Term
Psychoanalytic Theory (Freud)
1. Why can we not access what is in the unconscious? |
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Definition
We cannot access the unconscious because the material has been repressed.
Repression is a defense mechanism because it is threatening to the self. |
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Term
Psychoanalytic Theory (Freud)
2. What does it mean that the human personality is an energy system? |
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Definition
| The personality is an energy system because at any time is a distribution of energy among the id, ego, and superego. The distribution is ever-changing which is why sometimes we are driven by our impulses (ID), we can be more realistic (Ego), or we are more morally bound (Superego) |
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Term
Psychoanalytic Theory (Freud)
3. What are the two instincts that reside in the id? |
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Definition
The two instincts that reside in the id are the life instinct and the death instinct. |
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Term
Psychoanalytic Theory (Freud)
4. What are the names of the energies that are generated by the two instincts? |
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Definition
The life instinct generates libido.
The death instinct generates destructive energy. |
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Term
Psychoanalytic Theory (Freud)
5. What are the two principal functions of the ego? |
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Definition
| The two principal functions of the ego are finding ways of releasing instinctual energy and holding the Id’s promptings in check until an adequate and appropriate means of release can be found. The ego manipulates and discharges instinctual energy and regulates the Id. |
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Term
Psychoanalytic Theory (Freud)
6. What is the superego? |
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Definition
An internalized parent that punishes with guilt and rewards with pride.
The perfection principle.
The superego consists of the ego-ideal and the conscience (what we are aware of), an uncompromising internal judicial system of our thoughts, intentions, and actions. |
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Term
Psychoanalytic Theory (Freud)
7. How does the superego affect the ego? |
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Definition
| The superego affects the ego by either punishing the ego with guilt or rewarding the ego with pride and heightened self-esteem. |
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Term
Psychoanalytic Theory (Freud)
8. What principles are followed by id, ego and superego? |
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Definition
| The Id operates on the pleasure principle. The ego operates on the reality principle. The superego operates on the perfection principle. |
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Term
Psychoanalytic Theory (Freud)
9. Define healthy, neurotic, and psychopathic personalities by the relative strength of id, ego and superego. |
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Definition
| A healthy personality has a strong ego. A neurotic personality has a strong superego. A psychopathic personality has a strong id. |
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Term
Psychoanalytic Theory (Freud)
10. What are the phases of psychosexual development? |
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Definition
· Oral: ages 0-1; sucking and placing object in their mouth
· Anal: ages 1-3;potty training
· Phallic: ages 3-5; the child develops proto sexual desire for parent of the opposite sex (Oedipus Complex) that is punished by the parent
· Latent: ages 5-12; Sexuality is pushed into the back. Children are interested in other things, usually when school begins.
· Genital: ages 12- on; Puberty leads to adult sexuality. |
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Term
Psychoanalytic Theory (Freud)
11. What brings about the first development of the ego? |
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Definition
| The ego develops in proportions to its ability to defer instinctual gratification and manipulate external reality. The ego develops through interactions with reality, their social and physical environment. |
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Term
Psychoanalytic Theory (Freud)
12. What brings about the first development of the superego? |
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Definition
| It begins to develop when the organism represses the Oedipus Complex and starts to identify with the parent of the same sex. |
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Term
Psychoanalytic Theory (Freud)
13. What are defense mechanisms? |
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Definition
| Defense mechanisms are unrealistic methods of dealing with anxieties (from the superego, id, and external reality) that the ego experiences. |
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Term
Psychoanalytic Theory (Freud)
14. Define the following defense mechanisms: repression, projection, reaction formation, rationalization, and undoing. |
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Definition
· Repression: Ego seeks to rid itself of an anxiety-producing impulse, thought, or feeling by confining it to the unconscious.
· Projection: Ego seeks to rid itself of an anxiety-producing impulse, thought, or feeling by assigning it to others.
· Reaction Formation: Ego seeks to rid itself of an anxiety-producing impulse, thought, or feeling by expressing its opposite in an overly intense way.
