1
Q
Believed that the mind is responsible for both conscious and unconscious decisions based on drives and forces.
A
Sigmund Freud
2
Q
Believed people are “simply actors in the drama of [their] own minds, pushed by desire, pulled by coincidence. Underneath the surface, our personalities represent the power struggle going on deep within us
A
Sigmund Freud
3
Q
A
4
Q
What was Sigmund Freud’s view of human nature?
A
Deterministic
5
Q
Contains all the feeling, urges or instinct that are beyond our awareness but it affects our expression, feeling, action
(E.g. Slip of tongue, dreams, wishes)
A
Unconscious
6
Q
Facts stored in a part of the brain, which are not conscious but are
available for possible use in the future (E.g. A person will never think of her home address at that moment but when her friend ask for it, she can easily recall it)
A
Preconscious
7
Q
Only level of mental life that is directly available to us
A
Conscious
8
Q
“The conscious mind may be compared to a fountain playing in the sun and falling back into the great subterranean pool of subconscious from which it rises.”
A
Sigmund Freud
9
Q
Infants are born with ______ intact to gain pleasure, avoid pain
A
Id
10
Q
Is the part of the mind, which holds all of human’s most basic and primal instincts.
A
Id
11
Q
It is the impulsive, unconscious part of the mind that is based on desire to seek immediate satisfaction.
A
Id
12
Q
severe mental disorders that cause abnormal thinking and perceptions. People with psychoses lose touch with reality
A
Psychotic disorders
13
Q
seeing things that are not actually there
A
Hallucinations
14
Q
false beliefs, such as thinking that someone is plotting against you or that the TV is sending you secret messages.
A
Delusions
15
Q
Three parts of the personality
A
Id, Ego, Superego
16
Q
IMPORTANCE OF THE ID FOR SURVIVAL
A
- Satisfaction of Basic Needs
- Self-Preservation
- Reproduction and Species Survival
- Quick Decision-Making
- Immediate Pain Avoidance
17
Q
described as the “conscience” or the “moral compass.”
A
Superego
18
Q
when an individual feels guilt or shame after telling a lie because
it goes against their internalized values of honesty and integrity
A
Superego
19
Q
considered to be the consciousness of a person’s personality and can override the drives from the id
A
Superego
20
Q
The balance between Id and Superego
A
Ego
21
Q
takes into account ethical and cultural ideals in order
to balance out the desires originating in the id
A
Ego
22
Q
- is often referred to as the “self” or the “conscious self.”
- Its primary function is to mediate between the instinctual,
impulsive desires of the Id and the moral and societal
constraints of the Superego.
A
Ego
23
Q
helps individuals make rational and practical decisions that consider the consequences of their actions.
A
Ego
24
Q
Freud compared the id and the ego to a horse and a rider where the _____ is compared to the horse, which is directed and controlled by the ______ as the rider
A
Id is the horse, the Ego is the rider
25
during the first two years of life the
infant who is neglected (insufficiently fed) or who is over-protected (over-fed) might become
orally-fixated
26
Birth to 18 months
Pleasure centers on the mouth – sucking, biting,
Oral Stage
27
If the child is over stimulated in this stage, as an adult she/he may become dependent on cigarette or
alcohol, become chatterbox, or derive pleasure from acquiring possessions(collect things)
Oral Fixation
28
If the child is under stimulated in this stage, as an adult she/he will make bitingly sarcastic remarks or be
argumentative
Oral Fixation
29
18 months until 3 years
Pleasure focuses on bowel movement
(withholding/eliminating feces)
Anal Stage
30
If parents were over-emphasizing potty training, the child would develop a retentive character.
He will become obstinate and stingy
Anal Stage
31
If parents were negligent about potty training, the child would develop expulsive trait such as
bad temper, cruelty and messy disorderliness
Anal Stage
32
3 years to 6 years
Pleasure zone is the sex organ/genitals
Phallic Stage
33
The boy will have the desire to posses his mother and displace his
father
Oedipus complex in males
34
The girl will want to posses the father and remove her mother
Electra complex in female
35
Child who had been fixated in this stage will develop a phallic character, such as reckless,
proud and vain
Phallic Stage
36
This conflict can also cause the child to be afraid of close relationship and weak sexual identity Freud stated that fixation may be a root of homosexuality
Phallic Stage
37
Underfed, trusting, dependency
Oral Passive
38
Overfed, aggressive, dominating
Oral Aggressive
39
Toilet training is too harsh: tidiness, obsessiveness, mean, stubborn
Anal retentive
40
Toilet training is too lax: untidiness, generosity
Anal expulsive
41
Conflict can also cause the child to be afraid of close relationship and weak sexual identity Freud stated that fixation may be a root of
homosexuality
Phallic Stage
42
Freud suggested that fixations at this point could lead to adult personalities that are
overly vain, exhibitionistic, and sexually aggressive.
