Human Development Quiz - Sigmund Freud Theories and Approaches
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2025
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This document outlines key concepts in human development, exploring theories from Sigmund Freud, and others. It discusses the psychoanalytic approach, the impact of early experiences, and the dynamics of the id, ego, and superego. The content covers psychological theories and various stages of human development.
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rominent Approaches P → Sigmund Freud, Erik Erikson, Karen Horney, Carl Jung, Jean Piaget. Understanding Theories: Psychoanalytic/Psychodynamic Theories. Psyche = The mind Characteristics of the Psychoanalytic Approach: This approach describes development as a primarily unco...
rominent Approaches P → Sigmund Freud, Erik Erikson, Karen Horney, Carl Jung, Jean Piaget. Understanding Theories: Psychoanalytic/Psychodynamic Theories. Psyche = The mind Characteristics of the Psychoanalytic Approach: This approach describes development as a primarily unconscious process which is heavily coloured by emotion. Psychoanalytic theorists believe that behavior is merely a surface characteristic and that to truly understand development we have to analyse symbolic meanings of behaviour and the deep inner workings of the mind. Early experience is also very important to development. __________________________________________________________________ Feb 4. 2025 ( Tue-Feb-4) Sigmund Freud:He was a brain doctor. He had a patientwith extreme pain in her legs and there was no reason for the pain, no injury or nerve disorder. He started listening to her and asking questions. it became clear that she was in love with her ill sister's husband. The woman was very conflicted. She didn't want her sister to die, but if she died, then she would get her husband. Freud's theory was born…the pain in her leg was not a result of pain but the result of the incapability to deal with the anguish of her thoughts. Her mind sent the pain to her body. Freud emphasized the importance ofearly childhoodexperiencesshapes our personality and behaviour We are biological beings, naturally We are driven by instinct During childhood, we begin to become social beings as we learn how to manage our instincts and transform them into socially acceptable behaviours Thetype of parentingreceived is a very powerfulimpact of the child’s personality development Interaction between these three forces determine who we are ○ Id, Ego, Super-ego Id Basic and primal part of the personality, is the part of the self with which we are born Pleasure principle→ seek pleasure, avoid pain Biologically-driven and includes our instincts and drives Part of us that wants immediate gratification Later, it comes to house our deepest, often unacceptable desires, such as sex and aggression Determines whether something is good or bad, based off the way itfeelsgood or bad Most basic part of the personality, wants instant gratification for our wants and needs If these aren’t met one becomes tense and anxious ○ Ex. woman wants her sister’s husband, sister is dying, but if she dies she gets to be with him Ego Deals withreality principle,trying to meet the desiresof the id in a way that is socially acceptable This means delaying gratification, and helping to get rid of the tension the id feels if a desire is not met right away Recognizes other peoplehave wants and needs too,and that being selfish is not always good for us in the long run Super-ego Develops last, and isbased on morals and judgementsabout right and wrong Even though the superego and the ego may reach the same decision about something, the superego’s reason for, that decisions is more based on moral values, while the ego’s decision is based more on what others will think or what the consequences are ○ The are “dynamic” forces, which means that they interact Constant conflict - id wants instant gratification regardless of consequences, but superego tells us that we must behave in socially acceptable ways Ego has to satisfy the id without comprising rationality Healthy personality - strong ego that can negotiate between; satisfying the id without breaking socially acceptable behaviours that would upset the super-ego A person who is dominated by their id → narcissistic and impulsive A person who is dominated by their superego → controlled by feelings of guilt and deny themselves socially acceptable pleasures Defense mechanisms Psychological strategies that are unconsciously used to protect a person from anxiety arising from unacceptable thoughts or feelings Freud believed that much of the human mind was unconscious ○ Ego uses DM’s to distort reality to deal with troubling situations, for instance: Repressing memories and feelings → expelling them from a conscious mind Provide an outlet the repressed feelings, people often displaced their feelings onto other objects or people Denial Not accepting the truth or