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Chapter 2 Theoretical Perspectives

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Chapter 2 Theoretical Perspectives

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    1. Chapter 2 Theoretical Perspectives Psychoanalytic Learning Cognitive Evolution/Sociobiological Contextual

    2. Chapter 2 Theoretical Perspectives Sigmund Freud (1856 – 1939) A Viennese physician, developed psychoanalysis, a therapeutic approach aimed at giving patients insight into unconscious emotional conflicts

    3. Chapter 2 Theoretical Perspectives Perspective 1: Psychoanalytic Freud: Psychosexual development in five stages Fixation occurs when children receive too little or too much gratification in any of these stages First three stages to be crucial for personality development

    4. Chapter 2 Theoretical Perspectives Oral Stage birth – 12-18 months- babies chief source of pleasure is mouth oriented activities, such as sucking and feeding Fixation-oral passive- dependent on others, oral gratification such as smoking, drinking; oral aggressive- bite things, verbally aggressive, sarcastic Anal Stage 12-18 months- 3 years- chief source of pleasure around anal region, toilet training Fixation-anal expulsive- sloppy, disorganized, cruel and destructive; anal retentive- clean, very stubborn, tight in all ways

    5. Chapter 2 Theoretical Perspectives Phallic 3-6 years – child becomes attached to parent of the other sex and later identifies with same sex parent (Oedipus and Electra complex) Fixation- difficulties in superego formation, sex role identity and sexuality

    6. Chapter 2 Theoretical Perspectives Latency 6-12 years – Time of relative calm, sexual instinct largely dormant and sublimated in school activity, they become socialized, develop skills, and learn more about themselves and society Genital 12 yrs through adulthood – Reemergence of sexual impulses of phallic stage, channeled into mature adult sexuality towards the opposite sex

    7. Chapter 2 Theoretical Perspectives Three parts to personality: id, ego, and superego Id: Pleasure Principle--demands immediate satisfaction, unconscious, born with id , infancy Ego: Reality Principle--can delay gratification, mental health requires a strong ego, develops during the first year of life Superego: development of conscience, moral or ethical province, ruled by the idealistic principle, develops at age 5 or 6

    8. Chapter 2 Theoretical Perspectives Frued’s contributions: Aware of the importance of unconscious thoughts, feelings, and motivations The role of childhood experiences forming personality Ways in which early relationships affect later ones

    9. Chapter 2 Theoretical Perspectives Erik Erikson (1902-1994) – a German born psychoanalyst who originally was part of Frued’s circle, theory of psychosocial development covers eight stages across the lifespan and emphasizes the influence of society on the developing personality

    10. Chapter 2 Theoretical Perspectives Each stage deals with a crisis in personality, each stage must be resolved for healthy ego development Each stage requires a balancing of a positive trait and a corresponding negative trait

    11. Chapter 2 Theoretical Perspectives Trust versus mistrust Birth to 1 ˝ years Virtue: Hope Autonomy versus shame and doubt 1 ˝ to 3 years Virtue: Will Initiative versus guilt 3 to 6 years Virtue: Purpose Industry versus inferiority 6 to 12 years Virtue: Skill Identity versus Identity confusion Puberty to young adulthood Virtue: Fidelity

    12. Chapter 2 Theoretical Perspectives Perspective 2: Learning Behaviorism- learning theory that emphasizes the predictable role of environment in causing observable behavior Human beings learn by reacting to conditions in the environment that they find pleasing, painful, or threatening Behaviorists look for events that determine whether a behavior will be repeated

    13. Chapter 2 Theoretical Perspectives Classical Conditioning: Ivan Pavlov and John B. Watson Association of an unconditioned stimulus, (meat) with a neutral stimulus (bell) to form a conditioned response (salivation) when the bell is rung or ‘Little Albert’ experiment Operant Conditioning: Skinner Reinforced behaviors tend to be repeated Punished behaviors tend to be decreased

