The Inner Life Freud And Psychoanalysis Freud believed that the most important motives affecting behavior are sexual and aggressive.
According to Freud, the personality consists of the id, the source of unconscious instincts and the libido; the ego, the source of reason; and the superego, the source of conscience.
The healthy personality must keep all three systems in balance.
Different personalities emerge because people differ in the defenses they use, in how rigid their defenses are, and in whether their defenses lead to healthy or disturbed functioning.
Unhealthy efforts to defend against anxiety may produce series of psychosexual stages: oral, anal, phallic During the phallic stage, Freud believed, the Oedipus complex occurs , in which the child desires the parent of the other sex and feels rivalry with the same-sex parent.
Freud thought that boys and girls resolve the Oedipal stage differently.
Boys resolve it when they experience castration anxiety, but girls are left with Women, Freud believed, do not develop the strong moral superegos that men do.
Dissenters And Descendants Many early dissenters within psychoanalysis went on to formulate their own psychodynamic theories and schools.
Alfred Adler argued that the central motive in life is desire for self-improvement, stemming from feelings of inferiority in childhood; these feelings can result in an inferiority complex.
psychosocial theory of development, which holds that life consists of eight stages, each with unique psychological crisis that must be resolved, such as competence in childhood and an identity crisis in adolescence.
Modern research has found that these psychological concerns are not confined to any particular age or stage, but occur throughout life, and that the sequence of stages is not universal.
But Erikson made important contributions by considering the individual in the context of society and by identifying the important concerns of adulthood.
Object-relations theory puts relationships at the center of psychological development.
It differs from classical Freudian theory in emphasizing the importance of the first two years of life, rather than the Oedipal phase; the infants relationships to important figures, especially the mother, rather than sexual needs and drives; and the problem in male development of breaking away from the mother.
The central dynamic tension in life, in this view, is the constantly changing balance between independence and connection to others.
Humanist And Existential Psychology Rolo May helped bring existentialism to American psychology.
Existential psychologists emphasize the inherent dilemmas of the human condition, including loneliness and anxiety; the search for meaning and moral standards; and the quest to understand and accept suffering and death.
They depart from many psychodynamic theorists in maintaining that people are not determined by their parents, pasts, or unconscious drives but by their power to choose their own destinies.
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The Inner Life Freud And Psychoanalysis Freud believed that the most important motives affecting behavior are sexual and aggressive.
Social-Cognitive lecture 8
Social And Cognitive Learning Beyond Behaviorism: The Role Of Cognitions relsl Even during the era of behaviorism few behaviorists were rebelling against explanations that relied solely on conditioning principles.
One result was social cognitive learning theory, whose proponents study not only environmental influences on behavior but also the impact of cognitive processes and the interaction between thoughts, behavior, and the environment.
Social-cognitive learning theories emphasize latent learning, observational learning, cognitive processes such as perceptions and interpretations of events, and motivating beliefs such as expectations of success or failure.
Latent learning demonstrates that no obvious reinforcer may be present during learning, and response is not expressed until later.
Observational learning, which begins in infancy, people learn by watching what others do and what happens to them for doing it.
Social-cognitive learning theories hold that latent and observational learning reflect knowledge about responses and their consequences.
Because people differ in their perceptions and beliefs, they may learn different lessons from the same event or situation.
People develop general expectations about which situations and acts will be rewarding, and these expectations often create Self-motivating beliefs concerning locus of control, explanations of events, and self-efficacy are especially important.
People who have an internal locus of control tend to believe they are responsible for what happens to them.
Those with an external locus of control tend to believe that what happens to them is due to luck, fate, or other people.
Having an internal locus of control has important psychological and even physical advantages.
People with an optimistic explanatory style differ from those with pessimistic explanatory style in how they explain bad events that befall them.
Self-efficacy, the belief that you are competent and can accomplish your goals, mastering new skills, having positive role models, getting encouragement from others, and making constructive interpretations of your own physical or emotional state.
person with high self-efficacy interprets failure as an opportunity to learn from mistakes.
person with low self-efficacy interprets failure as Self-efficacy is related to the way people think of their goals.
People who set performance goals may become discouraged when they temporarily fail and may give up.
Those who set mastery goals, focusing on learning task well instead of performing for others, regard failure as source of useful information, and are less easily discouraged.
Learning The Gender Rules Gender identity, the fundamental sense of maleness or femaleness, is not the same as gender typing, the process by which children learn the qualities associated with being masculine or feminine in their culture.
Early behavioral explanations of gender typing assumed, mistakenly, that the child was passive participant in his or her upbringing and that equal treatment of boys and girls would result in children who were not gender typed.
Universally, young children tend to choose sex-typed toys and prefer to play with children of their own sex.
Psychologists in the biological perspective account for these gender differences in terms of genetics, hormones, and brain organization.
long time the dominant approach to the study of morality was behavioral or cognitive.
Fonts Used Slide Titles Christie MARK WISEMAN