· Rationalization: Ego seeks to cover its failure to deal with an anxiety-producing situation by giving a seemingly rational explanation.
· Undoing: Ego seeks to rid itself of an anxiety-producing previous behavior by reconstructing the past.
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Term
Psychoanalytic Theory (Freud)
15. Define the following defense mechanisms: denial, displacement, sublimation, identification, and regression. |
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Definition
· Denial: Ego seeks to rid itself of an anxiety-producing present fact by denying its existence.
· Displacement: Ego redirects sexual or aggressive energy from the most satisfying but unavailable object to a less satisfying but available object.
· Sublimation: A form of displacement in which ego redirects sexual or aggressive energy from an object that society considers primitive and low to an object society considers civilized and higher.
· Identification: To placate a feared person or recover a lost one, ego internalizes the characteristics of that person.
· Regression: To cope with an anxiety-producing situation, ego reverts to behavior appropriate to an earlier stage of development.
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Term
Stages of Cognitive & Moral Development (Piaget, Kohlberg)
1. What ideas are comprised by the stage concept? |
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Definition
1. The human personality develops in an invariant sequence of stages. However,
each person passes through the stages at different rates.
2. Each stage represents qualitatively different patterns of thought.
3. The patterns of thought are general, that is, shape the person's activities
across a wide variety of tasks.
4. Lower stages are integrated into higher stages.
5. The stage sequence is independent of cultural influences. |
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Term
Stages of Cognitive & Moral Development (Piaget, Kohlberg)
2. Which biological tendencies underlie each stage? |
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Definition
1. Assimilation: Objects are taken in by the organism.
E.g., babies assimilate by sucking on things and grasping them; adults assimilate by including information in their thought structures
2. Accommodation: When the organism encounters problems in the effort to assimilate objects, it accommodates itself to the objects E.g., babies move their head to find the breast; adults change their approach when unsuccessful.
3. Organization: The organism coordinates its actions, feelings, and thoughts into coherent patterns.
E.g., an infant combines looking and grasping at objects; adults integrate their ideas to form a world view. |
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Term
Stages of Cognitive & Moral Development (Piaget, Kohlberg)
3. Why is there an invariant sequence to the stages of cognitive development? |
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Definition
| Because there is are essential reasons in the way that young people construct an understanding of the world.
At each stage, inconsistencies accumulate until the child achieves a breakthrough to a higher level of thought, which initiates a new stage by being applied to many similar problems.
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Term
Stages of Cognitive & Moral Development (Piaget, Kohlberg)
4. What happens in general terms during Period I (Sensorimotor Intelligence)? |
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Definition
they learn the physical laws of nature, how things work in the environment, and slowly developing object permanence
- Use of reflexes: at first through reflexes
- Primary circular reactions: then they repeat things that first were reflexes- child chances upon something itself (ex: sucking and hand motion= thumb sucking) and it is repeated
- Secondary Circular Reactions: chances upon something outside itself that gives pleasure and is repeated
- Coordination of secondary schemes: coordinating two separate things to get a result. EX: removing part of a toy to get to the toy
- Tertiary Reactions: begin to vary action on physical objets to see different results, experimenting to see how things work
- Beginnings of Thought: begin to think about what they are doing before they do it |
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Term
Stages of Cognitive & Moral Development (Piaget, Kohlberg)
5. What cognitive ability marks the end of Period I? |
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Definition
Object Permanence- can understand visual displacement- realizes you are still there when playing Peek-a-boo
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Term
Stages of Cognitive & Moral Development (Piaget, Kohlberg)
6. What happens during Period II (Pre-Operational Thought)? |
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Definition
Children develop the ability to use symbols and words but with no grammatical structure.
They cannot classify objects.
They only understand the world from one perspective.
