Three Parts of Personality (Freud)
Id
Ego
Superego
Freud’s Psychological Stages
Oral Anal Phallic Latency Genital
Each of which involves a conflict and a fixation with an area of the body that is associated with sexual gratification
Either deriving too much pleasure or getting too little pleasure in a particular stage can cause a person to become stuck (or fixated, to use Freud’s language) as we seek to recreate the pleasure, or to address the fact that we were deprived during that stage’s pleasures
ID (Freud)
- Unconscious impulses that demand immediate fulfillment
- Emerges at birth
Ego (Freud)
- Conscious
- Emerges at Infancy *developed by school age
- develops as children learn that not all desires can be fulfilled, or even if they can, might be fulfilled after a delay
- addresses how the real world impacts the desires of the id
- ego is caught between the id’s impulses and the superego’s moral standards, it must attempt to balance the conflict between the other two functions, as well as the conflict between the internal life and the realities of the external world*
Superego (Freud)
Functions like conscious (teachers words not Freuds)
Emerges in early childhood
-child’s internalization of social norms and standards
-moral standards
Oral Stage (Freud) Birth-18 months
- primary pleasure comes from mouth
- trying foods, nursing, soothes by sucking
- primarily functioning in response to “Id” impulse
IE: if they derive too much (or too little) from this pleasure. breastfed too long or not long enough they’ll be fixated & not progress into healthy adult development
Anal Stage (Freud) 18 months- 3years
- toilet training
- children can choose to eliminate their own bowels
- gain control of their environment
Exp: example, an anal retentive personality might have a high need for orderliness and cleanliness in his environment, whereas an anal expulsive personality might exert control over her surroundings by leaving her belongings scattered and messy. In both cases these are issues of control of the environment
Phallic Stage (Freud) 3-5 years old
- Both boys & girls begin to explore body
- Learning if differences in anatomy
focuses on penis
Once girls realize that boys have a penis and they don’t, girls experience penis envy because they are missing this significant feature. Once boys realize they have a penis and girls don’t, they come to believe that girls must have lost their penis, and so become overly focused on keeping theirs
Oedipal Conflict (Freud)
series of steps where boys turn affections toward their mothers & desire them sexually.
Boys fearful that fathers will be angered by their competition for her affection, and so boys undergo castration anxiety where they fear that they will be emasculated by their fathers. In order to deal with this anxiety, boys recognize that they cannot compete against their fathers, and thus begin to identify with their fathers in order to adopt an appropriate male role. It is the internalization of the external standards of masculinity that helps boys to develop a superego
Electra Conflict (Freud)
During Phallic Stage girls blame their mothers who are also missing a penis for their lack
girls deep affection and attachment to their fathers, leading to some of the same competition and fear that boys in this stage experience. Girls ultimately resolve this conflict by looking to their mothers as a model for how to be a woman, ultimately incorporating those external standards into their sense of what it means to be a girl
Phallic Fixation (Freud)
Boys
- it will stem from unsuccessful resolution of the Oedipal conflict
- overly focused on masculinity
Girls
- continued desire for a penis will cause them to be emasculating
- they will attempt to cut men down emotionally and socially
Latency Stage (Freud) 5 years - puberty
- no new psychological challenges or conflicts emerge
- children focus on developing same-sex friendships throughout elementary school
- developing interest throughout those school years
Genital Stage (Freud) Puberty-Adulthood
- mutual genital pleasure is the focus (no just penis like phallic stage)
- about healthy relationships w/others & with productive work
- focuses on our healthy adult growth
Erickson’s Psychosocial Stages
Basic trust vs Mistrust (Birth-1year)
Autonomy vs Shame & Doubt (1-3 years)
Initiative vs Guilt (3-6 years)
Industry vs Inferiority (6-11 years)
Identity vs role confusion (Adolescence)
Intimacy vs Isolation (Early Adulthood)
Generativity vs Stagnation (Middle Adulthood)
Ego Integrity vs Despair (Late Adulthood)
in psycho dynamic tradition but focused more on the social aspect than Freud & also when through the whole lifespan
Behaviorism & Social Learning (Pavlov)
Classic Conditioning (dog example) *pavlov -associating involuntary response & stimulus
Operant Learning
- control behavior by controlling environment (Pigeon) *skinner
- associating voluntary behavior & consequence
Social Learning
- modeling (taking after dads, your environment affecting that way you talk, etc)
- albert bandura
Piaget’s Stages
Sensorimotor
Preoperational
Concrete Operational
Formal Operational
Information Processing
Likens humans brain to computer
*memory
- humans actively manipulate information
- cognitive development continuous
- not connected in stages
Ethology
How is ones behavior adapted?
Relevant ideas: imprinting, critical period
Biological perspective: 1st thing animal sees they relate it to a mom/dad (imprinting)
Konrad Lorenz (geese) *led to the norm ruin that there are “critical periods” in the development of the brain and behavior
Vygotsky
Cultural contexts, social interaction necessary
Brofenbrenner (ecological)
Contexts surrounding individuals
Piaget Therory Overview
Explains how a child constructs a mental model of the world
- disagreed that intelligence was a fixed trait
- cognitive development is process which occurs due to biological maturation & interaction w/environment
3 basic concepts to Piagets theory
1) Schemas
2) Adaption process that enable transition from one stage to another
3) Stages of Cognitive Development
Schemas (Piaget)
-basic building block if intelligent behavior
“Units” of knowledge
-way of organizing knowledge
- set of linked mental representations of the world, which we both understand and respond to situations
- assumption we store mental representations and apply them when needed
Ie: restaurant run of show
Assimilation (Piaget)
Assimilation- using a schema to deal with a new object or situation
Clown example
