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Developmental Psych
Test #2
| Question | Answer |
|---|---|
| What was Sigmund Freud's most famous case study? | The analysis of a phobia in a 5 year old boy named Hans. |
| When Hans was 5, what appeared? | Anxiety attacks, a phobia, and a fantasy. |
| What was Hans' phobia? What did this lead to? | Han's phobia was that a horse would bite or fall on him. Hans was also afraid of horses that pull heavy loads in a cart, or were white with a black muzzle, or wore blinders. This led to his agoraphobia, or him not leaving the house. |
| What was Freud's analysis of Hans' phobia? | Freud believed that the horse represented Hans' father; he had a black moustache (representing the muzzle), and he also wore glasses (the blinders) and was extremely pale (white.) |
| How did Freud explain Hans' fear that the horse would bite him? | Freud believed this was an example of castration, as Hans had sexual feelings for his mother, and masturbated as well. |
| What three themes did Freud identify within the analysis of Hans' phobia? | 1. The Oedipus complex 2. Sibling rivalry 3. Fear of punishment (for masturbation) |
| What was Hans' fantasy? | During the night, Hans believed there was a large and crumpled giraffe in his room. The large giraffe would call out to Hans, bc he took away the crumpled giraffe. When the large giraffe stopped calling out, and then Hans would sit on the crumpled giraffe |
| How did Freud identify Hans' fear that the horse might fall down on him? | This was interpreted as a fear that his father might die, or go away (although Hans' would've wanted, as a result of his oedipus complex. |
| How did Freud interpret the giraffe fantasy? | Freud believed the giraffe fantasy was Hans' wishful thinking of possessing the Mom, as he fantasized about sitting on top of the crumpled giraffe (representing the Mom) which he has taken from the larger giraffe, (the Father.) |
| Elaborate upon Freud's theme of sibling rivalry, identified in Hans' phobia. | The birth of Hans' sister caused Hans to fight for the attention and affection of his mother, again, as a result of the Oedipus complex. |
| The neck of the giraffe was interpreted by Freud as a _________? | Phallic symbol |
| What did Freud propose in his analysis regarding Hans' anxiety. | Freud’s analysis proposed that anxiety (anxiety attacks) regarding masturbation also led to Hans’ mother threatening Hans with castration. |
| Did Hans eventually resolve his Oedipus complex? Did he develop a healthy personality? | Yes. |
| What is the name of Eric Erickson's theory? | Psychosocial theory. |
| Eric Erickson's work in various cultures led him to add a ____________ dimension to Freud's psychosexual developmental theory. | psychosocial |
| Erickson divided the lifecycle into ________ stages of man, that refer to the critical periods when ___________ occurs? | 8; the ego identity reaches it's climax (or is fully developed) |
| What are the 8 stages of man? | B I I I I I G A |
| What is "basic trust"? | A sense that there's some correspondence between one's needs and the real world. (i.e. an infant with trust can predict that their caregiver will feed them when hungry, and comfort them when frightened or in pain.) |
| Is mistrust necessary, according to Erikson? | Yes. Mistrust is necessary to detect impending danger/discomfort, and to discriminate between honest/dishonest people. |
| What is the psychosocial modality of the first stage of man? | Getting and giving. |
| What is autonomy? | The positive component -- the child's ability to do things for his/her self. |
| What is shame? | Shame implies that the child is self-conscious as a result of a negative experience. |
| What is doubt? | Doubt focuses on the unknown, what the child cannot see but must control (i.e. controlling one's bladder or bowel.) |
| What characteristics may a child display in later life if parents employ strict toilet training during the second stage of man? | The child may become an over-compulsive, stingy adult. (Gradually and kindly toilet training can aid in developing the child's self-control with out the loss of self-esteem.) |
| What is the psychosocial modality of the second stage of man? What is its counterpart? | Holding on vs. letting go. Retention and elimination. |
| Where do we find the rules that are the early forms of law and order within our society? Why? | Within the second stage of man: autonomy vs. shame/doubt. The child encounter rules within this stage, such as when he or she can have bowel movements and which areas of the house he or she can explore. |
| In what stage does the child gain skill in using language, moving about, or handling things? | Stage 3: initiative vs. guilt. |
| What is the psychosocial modality for the third stage of man? | Taking the initiative, competing against others, forming and taking out goals. |
| In what stage of man does the oedipus complex occur? | The third stage. |
| Describe the 4th stage of man: Industry v. inferiority. (6-puberty) | Successful experiences give child sense of industry/feeling of competence. Failure brings sense of inferiority, leading to feeling one is good for nothing. Child may have potential abilities that may not develop if not nurtured during latency period |