lying to oneself Thoughts such as “it won’t happen to me” or “you’re not leaving” or “I don’t have a problem with alcohol” Displacement Taking out frustrations on a safer target A person who is angry at a boss may take out their frustration at others when driving home or at a spouse upon arrival Projection When a person attributes theri unacceptable thoughts onto others If someone is frightened, for example, they accuse someone else of being afraid Repression To push the painful thoughts out of consciousness (in other words, think about something else) Regression Going back to a time when the world felt like a safer place, perhaps reverting to one’s childhood behaviours Sublimation Transforming unacceptable urges into more socially acceptable behaviours ○ Ex. a teenager who experiences strong sexual urges uses exercise to redirect those urges into more socially unacceptable behaviour. DEFENCE MECHANISMS: Psychological strategies thatare unconsciously used to protect a person from anxiety arising from unacceptable thoughts or feelings. Freud's Psychosexual stages of development Freud believed that individuals progress through five stages of developments. Each stage is characterized by a specific focus of the libido (sexual urges/instincts) He felt that all life revolved around tension and pleasure; tension was the build up of sexual energy and pleasure was its release. Remember the whole Id thing - it wants INSTANT GRATIFICATION.. The ego and superego try to manage that…the whole psychosexual development thing is that gratifications of this urge focusses on different parts of the body as different stages. If individuals do not fully resolve the conflict at a given stage, they can become fixated, thus causing them to over- or under - indulge in that area in adulthood. (if you didn’t resolve your issue during childhood it could affect your adulthood). Erik Erikson Neo-Freudian (new) in the terms that he believed that individuals go through a series of stages in their personality development. During each stage, the person experiences a psychosocial crisis which could have a positive or negative outcome for personality evelopment. Failure to successfully complete a stage can result in a reduced ability to d complete further stages and therefore a move unhealthy personality and sense of self. These stages however, can be resolved successfully at a later time He differed from Freud in that he factored societal factors into the progression through these stages and he felt that an individuals’ development did not stop at age 12 (Freud's last psychosexual stage - the Gential one - was 12+) but continued throughout their lives. He proposed and popularized the termIdentity Crisis. …So what does that mean? According to the theory, there are 8 stages of life defined by a “crisis” – successful completion of each stage results in a healthy personality and the acquisition of basic virtues.Basic virtues. Are characteristic strengths which the ego can use to resolve subsequent ______________________________________________________________________________ Feb 6. 2025 Karen Horney - Psychoanalytic social theory The theory is built on the assumption that social and cultural conditions, especially childhood experiences, are largely responsible for shaping personality. People who do not have their needs for love and affection satisfied during childhood develop basic hostility towards their parents and, as a councequence, suffer from basic anxiety. Horney theroized that people combat basic anxiety by adapting one of three fundemental styles of realating to others: ○ Moving toward people; stalking, co-depedancy ○ Moving against people; instigation between people, arguing; convincing yourself nobody wants you regardless of the invitation. ○ Moving away from people; Isolation, sabtouging relationships Most normal people use any of these modes of relating to people but nerotics are compelled to ridgely rely on only one (One really stands out and is an unhealthy pattern). Carl Jung Jung possessed that the unconscious consists of two layers Thefirst layercalled the“Personal unconscious”which is essentially the exact same thing as Frued (ID, Super ego) Temorirally forgotten information and repressed memories. Thesecond layercalled the“collective unconscious”,which is a level of unconscious shared with other members of the human species comprising latent memories from our ancestral and evolutionary past. Latent:lying dormant or hidden until circumstancesare suitable for development or manifestation. Archetypes: According to Jung the human himd has innate characteristics “imprinted” on it as a result of evolution. These universal predispositions stem from our ancestral past. ○ E.g. Fear of the dark, for snakes and spiders However more important then isolated tendencies are those aspects of collective unconscious that have developed into separate sub-systems of the personality. Jung called these ancestral memories and imagesArchetypes. Archetypes are images and thoughts which have universal meaning across cultures which may show up in dreams, literature, are or religion. Jung believes symbols from different cultures are often very similar because they have emerged from archetypes shared by the whole human race. For Jung, our primitive past becomes the basis of the human psyche, directing and influencing present behaviour. ______________________________________________________________________________ February 7. 