    14. Chapter 2 Theoretical Perspectives Positive Reinforcement A stimulus added to the environment that brings about an increase in a preceding response Negative reinforcement Unpleasant stimulus whose removal from the environment leads to an increase in the probability that a preceding response will occur again in the future

    15. Chapter 2 Theoretical Perspectives Punishment - Stimulus that decreases the probability that a prior behavior will occur again Positive punishment weakens a response through the application of an unpleasant stimulus Negative punishment consists of the removal of something pleasant

    16. Chapter 2 Theoretical Perspectives Perspective 2: Learning Social Learning (Social-Cognitive) Theory Albert Bandura: observational learning People learn from imitating others: modeling or observational learning Imitation is involved in learning language, dealing with aggression, developing a moral sense, and learning gender-appropriate behaviors

    17. Chapter 2 Theoretical Perspectives Perspective 3: Cognitive – focus on thought processes and the behavior that reflects those processes Jean Piaget (1896-1980)- Cognitive Stage Theory was the forerunner of today’s “cognitive revolution” with it’s emphasis on mental processes

    18. Chapter 2 Theoretical Perspectives Piaget’s Cognitive-Stage Theory Organization of information into schemes Adaptation of new information by Assimilation: incorporating similar information into pre-existing schemes Accommodation: developing a new scheme for different information Equilibration is a balance between assimilation and accommodation

    19. Chapter 2 Theoretical Perspectives Cognitive Stages (Piaget) Sensorimotor birth- 2 years- infant organize activities in relation to environment through sensory and motor activity Preoperational 2-7 years- child develops a system and uses symbols to represent people, places, and events. Language and imaginative play important.

    20. Chapter 2 Theoretical Perspectives Cognitive Stages Piaget Concrete operations 7-11 years – child can solve problems logically if they are focused on the here and now but cannot think abstractly Formal operations 11- adulthood- can think abstractly, deal with hypothetical situations, and think about possibilities

    21. Chapter 2 Theoretical Perspectives Perspective 3: Cognitive Information-Processing Approach Compares the brain to a computer People are active thinkers about their world, not ‘passive’ computers Psychologists can use information-processing models to test, diagnose, and treat learning problems

    22. Chapter 2 Theoretical Perspectives Perspective 3: Cognitive Cognitive Neuroscience Approach Cognitive functioning is linked to what happens in brain Seeks to explain how cognitive growth results from the brain-environment interaction Social cognitive neuroscience: links brain, mind, and behavior

    23. Chapter 2 Theoretical Perspectives Perspective 4 – Evolutionary/Sociobiological E.O. Wilson (1975)- focuses on evolutionary and biological bases of behavior, influenced by Darwin’s theory of evolution

    24. Chapter 2 Theoretical Perspectives Perspective 4: Evolutionary/Sociobiological Focuses on biology and evolution People unconsciously strive to perpetuate their genetic legacy Seek to identify universal behaviors and those which are modified by one’s culture Seek to identify age-specific adaptive behaviors

    25. Chapter 2 Theoretical Perspectives Parent-Child Attachment: John Bowlby Imprinting- Konrad Lorenz, won Nobel Prize for theories on individual and group behavior

    26. Chapter 2 Theoretical Perspectives Perspective 5- Contextual Urie Bronfenbrenner’s – American psychologist, bioecological theory describes the range of interacting influences that affect a developing child

    27. Chapter 2 Theoretical Perspectives Perspective 5: Contextual Development is understood in social/ environmental interactions only Brofenbrenner’s Bioecological Theory microsystem mesosystem exosystem macrosystem chronosystem

    28. Chapter 2 Theoretical Perspectives

    29. Chapter 2 Theoretical Perspectives Perspective 5: Contextual Lev Vygotsky’s Sociocultural Theory Child growth is collaborative process Zone of proximal development (ZPD)- the gap between what they are able to do and what they are not quite ready to accomplish by themselves Scaffolding – temporary support that parents, teachers, or others give a child in doing a task until the child can do it alone

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