| In what stage does the child's identity reach a climax, as rapid psychological changes produces a new body with unfamiliar sexual urges? | Stage 5: identity and repudiation vs. identity and diffusion |
| What is the basic task of the 5th stage of man? | To integrate the various roles of identification he or she brings from childhood into a much more complete ego identity (ego ideal) or self-definition. |
| If the adolescent cannot integrate these various roles of identification, what occurs? | He or she faces identity diffusion or an identity crisis (his or her personality is fragmented, it lacks a core.) |
| What happens when an identity crisis is resolved? | Those who resolve this identity crisis proceed through the adolescent period with a strong self of their own individuality, and a recognition |
| What happens when an identity crisis is not resolved | Those adolescents that fail to work through this identity crisis display, in later life, immaturity, lack tolerance, cruel to others, introverts, cannot find themselves. |
| What is the psychosocial modality of the 6th stage of man? | None. |
| What is the 6th stage of man? What occurs here? | Intimacy and solidarity vs. isolation (early 20s-40.) -If the young adult’s attempts at intimacy fail, he or she retreats into isolation, because of this, the young adult becomes stereotyped as cold and empty. |
| What is solidarity? | The feeling of "us" in the defense against them. |
| What is generation? | The interest in nurturing and guiding the next generation through child rearing. |
| What is expressed by a lack of generation? | stagnation, self-absorption, and lack of psychological growth. |
| What is the psychosocial modality of the 7th stage of man? | Faith in the future, a belief in mankind, and the ability to care about others. |
| How does one achieve integrity? What does it involve? | By accepting what one has built over the lifetime. c. Integrity involves the acceptance of the limitations of life, and the integration of all of the previous stages (1-7.) |
| What is the anti-thesis of integrity? What is it? | Despair. -Regret for what he or she has done, or not done with one’s life, fear of approaching death, and disgust with one’s self. |
| How did the research on social and sexual processes of Erikson and Freud expand psychoanalytic and psychosocial theory? | By providing a broad perspective on human or child development. |
| Jean Piaget was a psychologist whose research had the greatest influence on the study of _________ development. | child |
| T/F: Piaget developed intelligence tests for children? | True |
| How did Piaget define development? | A continual reorganization of knowledge into new and/or more complex structures or schemes. |
| How did Piaget describe human development? | in terms of functions and cognitive structure. |
| What is the most fundamental aspect of Piaget's theory. Why? | Cognitive structures. -Piaget he believes that a child clearly understands the world by acting on or operation w/in that world. These actions are an example of schemes which are the cognitive structures of infancy. |
| What is a scheme? | A psychological or cognitive structure that reflects a child’s underlying knowledge, and guides his/her interactions in the world or more simply, an action. |
| What are the two important factors about cognitive structures? | They are flexible and change over time. |
| What, according to Piaget, guides human development? | Functions |
| What are the two main types of functions? | Organization and adaptation. |
| What is organization? | Refers to the fact that all cognitive structures are interrelated and that any knew knowledge must fit into the child’s existing knowledge or cognitive function. |
| What is adaptation? | Refers to the tendency of the individual to fit with its environment in ways that promote survival. |
| What are the two subgroups of adaptation? | Assimilation: The tendency to understand new experiences in terms of existing knowledge. Accommodation: Cognitive structures change in response to new experiences. |
| It is only through ______________ that the number and complexity of a child's cognitive structures increase. | Accommodation. |
| The interplay of assimilation and accommodation develops what other important component of Piaget's theory. What is it? | Constructivism: Children actively create or construct knowledge, rather than passively receive it from the environment. |
| Assimilation, accommodation, and constructivism of new knowledge begin at ________ and extend throughout ________. | birth, life |
| What are the 4 general factors of Piaget's cognitive developmental stage theory? | Maturation: ability to learn from environment Physical experience: constant and physical changes of one’s body. Social experience: one’s ability to interact w/ external world. Equilibrium: tendency to move to higher and higher levels of achievement. |
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