Phallic Stage Fixation
43
might result in anxiety about sexual performance, the need for reassurance and validation, or a tendency to be overly assertive or aggressive.
Phallic fixation in men
44
lead to a desire to dominate men, a rivalry with other women, or the need for male attention or approval.
Phallic fixation in women
45
the fear of retaliation from the
father
castration anxiety
46
leads the boy to repress these incestuous desires and identify
with the father, adopting his characteristics and values.
castration anxiety
47
The little boy then begins to resolve this problem by
identification
48
the girl covets her father, yet
recognizes that she lacks a penis, leading to the phenomenon Freud labeled as
'penis envy'
49
6 years to 11 years, until puberty
Latency Stage
50
No fixations occur as the child’s energy are focused on peer activities and personal mastery of learning and physical skills
Latency Stage
51
12 years onwards
Genital Stage
52
Sexual interest in opposite sex increase
Genital Stage
53
The child improve their personal identities, develop caring feeling towards others, establish loving and sexual relationship and progress in successful careers.
Genital Stage
54
Fixation on Genital stage can lead to
Frigidity, impotence and unsatisfactory relationships
55
who developed Psychosocial theory
Erik Erikson
56
“Hope is both the earliest and the most indispensable virtue inherent in the state of being alive.”
Erik Erikson
57
“If life is to be sustained hope must remain, even where confidence is wounded, trust impaired”
Erik Erikson
58
The positive disposition in each crisis
Syntonic
59
The negative disposition in each crisis
Dystonic
60
Infancy (0-18 months)
Stage 1
61
Too much trust in stage 1
MALADAPTATION: Sensory Maladjustment
62
Too much mistrust in stage 1
MALIGNANCY
Withdrawal
63
What is the virtue for stage 1 in psychosocial theory
Hope
64
Early Childhood (2-3 yrs old)
Stage 2
65
Too much autonomy in stage 2
MALADAPTATION: Impulsiveness
66
Too much shame in stage 2
MALIGNANCY: Compulsiveness
67
What is the virtue for Stage 2 in psychosocial theory
Determination
68
Early Childhood (3-5 yrs old)
Stage 3
69
Too much initiative in Stage 3
MALADAPTATION: Ruthlessness
70
Too much guilt in Stage 3
MALIGNANCY : Inhibition
71
What is the virtue for Stage 3 in psychosocial theory
Determination
72
School Age (6-11 yrs old)
Stage 4
73
Too much industry in Stage 4
MALADAPTATION: Virtuosity
74
Too much inferiority in Stage 4
MALIGNANCY: Inertia
75
What is the virtue in Stage 4 in psychosocial theory
Competency
76
Adolescence (12-18 yrs old)
Stage 5
77
Too much ego identity in stage 5
MALADAPTATION: Fanaticism
78
Too much role confusion in stage 5
MALIGNANCY: Repudiation
79
What is the virtue in Stage 5 in psychosocial theory
Fidelity
80
Young Adulthood (19-40 yrs
old)
Stage 6
81
Too much industry in stage 6
MALADAPTATION: Promiscuity
82
Too much inferiority in stage 6
MALIGNANCY: Exclusion
83
What is the virtue in stage 6
Love
84
Middle Adulthood (40-65 yrs
old)
Stage 7
85
Too much generativity in stage 7
MALADAPTATION: Over Extension
86
Too much stagnation in stage 7
MALIGNANCY: Rejectivity
87
What is the virtue for stage 7
Care
88
Late Adulthood (65 to death)
Stage 8
89
Too much generativity in stage 8
MALADAPTATION: Presumption
90
Too much stagnation in stage 8
MALIGNANCY: Disdain
91
What is the virtue for stage 8
Wisdom
92
Psychosocial Crisis for stage 1
Trust Vs. Mistrust
93
Psychosocial Crisis for stage 2
Autonomy Vs Shame & doubt
94
Psychosocial Crisis for stage 3
Initiative Vs Guilt
95
Psychosocial Crisis for stage 4
Industry Vs Inferiority
96
Psychosocial Crisis for stage 5
Ego Identity Vs Role
Confusion
97
Psychosocial Crisis for stage 6
Intimacy vs Isolation
98
Psychosocial Crisis for stage 7
Generativity Vs Stagnation
99
Psychosocial Crisis for stage 8
Integrity Vs Despair
100
Who developed the theory of cognitive development
Jean Piaget
101
the mental frameworks that make up knowledge
Schemas
102
Sensorimotor Stage (ages 0-2)
Stage 1
103
Children learn about the world through their senses.