2025 Behavioral and social cogtetive approach: The Behavioural Perspective:The behavioral perspectiveis the psychological approach that suggests that the keys to understanding development are observable behavior and external stimuli in the environment. classical conditioning:Classical conditioning theoryhelps us to understand how our responses to one situation become attached to new situations Operant conditioning:organisms learn to associatea behavior and its consequence , a pleasant consequence makes that behavior more likely to be repeated in the future. The law of effect:According to the law of effect,behaviors that are followed by consequences that are satisfying to the organism are more likely to be repeated, and behaviors that are followed by unpleasant consequences are less likely to be repeated. Social Cognitive Theory:the theory proposes thatlearning occurs in a social context. It takes into consideration the dynamic and reciprocal interaction of the person, environment, and their own behavior. Ivan Pavlov:classical conditioning B.F Skinner: operant conditioning In the long run positive reinforcement has batter impact in long run on repetition of behavior. Consequences of behavior determine the likelihood of that behavior happening away ○ Consequenses is not always negative Albert Bandura:moudeling Albert Bandura is an influentialsocial cognitive psychologist who is best known for the social learning theory - the concept of self-efficacy and his famous Bobo doll experiments He wondered why the same situation could generate different responses from different people or even the same person He proposed people are driven by external stimuli The model is visualized as a triangle - behavior factors Environmental factors Personal factors ○ Nature oif person is then defined within triadic perspective BOBO DOLL EXPERIMENT Stage 1: Moudeling * -> relied on the kid watching someone do it first ○ Kids who saw an adult with the bobo doll added layers of violence ○ Kids who didnt see the model didnt add new abstract ways they just hit the doll not aggressively Stage 2: aggressive Arousel Stage 3: Test Delayed Imitiation Jean Piaget: Best known for thestages of cognitive development Schema, assimilation, and accommodation ○ The way we learn -> create -> distroy & cycle ○ Children are born with very basic mental structures all learning and knowlage is bassed on the biological mental structure -> evelution has set us up with basic structures to learn ○ Schema:basic building blocks of intelligent behaviorand organizing knowledge Jean viewed intellectual groth process of adaptation: Assimilation: Using an existing schema to deal withnew object or situation Accommodation:This happens when the existing schema(Knowladge) does not work, and needs to be changed to deal with a new object or situation. Equilibration:This is the force that moves developmentalong. Piaget believed that cognitive development did not progress at a steady rate, but rather it leaps in bounds. ○ When a child's schemas can deal with most new information through assimilation. However, an unpleasant state of disequilibrium occurs when new information cannot be fitted into existing schemas (assimilation). ○ Equilibrium is the force which drives the learning process as we do not like frustrated and will seek and restore balance by mastering a new challenge (accommodation). Once the new information is acquired the process of assimilation with the new schema will continue until the next time we need to make an adjustment to it. Example: Assimilation: The boy sees a man with clown-like hair and shouts “clown” because his scheme associates that hair with a clown. -> the child's mistake was the attempt to assimilate Accommodation: the father re-teaches the child what clowns look like so his schema changes. ______________________________________________________________________________ Feb 10. 2025 Piaget 4 stages of cognitive development: 1. Sensorimotor: 0-2 years of age During this stage, infants and toddlers acquire knowledge through sensory experiences and manipulating objects. Piaget believed that developingobject permanencewas an important element at this point of development -> doesnt solidify until the end of the stage. Object Permanence -> When you can distinguish an object or person in you mind/where they are for example: if the one year old wanted to play with the knife and you took it out of their site, they would forget about it vs. and three year old who would know that the knife was put in the other room and they can remember the knife. 