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| The term used for the characteristic way an infant responds to people and the environment. It is viewed as an early form of personality. The three infant temperaments are slow-to-warm-up, easy, and difficult. |
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| The part of Freuds psychoanalytic theory that is present at birth. It functions as the pleasure principle in a person. It’s our unconscious instincts, irrational, seeks instant gratification, contains the libido. |
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| The part of Freuds psychoanalytic theory that develops around six months. It functions as the reality principle in a person. Mediates id and reality. The executive branch. |
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| The part of Freuds psychoanalytic theory that develops around six years old. It functions as the morality principle. Our personal conscience and personal ideals. |
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| The basic motivation for personality development in Sigmund Freud’s model. A sequence of four crises occurs caused by the interacting forces of the child’s sexual instinct in the id and society’s expectations for behavior. |
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| First stage of Freud’s psychosexual development that starts from 0-1 years old. The erogenous zone is the mouth and the stimulation of the mouth produces pleasure. Infant enjoys sucking, biting, and chewing. Weaning is major task or conflict. |
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| Second stage of Freud’s psychosexual development that starts from 1-3 years old. The erogenous zone is the anus. Toilet training is the major task and expelling and retaining feces produces pleasure. |
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| Third stage of Freud’s psychosexual development that starts from 3-6 years old. The erogenous zone is the genitals. Self-stimulation of genitals produces pleasure. Oedipal for boys and Electra for girls complexes occur. Children have erotic desires for opposite-sex parent as well as feelings of fear and hostility for same-sex parent. Successful resolution of this conflict results in identification with same sex parent. |
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| Fourth stage of Freud’s psychosexual development theory that starts from 6-12 years old. There is no erogenous zone. Sexual feelings are repressed. Social contacts beyond immediate family are expanded. Focus shifts to school and same-sex friendships. |
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| Fifth stage of Freud’s psychosexual development theory that starts from puberty onward. The erogenous zone is the genitals. Establishing intimate, sexual relations with others is the main focus. |
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Definition
Freud’s term for the process of remaining focused on a psychosexual crisis of a childhood stage of personality development well past the normal age of resolving that crisis.
Children experience conflicts between urges in their erogenous zones and societal rules. Fixation can result when these urges are either frustrated or overindulged in any one erogenous zone. Fixation results in one's personality becoming permanently locked in the conflict surrounding that erogenous zone.
Traits related to fixation:
Oral: - Obsessive eating
- Smoking
- Drinking
- Sarcasm
- Overly demanding
- Aggressiveness
Anal: - Extreme messiness
- Overly orderly
- Overly concerned about punctuality
- Fear of dirt
- Love of bathroom humor
- Anxiety about sexual activities
- Overly giving
- Rebelliousness
Phallic:
- Excessive masturbation
- Flirts frequently
- Excessively modest
- Excessively timid
- Overly proud
- Promiscuity |
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Term
Trust versus Mistrust
(Birth to 1 year)
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| Erikson’s first stage of psychosocial development from birth to 1 year. Infant’s needs must be met by responsive, sensitive caretakers. If this occurs, a basic sense of trust and optimism develops. If not, mistrust and fear of the future results. |
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Autonomy vs Shame and Doubt
(1-3 years)
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| Erikson’s second stage of psychosocial development from 1-3 years. Children begin to express self-control by climbing, exploring, touching, and toilet training. Parents can foster a sense of autonomy by encouraging children to try new things. If restrained or punished too harshly, shame and doubt can develop. |
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Initiative versus Guilt
(3-6 years)
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| Erikson’s third stage of psychosocial development from 3-6 years old. Children are asked to assume more responsibility. Through play, children learn to plan, undertake, and carry out a task. Parents can encourage initiative by giving children the freedom to play, to use their imagination, etc. Children who are criticized or discouraged from taking the initiative learn to feel guilty. |
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Industry versus Inferiority
(6-11 years)
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| Erikson’s fourth stage of psychosocial development from 6-11 years old. In elementary school, children learn skills that are valued by society. Success or failure while learning these skills can have lasting effects on a child’s feelings of adequacy. |
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Identity versus Role Confusion
(Adolescence)
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| Erikson’s fifth stage of psychosocial development. The development of identity involves finding out who we are, what we value, and where we are headed in life. In their search for identity, adolescents experiment with different roles. If we establish an integrated image of ourselves as a unique person, then we establish a sense of identity. If not, role confusion results and can be expressed through anger and resentment. |
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Intimacy versus Isolation
(young adulthood)
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| Erikson’s sixth stage of psychosocial development. At this time we are concerned with establishing intimate long-term relationships with others. If we have successfully resolved the identity crisis, then we can be warm and open with others. If we are unsure of our identity or if we have developed an unhealthy identity, then we may avoid others or keep them at an emotional distance. |
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Generativity versus Stagnation
(Adulthood)
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| Erikson’s seventh stage of psychosocial development. This stage centers around a concern for the next generation. Successful development shows adults sharing their life-acquired wisdom and caring for the growth of the community. Complacency in this stage leads to stagnation and potentially to depression and loneliness. |
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Ego Integrity versus Despair
(Late Adulthood)
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| Erikson’s eighth stage of psychosocial development. If a person looking back on his or her life can believe that it has been meaningful and relatively successful, then a sense of integrity develops. If all that is seen is wasted opportunities and meaninglessness, then the person will be disgusted. Despair will follow disgust if the person feels it is too late to change. |
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| The term psychologists use for the perception a person has of himself or herself. It begins by age 3. |
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| The process of comparing one’s own abilities and characteristics to those of his or her peers. |
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The term psychologists use for the evaluative judgement a person makes about who he or she is. It is the perception of one's worth.
