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Sigmund Frued (1856-1939) developed psychoanalytic theory: a theory of development on personality which he developed using case studies.
Id: infants are dominated by the id, primitive, selfish, the animal in us, based on biological or instinctive wishes which must be dealt with. Seeks to satisfy basic needs as well as needs for expression of sexual and aggressive drives. Operates according to the pleasure principle: seeks immediate gratification of drives (pleasure) and avoids pain. Part of the unconscious mind.
Ego: gradually evolves from the id and eventually becomes a separate component of the personality. Part of the conscious mind. Controls and mediates the unconscious impulses of the id - finds ways for id to gratify impulses. Operates according to the reality principle: reconcile impulses with the demands of society.
Superego: Begins to evolve from ego during the preschool period. Made up of the conscience and the ego-ideal: our images and beliefs about what we should be as persons. The "parent" It operates according to the morality principle : what is moral or right according to society.
Psychosexual stages.: according to Freud, development progresses through these. - errogenous zones, or where the individual derives pleasure shift from:
Oral stage: through much of infancy, centers on the lips and mouth
Anal stage: anus, toilet training
Phallic stage - focus shifts to genital stage where it stays for life-
Latency period - during middle childhood when sexual urges become dormant.
Genital stage - at puberty, when sexual urges again become dominant.
Fixations (little support for this) - stops in development - when a person doesn’t resolve a stage - and continues to seek gratification in ways that are appropriate only for children.
Oedipus complex - named for King in Shakespeare’s play who killed his father because he was in love with his mother. - says all boys in the phallic stage lust for their mothers and thus believe their fathers will castrate them (castration anxiety) - therefore they identify with the father and try to be like him - especially in terms of morality -> superego.
Electra complex: during the phallic stage, girls develop lustful desires for their father and penis envy. She resolves this by identifying with the father and hoping to have a male child. Penis envy is less strong than c. anxiety, so girls have a weaker superego.
Defense mechanisms (denial, rationalization, etc.)
ERIKSON, ERIKSON, ERIKSON
Neo Freudian theory of personality development
dealt much more with conscious / ego functions and the effects of social interactions in shaping personality; psychosocial theory
covers the entire lifespan
Freud’s theory dealt only with the first few years of life
concerns all of human behavior Erikson felt Freud’s theory only dealt with the extremes of behavior
social crises/conflicts
Erikson thought that people must resolve social (not sexual) conflicts at each stage. He placed much more emphasis on social and cultural forces, less on biological. Crises are developmental problems that the individual must solve or they will develop a negative quality.
ego "synthesis" - ordering and integration of experience - putting parts of reality into perspective and not being internally conflicted.
ego identity basic sense of who we are/ self-concept self-image. Based partly on culture, parents, others, etc.
each stage builds on previous stages the mature person develops virtues "hope will purpose and competence from first four) and love, care and wisdom in adulthood."
ERIKSON'S PSYCHOSOCIAL (AS OPPOSED TO FREUD'S PSYCHOSEXUAL) STAGES:
Trust vs. mistrust sense of trust develops from physical comfort/minimal fear
Autonomy vs. shame and doubt (1-3 yrs) assert independence and will - harsh punishments result in shame and doubt
Initiative vs. guilt (preschool yrs) kids must learn to take initiative in their environments and take responsibility for themselves and their bodies (beh., toys, pets) - can make children feel anxious/guilty by giving them too much responsibility or not recognizing accomplishments
Industry vs. inferiority (elementary school years) children learn incredible amounts and acquire new skills. Danger is that kids may begin to believe they are inferior (less smart/popular) than others.
identiy vs.. Identity confusion (adolescence) finding out who they are, what they are about, where they are going in life. Explore different roles and vocations.
intimacy vs. isolation (early adulthood) face developmental tasks of forming intimate relationships with others
generativity vs. stagnation middle adulthood. Generativity - assisting the younger generation in developing and leading useful lives. The feeling of having done nothing to help the next generation is stagnation.
integrity vs. despair (late adulthood) evaluate our lives - and feel positive or negative based on how earlier stages were resolved.
Piaget Piaget Piaget
Piaget - Used IQ tests and was interested in the way children know as well as what they know. If information or an experience fits with existing schemes or schemas, it is assimilated, if not the mind changes schemas to accommodate the new information. Different from behaviorism, psychodynamic, etc.
Sensorimotor infants understand the world only through what they experience with their senses
Preoperational ages 2-7 use symbols and language to communicate - only understand direct relationships between things - cannot flexibly manipulate ideas and show relationships - don’t make generalizations or have broad classes - magical cause and effect - can only classify on one dimension at a time (e.g., "daddy")
Concrete operational ages 7-11: classify on more than one dimension at a time, understand math - can manipulate observable concepts - e.g., 2 apples, …hierachy in classification
Formal operational 11-12+ concrete and abstract concepts - think systematically and logically - reason by analogy and metaphor. - can ask and answer "what if" questions - don’t need physical objects or events to understand.