2. Pre-Operational stage: 2-6 years old At this stage, kids learn through pretend play but still struggle with logic and taking the point of view from other people. They areegocentricand typically only recognize theirown point of view (literally and figuratively). They don't understand the idea of conservation e.g. two glasses of juice same amount pored into different bowls tall and wide they would think one as more then the other. Conservation of substance -> toast can't turn back into bread Statements like “you mother is my wife” wouldn't register 3. Concrete Operational Stage: 7-12 years old More logical thinking but logic is rigid Struggle with abstract and hypothetical concepts Less egocentric -> thinking how others think and feel Begin to understand that thoughts are unique to them 4. Formal Operational stage: 12 years old-adult Increasing logic and the ability to reasoning, understanding, and abstract thinking People become capable of seeing multiple solutions to problem -> more scientifically and can draw conclusions. Lev Vygotsky: Social Development Theory: a sociocultural cognitive theory that emphasizes developmental analysis, the role of language, and social relations. Learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function Social learningproceedsdevelopment social interactions drive cognitive complexity -> Piaget thinks the opposite ○ Two main principles: More Knowledgeable Other The more knowledge other is anyone that has a better understanding or higher knowledge than the learner Vygotsky believes there has to be a more knowledgeable other Zone of proximal development There is a gap between what a child already knows how to do and what a child can't possibly do even with help -> that zone is where development and learning happens The Zone of proximal development is the distance between a students ability to perform task under adult / and or peer collaboration and student’s ability solving the problem indipendantly. According to Vygotsky, learning occurred in this zone. Vygotsky focused on the connections between people and the sociocultural context in which they act and interact and share experiences. According to Vygotsky, humans use tools that develop from a culture, such as speech and writing, to interact with their social environments. Initially children develop these tools to serve solely as social functions, ways to communicate needs. Vygotsky believed that the internalization of these tools led to higher thinking skills. ______________________________________________________________________________ Feb 11. 2025 Psychodynamic theorists: Freud Erikson Horney Jung Behaviourist theorists: Pavlov Skinner Bandura Cognitive Theorists: Piaget Vygotsky Humanists Maslow Rogers Humanists Abraham Maslow One of the founders of humanist psychology He focuses on what makes people happy and functional -> what gets in the way of them being happy Best known for Hierarchy Of Needs He wanted to understand what motivates people -> behaviour is the result of motivation He believed that people possess a set of motivation systems unrelated to rewards or unconscious desires In 1943 he stated that people are motivated to achieve certain needs, and that some needs take precedence over others. Carl Rogers Was a humanistic psychologist who agreed with the main assumptions of Abraham Maslow. However, he added that for a person to “grow”, they need an environment that provides them with genuineness (openness and self-disclosure), acceptance (being seen with unconditional positive regard), and emotath (being listened to and understood). Congruence & Incongruity Rogers believed that actualization required the management of congruency. Congruence is the relationship between a person's ideal self as determined by self-selected descriptors. Incongruity is the gap between the real self (the “I Am”) and the ideal self (the “I Should Be”). → His idea of therapy is still prominent in therapy ← Seminar: Childhood Memory Learning to ride a bike Initially struggled, kept falling, felt frustrated Parents encouraged me to keep trying Eventually succeeded, felt proud and excited 1. Psychosocial Theory (Erik Erikson – Industry vs. Inferiority) Middle and late childhood (ages 6-11)focuses on developingcompetence (self-efficacy) Success in learning a new skill (riding a bike) contributed to a sense of industry Parental encouragement played a role in boosting confidence If I had failed or received discouragement, I might have developed feelings of inferiority 2. Behavioral Theory (B.F. Skinner – Operant Conditioning) Positive reinforcement:Praise from parents reinforcedthe behavior of trying again Negative reinforcement: Falling was an aversiveconsequencethat led to adjusting balance Law of effect: Repeated successful attempts strengthened the behavior of biking independently Modeling(Albert Bandura’s Social Learning Theory):Watching my brother ride helped me learn through observation 