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Psych 251 Review
Chapter 2
| Term | Definition |
|---|---|
| Freud’s Theory of determining behavior | |
| Id | the impulsive, irrational, and selfish part of the personality whose mission is to satisfy the instinct |
| Super Ego | the individuals internalized moral standards |
| Ego | rational side of the individual that tries to find realistic ways of gratifying the instinct |
| Erikson’s Psychosocial Stages | Trust vs Mistrust Autonomy vs Shame and Doubt Initiative vs Guilt Industry vs Inferiority Identity vs Role Confusion Intimacy vs Isolation Generatively vs. Stagnation Integrity vs. Dispair |
| Trust vs Mistrust (birth-1) | infant must learn to trust their caregivers to meet their needs Responsive parenting is critical |
| Autonomy vs Shame and Doubt (1-3) | children must learn to assert their wills and do things for themselves or they will doubt their abilities |
| Initiative vs Guilt (3-6) | preschoolers develop initiative by devising and carrying out bold plans, but they must learn not to impinge on the right of others |
| Industry vs Inferiority (6-12) | children must master important social and academic skills and keep up with their peers; otherwise, they will feel inferior |
| Identity vs Role Confusion (12-20) | adolescents ask who they are and must establish social and vocational identities; otherwise, they will remain confused about the roles they should play as adults |
| Intimacy vs Isolation (20-40) | young adults seek to form shared identity with another person, but may fear intimacy and experience loneliness and isolation |
| Generatively vs. Stagnation (40-65) | middle-aged adults must feel that they are producing something that will outlive them, either as a parent or workers; otherwise, they will become stagnant and self-centered |
| Integrity vs. Dispair (65-older) | older adults must come to view their lives as meaning |
| Watson | |
| Pavlov | |
| Classical Conditioning | |
| Operant Conditioning | learners behavior becomes either more or less probable depending on the consequences it produces |
| Positive Reinforcement | is a desirable event that, when introduced following a behavior, makes that behavior more probable |
| Negative Reinforcement | occurs when a behavioral tendency is strengthened because womthing unpleasant or undesirable is removed from the situation, or is escaped or avoided, after the behavior occurs |
| Punishment | |
| Piaget’s Stages of Cognitive Development | Sensorimotor Proportional Concrete Operations Formal Operations |
| Sensorimotor (birth-2) | ~ infants use their sense and motor actions to explore and understand the world ~ develop increasingly "intelligent" actions ~ are capable of symbolic thought using images or words, plan solutions to problems mentally |
| Preoperational (2-7) | ~ preschoolers use their capacity for symbolic though to develop language, engage in pretend play, and solve problems ~ thinking is not logical ~ egocentric and easily fooled by perceptions ~ failing conservation test |
| Concrete Operations (7-11) | ~ school-aged children acquire concrete logical operations that allow them to mentally classify, add, and otherwise act on cornet objects in head ~ solve practical, real-world problems but cannot rely on logical operations |
| Formal Operations (11-12) | ~ adolescents can think about abstract concepts and purely hypothetical possibilities and can trace the long-range consequences of possible actions ~ can form hypotheses and systematically test them using the scientific method |
| Freud’s Psychosexaul Stages | Oral Stage Anal Stage Phallic Stage Latent Period Genital Stage |
| Oral Stage (birth-1) | ~ libido is focused on the mouth as a source of pleasure ~ obtaining oral gratification from mother figure is critical to later development |
| Anal Stage (1-3) | ~ libido is focused on the anus, and toilet training creates conflict between child's biological urges and the society demands |
| Phallic Stage (3-6) | ~ libido center on the genitals ~ resolution of the Oedipus or the Electra complex results in identification with the same-sex parent and development of the superego |
| Latent Period (6-12) | ~ libido is quiet; psychic energy is invested in schoolwork and plays with same-sex friends |
| Genital Stage (12-older) | ~ puberty reawakens the sexual instincts as youth seek to establish mature sexual relationships and pursue the biological goal of reproduction |
| Observational Learning | simply learning by observing the behavior of other people |
| Vicarious Reinforcement | a processes in which learners become more or less likely to perform a behavior based on whether consequences experienced by the model they observe are reinforcing or punishing |
| Latent Learning | in which learning occurs but is not evident in behavior, children can learn from observational even though they do not imitate the learned responses |
Created by:
jshockley
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