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Personality 10-11
Personality Exam 2: Ch. 10-11
| Question | Answer |
|---|---|
| everything that a person thinks and does has a specific cause | psychic determinism |
| operates according to the pleasure principle; psychoanalytic term for the inborn component of the personality that is driven by instincts; unconscious | id |
| the executive part of personality that operates according to the reality principle, satisfying the desires in ways that will realistically bring pleasure rather than pain; conscious and preconscious | ego |
| moral component of personality that upholds social values and ideals; preconscious | superego |
| What is ego's main job? | compromise formation |
| life/sex drive related to creation, protection, and enjoyment of life with creativity, productivity, and growth | libido |
| death drive, destructive activity, entropy (the basic force in the universe toward randomness and disorder) | thanatos |
| everything implies its opposite; extremes on both ends are hallmarks of psychological maladjustment | doctrine of opposites |
| defense mechanisms serve 2 functions | to protect the ego and minimize anxiety and distress |
| refusal to "see" or acknowledge the problem | denial |
| blocking pain from consciousness; completely push out of your awareness | repression |
| to display behavior that indicates the exact opposite of what you actually want to do/feel; act in opposition to impulses | reaction formation |
| we attribute to others our own unacceptable qualities | projection |
| generating acceptable reasons for outcomes that might appear otherwise socially unacceptable; logical defense to ward off feelings | rationalization |
| turn your feeling into a thought | intellectualization |
| an unacceptable impulse is redirected from its original source to a nonthreatening target; take out hostility on a safer target | displacement |
| an unacceptable impulse is channeled into a socially desired/acceptable behavior | sublimation |
| felt, affective, unpleasant state accompanied by a physical sensation that warns the people against impending danger; produced by the ego | anxiety |
| birth to 18 months, oral gratification, dependency; the infant is learning to trust or mistrust the world | oral |
| 18 months to 3 years, anal expulsion, self-control | anal |
| 3/5 years to 7 years, penis (esp. sex differences), gender-role identification, morality, sexuality; girls have penis envy and boys have castration anxiety | phallic |
| puberty through? (ideally age 18), genitals (esp. reproduction), creation and enhancement of life; sexual maturation is complete and sexual intercourse becomes a major goal | genital |
| ages 6-12; sexual activity is repressed and an abundance of substitute activities are engaged in, such as learning and athletics | latency |
| leaving a disproportionate share of one's libido behind at an earlier stage of development | fixation |
| retreating to an earlier, more immature stage of psychosexual development, usually because of stress but sometimes in the service of play and creativity | regression |
| each psychosexual stage features: | a physical focus, a psychological theme, and an adult character type |
| Neo-Freudian theories differ from Freud in that they | deemphasize sex, reinterpret libido as a general motivation, and focus on interpersonal relationships as source of psychological difficulties |
| Child develops hope and confidence that his/her needs will be met by caregivers | trust versus mistrust |
| Adults pressure the child to obey, but on the other hand, that child wants independence and control of his or her own life. | autonomy versus shame and doubt |
| anticipate and fantasize about adult life; child may feel guilty and back off from taking initiative development toward adulthood. or develop a sense of leadership and right and wrong derived from adult teachings | initiative versus guilt |
| The child must develop persistence, competence, the work skills and attitudes to succeed in the world of work or otherwise contribute to society | industry versus inferiority |
| The adolescent strives to figure out who he or she is (sense of identity) and what is and is not important (values). At this stage individuals choose values and goals that are consistent, personally meaningful, and useful | identity versus role confusion |
| Now the goal is to find an intimate life partner/close relationships with whom to share important experiences and further development, rather than becoming isolated and lonely. | intimacy versus isoation |
| As a person’s position in life becomes firmly set, does he or she settle into passive comfort, or begin to turn his or her concerns to the next generation through mentoring and contributing to society? | generativity versus stagnation |
| despair about earlier mistakes or developed satisfaction and wisdom from experience? The test is: After seventy, eighty, or ninety years of life, does the person have anything of interest and value to say to the next generation? Or not? | integrity versus despair |
Created by:
alumesi