* Basic activities (e.g., sucking, rooting, listening, grasping) help infants explore and understand their environment.
Stage 1- Sensorimotor Stage
104
Infants eventually learn that objects continue to exist even when they can't be seen
object permanence
105
what stage in theory of cognitive development does separation anxiety develop in children
Stage 1 Sensorimotor stage
106
Pre operational Stage (ages 2-7
Stage 2
107
Children cannot grasp others' perspectives, demonstrated in experiments where they choose their own view in a visual task.
Egocentric thinking
108
Belief that inanimate objects have ‘lifelike' qualities
Animism
109
Occurs between about the ages of 4 and 7 > Children tend to become very curious and ask many questions; begin the use of primitive reasoning.
Intuitive Thought substage
110
The awareness of our own mental process
Thoughts/ Feelings
111
both are involved in preoperative thought
Centration and conservation
112
Concrete operational Stage (ages
7-11)
Stage 3
113
Children begin to utilize logical and are organized in their thinking, but they tend to think about things in very concrete terms
Stage 3 –Concrete operational Stage (ages 7-11)
114
Formal Operational Stage
Stage 4
115
Children develop the ability to
think abstractly and consider complex problems, including social and moral issues.
Abstract thinking
116
Unlike younger children who rely
on trial and error, those in the formal operational stage use logic and systematic methods to solve
problems.
Problem-solving
117
Ability to think about multiple
solutions to problems, beyond personal experiences.
Theoretical ideas
118
True or False? Not everyone reaches
formal operations, and some may not develop advanced deductive reasoning and abstract thinking
True
119
A key feature of formal operational thought, where adolescents can use logical reasoning to consider multiple possibilities and outcomes
Hypothetico-deductive reasoning
120
drawing conclusions based on personal experiences.
Inductive reasoning
121
Preoperational children gradually move away from egocentrism and start to understand others' physical and emotional perspectives
Egocentrism
122
Many adolescents, through
hypothetico-deductive thinking, develop an outlook characterized by idealistic and unrealistic beliefs.
Naive idealism
123
Thinking about multiple aspects and combining them logically to solve problems
Combination logic
124
Thinking about your own thinking
Reflective thinking
125
Who made the Moral Development Theory
Lawrence Kohlberg
126
A six staged theory of moral development based on interviews with 72 boys.
Theory on Moral Development
127
what level of Moral Development is Preconventional Morality
Level 1
128
A child's morality is externally controlled.
* Children accept and believe rules set by authority figures (e.g., parents,
teachers).
Level 1 – Preconventional Morality
129
* Focuses on obeying rules and avoiding punishment.
* Actions are seen as wrong if they lead to punishment.
Stage 1: Obedience and Punishment Orientation
130
* Focuses on self interest: "What's in it for me?"
* Right behavior is defined by what benefits the individual.
* Concern for others is based on reciprocity ("you scratch my back, I'll scratch yours").
Stage 2: Instrumental Orientation
131
* The focus is on societal norms and external
expectations to guide behavior.
* Moral standards are adopted from adult role
models through internalization of authority.
* Moral decisions are influenced by the norms and
expectations of the group to which the individual
belongs.
Level 2 – Conventional Morality
132
* Children seek approval from others and avoid disapproval.
* Emphasis on good behavior and being "nice" to others.
* Moral actions are motivated by a desire for social
acceptance.
Stage 3: Good Boy, Nice Girl Orientation
133
* Children blindly accept rules and conventions to maintain a functioning society.
* Rules are seen as universal and apply equally to everyone
Stage 4: Law and Order Orientation
134
PSTMLS
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