Examples:
1. failure to see continuous quantities and numbers
2. self centered social behavior
3. blind to obedience rules
4. animism (life causes any physical action)
5. dreams are real events taking place in the outside world |
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Term
Stages of Cognitive & Moral Development (Piaget, Kohlberg)
7. What happens during Period III (Concrete Operations)? |
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Definition
1. Capable of Operations (understand mental actions that are reversible)
2. Use general classes of concrete things
3. Consider two perspectives simultaneously
Examples:
1. understand continuous quantities and numbers by logic
2. coordination of social behavior
3. rules are understood as conventions that can be changed
4. life ascribed to plants and animals
5. dreams understood as unreal and internal |
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Term
Stages of Cognitive & Moral Development (Piaget, Kohlberg)
8. What happens during Period IV (Formal Operations)? |
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Definition
1. Can think logically and systematically about intangible objects like ideas
2. They do so at first ego-centrically
3. They transition to adulthood when they realize a failed idea leads to a more realistic world view |
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Term
Stages of Cognitive & Moral Development (Piaget, Kohlberg)
9. What are the defining differences between pre-conventional, conventional and post-conventional morality? |
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Definition
Pre-conventional: child is self-centered and concerned with self-punishment or self-praise
Ex: Wrong to steal because its bad to steal.
Right to steal because he needed the drug badly.
Wrong to steal because he would suffer punishment.
Conventional: Child is concerned with society and its laws or of their parents.
Ex: Right to steal out of love and druggist was greedy.
Wrong to steal because what would happen if everyone stole?
Post-Conventional: see what's more important than the laws of society
Right to steal because the right to life overrides the right to property.
Right to steal because it was the only way to treat the needs of his wife. |
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Term
Behaviorism (Skinner)
1. What is the fundamental assumption of behaviorism? |
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Definition
| That the mind is capable of originating behavior. |
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Term
Behaviorism (Skinner)
2. Explain respondent conditioning with the help of Pavlov's dog experiment. |
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Definition
| When the presentation of food is paired repeatedly with some originally neutral stimulus, such as the sound of a bell, the dog eventually begins to salivate to the sound of the bell alone, without the presentation of food, thus respondent conditioning has occurred. |
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Term
Behaviorism (Skinner)
3. How does operant conditioning differ from respondent conditioning? |
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Definition
Operant conditioning: organisms behavior reaction (that operate on the environment) is conditioned by the experience of their consequences (based on the results of an experience) [ex: a child who experienced repeated pain from medical procedures becomes afraid of people in white coats]
Respondent: organisms reflexive response to environment stimuli (incentives) is conditioned. |
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Term
Behaviorism (Skinner)
4. What is the difference between reinforcement and punishment? |
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Definition
Reinforcement: the behavior increases
Punishment: the behavior decreases |
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Term
Behaviorism (Skinner)
5. What is the difference between positive and negative reinforcement? |
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Definition
Positive reinforcement: consequences of the behavior added something beneficial to the organism. [ex: student does his homework more consistently after she has experienced the pride that comes from good grades.]
Negative reinforcement: consequences of behavior removed something from organism. |
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Term
Behaviorism (Skinner)
6. What is extinction? |
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Definition
| When the respondent behavior disappears. [ex: Pavlov’s dog experiment; if the bell were then sounded a number of times but never paired with food, the salivation response would gradually disappear.] |
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Term
Behaviorism (Skinner)
7. Why is positive reinforcement more effective than negative reinforcement? |
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Definition
| Because organisms value the addition of benefits (which satisfy their needs) more than the removal of adversity (which leaves them indifferent) |
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Term
Behaviorism (Skinner)
8. What are the two steps for determining whether an act of conditioning is positive reinforcement, negative reinforcement, or punishment? |
