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| memories that have been implanted by well meaning therapists or other interrogating a subject about some event |
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| imagination inflation effect |
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| a memory is elaborated upon in the imagination, leading the person to confuse the imagined event with events that actually happened |
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| roediger and mcdermott's model holds that mental elements are stored in memory along with associations to other elements in memory - may cause false recall - doctor related to nurse - may recall a nurse doing something instead of a doctor |
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| it is accepted as fact that humans have a constructive memory that is memory contributes to our influences in various ways what is recalled. recalled memories are rarely distortion free, mirror images of facts |
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| the tendency to look only for evidence that confirms a previous hunch and not to look for evidence that might disconfirm a belief. |
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| in the cognitive view of the unconscious, the content of the unconscious mind is assumed to operate just like thoughts in consciousness. thoughts are unconscious because they are not in the conscious awareness, not because they have been repressed or because they represent unacceptable urges or wishes |
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| the psychoanalytic idea that information that is unconscious can actually motivate or influence subsequent behavior. this notion was promoted by freud and formed the basis for his ideas about the unconscious sources of mental disorders and other problems with living. many psychologists agree with the idea of the unconscious, but there is less agreement today about whether information that is unconscious can have much of an influence on actual behavior |
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| perception that bypasses conscious awareness, usually achieved through very brief exposure times, typically less than 30 milliseconds |
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| technique to make associated material more accessible to conscious awareness than material that is not primed. research using subliminal primes demonstrates that information can get into the mind, and have some influence on it, without going through conscious experience |
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| freud's version of psychoanalysis focused on the id, especially the twin instincts of sex and aggression, and how the ego and superego respond to the demands of the id. freudian psychoanalysis can thus be called id psychology, to distinguish it from later developments that focused on the functions of the ego |
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| post-freudian psychoanalysts felt that the ego deserved more attention and that it performed many constructive functions. erikson emphasized the ego as a powerful and independent part of personality, involved in mastering the environment, achieving one's goals and hence in establishing one's identity. the approach to psychoanalysis started by erikson was called ego psychology |
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| erikson's term refers to the desperation, anxiety and confusion a person feels when he or she has not developed a strong sense of identity. a period of identity crisis is a common experience during adolescence, but for some people it occurs later in life, or lasts for a longer period. baumeister suggests that there are 2 distinct types of identity crises, which he terms identity deficit and identity conflict |
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| erikson's eight stages of development |
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| according to erikson there are eight stages of development : trust vs mistrust, autonomy vs shame/doubt, initiative vs guilt, industry vs inferiority, identity vs role confusion, intimacy vs isolation, generativity vs stagnation, and integrity vs despair |
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| as posited by erikson, psychosocial conflicts occur throughout a person's lifetime and contribute to the ongoing development of the personality. he defined psychosocial conflicts as the crises of learning to trust our parents, learning to be autonomous from them, and learning from them how to act as an adult |
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| stage model of development |
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| implies that people go through stages in a certain order, and that a specific issue characterizes each stage |
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| erikson believed that each stage in personality represented a conflict or a developmental crisis, that needed to be resolved before the person advanced to the next stage of development |
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| according to erikson, if a developmental crisis is not successfully and adaptively resolved, personality development could become arrested and the person would continue to have a fixation on that crisis in development.according to freud if a child fails to fully resolve conflict at a particular stage of development he or she may get stuck in that stage. if a child is fixated at a particular stage, he or she exhibits a less mature approach to obtaining sexual gratification |
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| a period when a person does not have a strong sense who she or he really is in terms of values, careers, relationships and ideologies |
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| some cultures and religions institute a rite of passage ritual, usually during adolescence which typically is a ceremony that initiates a child into adulthood, after such ceremonies, the adolescent is given a new name, bestowing an adult identity |
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| identities founded on undesirable social roles, such as gangsters, girlfriends of street toughs, or members of street gangs |
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| a person does not emerge from a crisis with a firm sense of commitment to values, relationships, or career but forms an identity without exploring other options. like kids who accept their parents religious or political views without question |
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| the time taken to explore options before making a commitment to an identity. college can be considered a time out from life in which students may explore a variety of roles, relationships, and responsibilities before having to commit to any single life path |
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| hourney, in reinterpreting freud's concept of penis envy, taught that the penis was actually a symbol of social power rather than some organ that women actually desire. hourney wrote that girls realize at an early age that they are being denied social power because of their gender. girls do not want an actual penis but rather the social power and preferences given to boys at that time. |
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| a set of shared standards for many behaviors. it might contain different standards for males and females. |
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| Horney coined this phrase to highlight a gender difference in response to competition and achievement situations. many women she argued feel that if they succeed they will lose their friends. consequently many women she thought harbor an unconscious fear of success. she held that men on the other hand feel that they will actually gain friends by being successful and hence are not at all afraid to strive and pursue acheivement |
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| traits or roles typically associated with being male in a particular culture |
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| traits or roles typically associated with being feminine in a particular culture |
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| distinction between gender and sex can be traced back to Horney. he stressed the point that while biology determines sex, cultural norms determine what is acceptable for males and females. |
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| the common tendency for people to take credit for success yet deny any responsibility for failure |
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| a style of inflated self admiration and the constant attempt to draw attention to the self and to keep others focused on oneself. although it can be carried to extremes, tendencies can be found in normal range levels |
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| the fact that although narcissistic people appear to have high self esteem they actually have doubts about their self worth. while they appear to have a grandiose sense of self importance they are nevertheless very fragile and vulnerable blows to their self esteem and cannot handle criticism well. they need constant praise, reassurance, and attention from others, whereas a person with truly high self esteem would not need such constant praise and attention from others |
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| places an emphasis on early childhood relationships, while this theory has several versions that differ from each other in emphasis, all the versions have at their core a set of basic assumptions : internal wishes, desires and urges of the child are not as important as his or her developing relationships with significant external others particularly parents and that the others particularly the mother become internalized by the child in the form of mental objects |
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| in object relations theory, a child will create an unconscious mental representation of his or her mother. this allows the child to have a relationship with this internalized object even in the absence of the real mother. the relationship object internalized by the child is based on his or her developing relationship with the mother. this image then forms the fundamentals for how children come to view others with whom they develop subsequent relationships |
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| begins in the human infant when they develop a preference for people over objects. then the preference narrows to familiar persons |
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| strange situation procedure |
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| secure relationship style |
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| avoidant relationship style |
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| ambivalent relationship stule |
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