1. Chapter 2 Theories of Human Development

3. The Psychoanalytic Perspective
Freud ( )
Sex and aggression influence personality

4. The Psychoanalytic Perspective
Psychoanalysis
unconscious motives and conflicts
Techniques to expose and interpret unconscious tensions

5. Superego provides standards for judgment (the conscience)
Id, Ego and Superego
Id - Instinctual nature of humans (anger and sex). - the pleasure principle
Superego provides standards for judgment (the conscience)
Largely conscious, ego - mediates the demands of id and superego (reality principle).

6. Chapter 3 – Personality Which horse is the Id? Superego?

7. Personality Structure

8. Freudian slip – a slip of the tongue that reveals an unconscious motive or thought
“Freud gave 5 pubic lectures here.”

9. Exploring the Unconscious
Feud asked patients to say whatever came to their mind (free association).
OBJECTIVE 44-3| Discuss Freud’s view of the mind as an iceberg, and explain how he used this image to represent conscious and unconscious regions of the mind.
Psychology 7e in Modules

10. interpreting the manifest and latent contents of dreams.
Dream Analysis
interpreting the manifest and latent contents of dreams.
The Nightmare, Henry Fuseli (1791)

11. Rorschach Inkblot Test
10 inkblots - designed by Hermann Rorschach.

12. Thematic Apperception Test (TAT)
Developed by Henry Murray,

13. Freud’s Psychosexual Development
Child moves through 5 stages
Stages result from conflict between Id & Superego
Conflict creates anxiety
Ego defends against anxiety with defense mechanisms
Early experiences have long-term effects on personality

14. Oral stage - first year of life in which the mouth is the erogenous zone and weaning is the primary conflict. Id dominated.
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15. Anal stage - second stage - about 2 years of age, the anus is the erogenous zone and toilet training is the source of conflict. Ego develops.
Anal expulsive personality messy, destructive, and hostile.
Anal retentive personality - neat, fussy, stingy, and stubborn.

16. Phallic stage - 3 - 6 years of age, in which the child discovers sexual feelings. Superego develops.

17. Electra complex for the girl’s desire for the father.
Oedipus Complex
A boy’s sexual desires toward his mother and feelings of jealousy and hatred for the rival father.
Electra complex for the girl’s desire for the father.

18. Identification
Through identification their superego gains strength incorporating parents’ values.
From the K. Vandervelde private collection

19. Genital – sexual feelings reawaken with appropriate targets.
Latency - fourth stage occurring during the school years, in which the sexual feelings of the child are repressed while the child develops in other ways.
Genital – sexual feelings reawaken with appropriate targets.
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23. Exploring the Unconscious
Freud asked patients to say whatever came to their mind (free association) to tap the unconscious.
OBJECTIVE 44-3| Discuss Freud’s view of the mind as an iceberg, and explain how he used this image to represent conscious and unconscious regions of the mind.
Psychology 7e in Modules

24. Dream Analysis
Another method to analyze the unconscious mind is through interpreting the manifest and latent contents of dreams.
The Nightmare, Henry Fuseli (1791)

25. Rorschach Inkblot Test
10 inkblots - designed by Hermann Rorschach.

26. Thematic Apperception Test (TAT)
Developed by Henry Murray,

27. Strengths and Weaknesses of Freud’s Theory
Awareness of unconscious motivation
Emphasized important early experience
Neo-Freudians have been influential
Weaknesses
Ambiguous, inconsistent, not testable
Not supported by research

28. When a student asked him what was the significance of his cigar, Freud replied “sometimes a cigar is just a cigar.”

29. Erik Erikson (psycho-social theory)
Most influential neo-Freudian
Some differences with Freud
Less emphasis on sexual urges
More emphasis on rational ego
More positive and adaptive view of human nature
Believed development continues through adulthood

31. Favorable outcomes at each stage - "virtues
Favorable outcomes at each stage - "virtues.“ Or, maladaptations (too much positive) or malignancies (too much negative)
The virtues are:
1. hope
2. will
3. purpose
4. confidence
5. fidelity
6. love
7. care
8. wisdom

32. Strengths and Weaknesses of Erikson
Emphasis on rational and adaptive nature
Interaction of biological & social influences
Focus on identity crisis of adolescence still most relevant
Weaknesses
Sometimes vague and difficult to test
Does not explain how development comes about