Children's self-esteem judgments are influenced by self-concept and self-efficacy.
Self-esteem is affected by the quality of children's attachment relationships with caregivers, their social competence, school achievement, and how they ae viewed by society. |
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moratorium period
(identity crisis & no commitment)
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| The term used for a period of time given to children and adolescents to explore different identities and prepare for adulthood. |
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identity diffusion
(no identity crisis & no commitment)
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| The term used by Marcia to describe the identity status of adolescents who have not experienced an identity crisis and have not made a commitment to an identity. |
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identity foreclosure
(no identity crisis & commitment)
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| The term used by Marcia to describe the identity status of adolescents who decide too quickly on an identity, or simply adopt an identity that others have selected for them. These adolescents have made a commitment to an identity, but have not experienced an identity crisis. |
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identity achievement
(identity crisis & a commitment)
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| The term used by Marcia to describe the identity status of adolescents who have made a commitment to an identity after experiencing an identity crisis and testing out alternative lifestyles and careers. |
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The social theory of aging that argues the elderly are motivated to remain active and engaged in meaningful activities, but that a decline in their activity may occur as the result of a loss of social roles.
Those adults who remain active and connected with other people are more satisfied. |
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| The social theory of aging that argues elderly adults are motivated to withdraw from society in anticipation of death. It is a natural tendency to become less engaged in society and to focus inward. |
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The term used for the characteristic way a person explains his or her own behavior as well as the behavior of other people.
The person interprets the causes of his or her behaviors, successes, and failures and the behaviors, successes, and failures of other people.
People tend to take credit for successes and good vehavior, and blame others or situational variables for mistakes and failures. However, we don't extend that consideration to others. When people make mistakes, we hold them totally responsible and discount any situational variables that may have influenced them. |
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Term
| internal locus of control |
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Definition
| An attribution style in which an individual characteristically believes events in his or her success in life are caused by his or her own abilities and efforts. |
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Term
| external locus of control |
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Definition
| An attribution style in which an individual characteristically believes events in his or her life are caused by forces outside of his or her control. |
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Definition
The perception that one cannot alter events in one’s life. This syndrome was first demonstrated by Seligman. Seligman placed animals in an experimental situation where they could not escape an electric shock. Eventually, the animals became lethargic and no longer tried to escape.
Children of parents who set very high standards for their achievement, but also communicate to them that they are not capable of achieving those standards, show signs of learned helplessness.
Parents who communicate high standards but little confidence in the children's abilities produce children who do not try to succeed and avoid challenges. |
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Term
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Definition
Unconscious methods used by the ego to distort reality and thereby protect us from anxiety.
- Rationalization: Creating false but plausible xcuses to justify unacceptable behavior. (ex. Reducing guilt for cheating on your taxes by rationalizing "everyone does it.")
- Repression: Pushing unacceptable id impulses out of awareness and back into the unconscious. Sometimes called "motivated forgetting." (Ex. Having no memory of an unpleasant experience.)
- Reaction Formation: Behaving exactly the opposite of one's true feelings (Ex. A mother who feels resentment toward a child may be overly cautious and protective.)
- Regression: Reversion to immature patterns of behavior. (Ex. Temper tantrums)
- Projection: Attrubuting one's own thoughts, feelings,motives, or shortcomings to others. (Ex. A wife who constantly suspects her husband of having an affair because unconsciously she has thought of having an affair.)
- Displacement: Shifting unacceptable feelings from their original source to a safer, substitute target. (Ex. You are mad at your boss, but you do not yell at your boss; instead you become angry with a family member when you return home.)
- Sublimation: A useful, socially acceptable course of behavior replaces a socially unacceptable or distasteful impylse. (Ex. A person who feels aggression due to a lack of control plays an aggressive game of basketball with friends every other day.)
- Intellectualization: By dealing with a stressful situation in an intellectual and unemotional manner, a person detaches him- or herself from the stress. (Ex. A person who has lost a family member due to an illness will speak of the medical terminology of the illness, but will nto discuss the emotional aspects of the illness.
- Denial: Denying that a very unpleasant thing has happened. (Ex. A person with severe stomach pains, possibly an ulcer, refuses to see a doctor because he or she feels it is only indigestion.) |
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Definition
Bandura used this term for children's perception of their ability to succeed at a task. Children with low self-efficacy may be very competent but do not believe they are competent.
Self-efficacy comes from experiencing success and perceiving one's successes as comparable to peers. |
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