3. Cognitive Theory (Lev Vygotsky) Social Development Theory Zone of proximal development -> I was not able to ride a bike on my own but I could learn with a knowledgeable others helpIn this case my mom The proximal zone = prime learning ______________________________________________________________________________ Feb 18 2025 Evolutionary perspective Charles darwin -> T he Evolutionary Perspective Charles Darwin - 1835 Charlse Darwinm travelled to the Galapagos islands, a volcanic archipelago roughly 1000 km east of Ecuador, on the H.M.S. Beagle (his boat). - These islands have species found in no other part of the world, though similar ones exist on the west coast of South America. - Darwin was intrigued by the fact that the birds were slightly different from one island to another. - He realized that the key to why this difference existed was connected with the fact that the various species live in different kinds of environments. Darwin's Finches Darwin identified 13 species of Finches in the Galapagos island chain. This was puzzling because he only knew about one species of this bird on the mainland of South America where they had all presumably originated. He observed that the Galapagos specifies differently from each other in beak size and shape. Adaptive Radiation He also noted that the beak varieties were associated with diets based on different foods. He concluded that when the original South American Finches reached the islands, they dispersed to different environments where they had to adapt to different conditions. Over many generations, they changed anatomically in ways that allowed them to get enough food and survive to reproduce. Evolution relies on reproduction. *Birds can't change their shape over the span of their life. Descent with Modification Darwin ame to understand that any population consists of individuals that are all slightly different from one another. T hose individuals having a variation that give them an advantage in staying alive long enough to successfully reproduce are the ones that pass on their traits more frequently to the next generation. …Their traits become more common and the population evolves. Darwin called thisdescent with modification. Natural Selection Among the birds that ended up in arid environments, the ones with beaks better suited for eating cactus got more food. Those with beak shapes that were better suited to getting nectar from flowers or eating hard seeds in other environments were at an advantage there As a result, they were in better cognition to mate. *It is nature that is selecting, not the animal itself. * Nature selected the best adopted varieties to survive and to reproduce. This process has come to be known asnatural selection. Darwin did not believe that the environment was reducing the variation within the finch population. He correctly thought that the variation already existed an tha nature just selected for the most suitable eas shape and against less useful ones. Malthusian Catastrophes In 1798, Thomas Malthus, an English clergyman and pioneer economist, published an Essay on the Principles of Population. In it he observed that human populations will double every 25 years unless they are kept in check by limits in food supply. *S urvival of the Fittest Darwin read Malthus’ essay and came to realize that all plant and animal populations have this same potential to rapidly increase their numbers unless they are consistently kept in check by predators, diseases, and limitations in food, water, and other resources that are essential for survival. This fact was key to his understanding of the process of natural selection. Darwin realized that the most fit individuals in a population are the ones that are least likely to die of starvation and, therefore, are most likely to pass on their traits to the next generation. HO IS THE ‘FITTEST’? W As Darwin believed, it was not necessarily the strongest or most intelligent members of a species who have the best chance to survive, but rather it is those who are most responsive to change and best suited for their environment. What traits do you think make one better suited than others? Evolutionary Psychology:Is an approach that emphasizesthe importance of adaptation, reproduction, and survival of the fittest in explaining behavior. David Buss, who teaches psychology at the Uni of texas, reasons that just ad evolution shapes humans’ physical features, such as body shape and height, it also influences how we make deci how aggressive we are our fears and our mating patterns. Decent with modification ______________________________________________________________________________ ( Wed-Feb-19) ey Arguments and Ideas of Evolutionary Psychology K 1. The claim that the cognitive mechanisms that are underlying our behaviour are adaptations. 2. The idea that they cannot be studied directly, for example, through observation of the brain or our overt behavior, but have to be discovered by ,means of a method known as