33. Classical Conditioning
Ivan Pavlov
Russian physician/ neurophysiologist
studied digestive secretions

34. Behavioral Approaches
Classical Conditioning - a type of learning in which an organism learns to connect or associate stimuli. 34

35. Classical Conditioning
Unconditioned Stimulus (UCS)
stimulus that unconditionally--automatically and naturally--triggers a response
Unconditioned Response (UCR)
unlearned, naturally occurring response to the unconditioned stimulus
salivation when food is in the mouth

36. Classical Conditioning
Conditioned Stimulus (CS)
originally irrelevant stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response
Conditioned Response (CR)
learned response to a previously neutral conditioned stimulus

37. The CS needs to come half a second before the US to cause acquisition.

38. Classical Conditioning: An Example
Flash of camera (UCS)
Blinking (UCR)
causes
Camera (NS)
Flash of camera (UCS) + =
Camera (CS)
Camera (CS)
Blinking (CR)
causes
Copyright © Allyn & Bacon 2006

39. Nausea Conditioning in Cancer Patients
UCS
(drug)
UCR
(nausea) CS
(waiting
room) CR

40. Nancy is a cancer patient who chose radiation to treat her breast cancer. The radiation treatments, which she gets at the local hospital always leave her feeling nauseous, weak and tired. After three months of treatment, she finds that the mere sight of the hospital causes her to feel nauseous.
What is the unconditioned stimulus (US)? _________________________________
What is the unconditioned response (UR)? _________________________________
What is the conditioned stimulus (CS)? ___________________________________
What is the conditioned response (CR)? ___________________________________

41. Bill always has a cigarette when he gets home from work to help him relax. This has been his routine for years. Now, as soon as he enters his house, he experiences a strong craving for a cigarette.
What is the unconditioned stimulus (US)? _________________________________
What is the unconditioned response (UR)? _________________________________
What is the conditioned stimulus (CS)? ___________________________________
What is the conditioned response (CR)? ___________________________________

42. Behavioral Approaches
Skinner’s Operant Conditioning
Operant Behavior - operates (acts) on environment
produces consequences
Consequences (rewards and punishments)
Reinforcement (reward) increases
the probability that a behavior will occur.
Punishment decreases the probability
that a behavior will occur. 42

43. Types of Reinforcement
Positive reinforcement – giving something that the person wants that increases the behavior
Examples:
Praise
Teacher attention
Rewards
Negative reinforcement – taking away something that the person does not want that increases the behavior
Taking away chores
Taking away time-out

44. Loss of playing video games
Types of Punishment
Presentation Punishment (type I or positive punishment) – giving something that the person does not want that decreases the behavior
Detention
Extra work
Removal Punishment (type II or negative punishment) – taking away something that the person wants that decreases the behavior
Loss of recess
Loss of playing video games

45. Social Cognitive Approaches to Learning
Bandura’s Social Cognitive Theory
Social, Cognitive, and Behavioral factors play important roles in learning.
Self-efficacy: The belief that
one can master a situation and
produce positive outcomes.
Observational Learning occurs when a person observes and imitates someone else’s behavior. 45

46. Social Cognitive Approaches to Learning Bandura’s Contemporary Model
Retention
Student retention will be
improved when teachers give
logical and clear
demonstrations.
Attention
Students are more likely to
be attentive to high status
models (teachers).
Production
Poor motor ability inhibits
reproduction of the model’s
behavior. Help improve skills.
Motivation
When given a reinforcement,
modeling increases. 46

47. Bandura: Social Cognitive Theory
Formerly called social learning theory
Humans think, anticipate, believe, etc.
Cognitive emphasis: observational learning
BoBo doll studies
Model praised or punished
Child learned to imitate rewarded model
Vicarious reinforcement

48. LO 5.21 Bandura’s classic Bobo doll study
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49. Children modeling after pro wrestlers
Modeling Violence
Children modeling after pro wrestlers

50. Learning Theory: Strengths & Weaknesses
Precise and testable theory
Carefully controlled experiments
Practical applications across lifespan
Weaknesses
Inadequate account of lifespan changes
Ignored genetic and maturational processes