attained when children
engage in social
behavior. This range of
skill can be obtained
with adult guidance or
peer collaboration
which exceeds what
can be attained alone
Private speech (talking to
yourself) –comments that are not
intended for others but are
designed to help children regulate
their own behavior
 Contextual Perspective –development is understood only in social context
• Bioecological theory
1. Microsystem-everyday and face-face
2. Mesosystem-interlocking of microsystems
3. Exosystem-pre-existing links and institutions=external rules/laws/limits
4. Macrosystem-political/social/economic/dominant beliefs
5. Chronosystem-the dimension of time; CHANGE; personal and environmental
 Evolutionary/sociobiological perspective-explains adaptive or survival VALUE of
behavior for an individual
 .based off Darwin’s theory of evolution
a. survival of the fittest
b. natural selection
c. evolved mechanisms-behaviors developed to solve problems to an earlier
environment but may have lost their value
 Ethology-study of distinctive adaptive behaviors of animal behavior
a. Conrad Lorenz
b. Bowlby- attachment
 Emotional ATTACHMENT to an adult increased survival

This is gradual process that is elicited by infant behavior
Evolutionary psychology-Darwin applied to individual behavior
a. strive for personal survival and perpetuation of the species
b. seeking to maximize children with similar characteristics
c. places emphasis on bidirectional:
interaction between person and environment