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Definition
1. Does the conditioning aim at increasing or decreasing a behavior?
2. What motivates the organism to increase its behavior? |
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Term
Behaviorism (Skinner)
9. What is the difference between primary and secondary reinforcers? |
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Definition
Primary: reinforcers that directly satisfy needs [ex: food]
Secondary: conditioned reinforcers that do not directly satisfy needs, but which the organism has learned to associate with primary reinforcers [ex: money, grades] |
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Term
Behaviorism (Skinner)
10. What are the difference schedules by which reinforcement can be maintained? |
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Definition
Interval schedule: the longer the interval, the lower response rate. if the intervals are fixed, there is a pause immediately after reinforcement, then a gradual increase in the rate of responding, and then increased acceleration as the time for the next reinforcement approaches. if the intervals are variable, the pause is eliminated and more constant responding occurs. the rate of response is generally low
Ratio schedule: the rate of response is generally high. if the ratio is fixed, typically there is a pause immediately after reinforcement and then an abrupt acceleration to a high response rate. A variable ratio schedule, tends to eliminate the post reinforcement pause and generally results in a high response rate. |
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Term
Phenomenological Humanism (Rogers)
1. What does humanism assume about human beings and their development? |
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Definition
Human beings are potentials for the good, actualized (represented) by personal growth.
- We are what we think of ourselves
- Open ended potential |
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Term
Phenomenological Humanism (Rogers)
2. Which assumption makes Roger's humanism phenomenological? |
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Definition
-Human beings are shaped by their subjective awareness of themselves; hence, their actualization is open-ended.
-Possibility of a new kind of human being. |
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Term
Phenomenological Humanism (Rogers)
3. What is the actualizing tendency? |
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Definition
the single basic human motive
-the human organism inherently tends to maintain itself and to strive for enhancement- this is actualization (a human wants to maintain their personality and eventually enhance themselves to become better, in doing so, they are pursuing their reality)
-In human beings, this tendency takes the form of self-actualization because the human personality takes the form of a “self” (being aware of oneself as an actor and being aware of one’s feelings and thoughts). (Self-growth by recognizing your own feelings and own thoughts) |
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Term
Phenomenological Humanism (Rogers)
4. What is the organismic valuing tendency? |
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Definition
-All organisms sense the optimal direction of their actualization (they want their personal growth to go in a specific direction, they image how they want to improve themselves)
- Adds to the actualizing tendency and helps to explain in more detail the positive direction or organismic growth
-The organism evaluates thing to be either enhancing to life or destructive. We accept things that are beneficial and reject things that are not pleasing |
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Term
Phenomenological Humanism (Rogers)
5. What are the differences between a congruent self and an incongruent self? |
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Definition
Congruent Self (in accord with true organismic valuing process, tuned into own inner needs)
-Flexible, open , autonomous
-capable of change
-open to what is different and new, in order to experience whether it is congruent with organismic valuing
-directed in norms and values by personal experience based on organismic valuing
Incongruent Self
-unable to change
-rejects out of hand what is different and new
-directed in norms and values by others (parents, authorities, society, tradition)
-rigid, defensive, heteronomous (other directed)
-they have only received positive regard from others for having certain values and they are afraid if they change from that value they will loose the love. |
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Term
Phenomenological Humanism (Rogers)
6. What determines whether a person develops a congruent or an incongruent self? |
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Definition
Congruent self is developed with unconditional positive regard (supporting someone no matter what) and being allowed to stay tuned into organismic valuing process (growing in a direction you want to grow in).
Incongruent self is developed with conditional positive regard (acceptance of a person only after they’ve met some conditions)
where other values are imposed and the person regards those values not his own value system. Changing this is the goal of client-centered psychology.
(They were denied to live by their own inner direction as a child. The condition they received the love by was the only way they received love. So they were forced in a mold (rigid). If the only way you could get positive regard to others was one way, you only know that way. Same with fear, that’s why they may be defensive.) |
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Term
Phenomenological Humanism (Rogers)
7. What is the precise definition of unconditional positive regard? |
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Definition
Unconditional positive regard is given when all of the self-experiences of another person are valued equally (supporting someone no matter what they say or do)
-no conditions of worth are imposed on that individual |
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Term
Phenomenological Humanism (Rogers)
8. How can one give unconditional positive regard and yet limit the behavior of children? |
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Definition
| -by conveying that love and acceptance are not at stake despite the pact that anger, annoyance or disapproval of a particular behavior is being expressed. respect for a persons thoughts and feelings can be maintained regardless of specific interaction |
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Term
Phenomenological Humanism (Rogers)
9. What is the general purpose of client-centered psychotherapy? |
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Definition
-to enable people with incongruent selves to regain awareness of their organismic valuing process and to reconstruct their selves in a more congruent way. The therapist provides the unconditional positive regard that the client failed to receive as a child.
(To allow a person who feels lost and controlled to become aware of who and what they want to be. When they become aware, they can change and reconstruct themselves to be this way of their organismic valuing process.)
(The therapist provides the unconditional positive regard, the support of any decision, that the client failed to receive as a child.) |
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Term
Phenomenological Humanism (Rogers)
10. Which qualities must a client-centered psychotherapist have? |
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Definition
(1) be congruent (equal) in the relationship to the client (i.e., relate from his own organismic valuing process)
(2) genuinely experience unconditional positive regard for the client-- unconditional regard can not be faked
(3) understand the client empathically
-These are pretty much the same qualities needed in teaching, a teacher must generally feel for the child. Can not be faked, if you don't like the child it will show in your regard |
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Term
Psychological Approaches to Education
1. What are the two educational principles that follow from Piaget's theory of development? |
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Definition
Spontaneous: You want to give the students manipulatives and let them discover things on there own.
Stage appropriate learning: Children construct their minds in stages; they vary from child to child when they reach these stages. So teachers should teach the students what is appropriate for their age. |
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Term
Psychological Approaches to Education
2. What is the difference between meaningful and rote learning, according to Rogers? |
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Definition
Meaningful learning happens when they learn through experience (also known as significant, or exponential learning) and the claim is that we learn better when we have meaning attached to it. This type of learning also is parallel to a person’s interest, which leads to a congruent person.
Rote learning in contrast is more of memorization, and this is quickly forgotten, and leads to an incongruent self. |
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Term
Psychological Approaches to Education
3. What must a facilitator of learning do to foster meaningful learning? |
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Definition
1) Is emotionally present with the learner
2) Gives unconditional positive regard to the leaner
3) Understand the learner empathically
4) Provides material that ties in with the interest of the leaner |
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Term
Psychological Approaches to Education
4. How does Rogers go about facilitating the learning of things that are not interesting to the students? |
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Definition
| He says that you should take the uninteresting curriculum that you have and relate that to something that the child is already naturally interested in. He says that the students should choose what they want to learn. Rogers says that you should have kids learn with other kids of their own age. |
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Term
Psychological Approaches to Education
5. How does Bettelheim apply Freudian theory to the learning of things that are not interesting to the students? |
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Definition
| Bettelheim uses the fear of punishments, as well as the loss of a teacher’s appreciation to prompt the student’s superego to force his or her superego to study. |
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Term
Psychological Approaches to Education
6. How should teachers motivate students to learn, according to Skinner? |
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Definition
| Skinner believes that you should use positive reinforcement to motivate students to learn. By using positive reinforcement the your instilling good learning habits within the student, people value the addition of benefits and this is much more effective than negative reinforcement and punishment. |
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Term
Psychological Approaches to Education
7. What should a teacher do with disruptive students, according to Skinner? |
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Definition
-You should ignore them, and focus all your attention on the students who are behaving themselves. All the disruptive students want is attention and when you take time the time to try to get them to stop from being disruptive you are actually giving them what they want and you are only encouraging that behavior.
-You should reward the children who are behaving themselves conspicuously so that the other children with undesirable behavior will want to behave well so they will be rewarded as well.
-The circumstance should be changed so that the reinforcer’s for bad behavior are removed. |
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Term
Psychological Approaches to Education
8. How does Skinner go about teaching things that are not interesting to the students? |
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Definition
| Skinner suggests that we should use artificial reinforcers to prompt the student to study. |
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Term
Psychological Approaches to Education
9. Which principles underlie the various forms of programmed learning? |
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Definition
-Small units of 'frames'
-Overt responses
-Immediate feedback and correction
-Rewards
-Self-pacing |
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