Domain IA

thought feelings were repressed and came out in dreams, oldest child, very attracted to his mother,
collected data from case studies and self analysis

Believed Hans was afraid of horses because of the phallic stage, however it turned out that Hans was bitten by a horse and that’s why he was afraid.
Believed adult neurotic behavior is a function of unresolved early childhood conflict > psychoanalysis.

Sex & Aggression

preconscious, unconscious, conscious

thought biology determined how one goes through stages of development

Believed woman aspired to be men and that men were afraid they would "lose" it

id - animal-like biological instincts. Eat, sleep, etc. present at birth. Needs to be gratified immediately – pleasure principle.

ego - job is to serve the id. Acts on primary process – getting what you want – reality principle. Psychological – balance irrational components and also take reality into account.

superego - determines moral behavior. Get rewarded for acting correctly and punished for transgressions

conscience - all the things you get punished for

ego ideal - all the things a child has been rewarded for

Oral (mouth) - oral passive = teething, oral aggressive = biting or symbolically biting. As an adult this could = drinking, smoking…

Anal (anus) - punishing children for having accidents can cause damage. In adults can show up in OCD or messy people

Phallic (genitals) - at around age 3 children aware of gender.
Oedipus Complex - in the love with the parent of the opposite sex.
Electra Complex - woman hates her mother because she has the love of her father.

Latency - repressed conflicts
Genital

Function on an unconsious level -
Identification
Repression
Fixation and regression – unresolved conflict, you will symbolically return to this stage (ex. Positive out of oral stage would cause for you to have a thirst for knowledge)
Intellectualization
Reaction formation
Sublimation & Displacements – do things that keep from taking out on a specific person to rechannel energy
Denial
Rationalization – substitution for plausible excuse
Projection (ex: ink blot test) – you are telling what is going on in your mind

a. Hypnosis
b. The talking cure: free association
c. Transference and countertransference
d. Freud felt there was a medical cure for all disorders

co-founder of psychoanalytical movement.
Best known for inferiority complex.
Compensation – if you do not have a particular skill, you would hone in on another skill instead
Overcompensation
Father of Individual Psychology (ego oriented conscious center of personality)

The Getting or Leaning type are those who selfishly take without giving back. These people also tend to be antisocial and have low activity levels.
The Avoiding types are those that hate being defeated. They may be successful, but have not taken any risks getting there. They are likely to have low social contact in fear of rejection or defeat in any way.
The Ruling or Dominant type strive for power and are willing to manipulate situations and people, anything to get their way. People of this type are also prone to anti-social behavior.
The Socially Useful types are those who are very outgoing and very active. They have a lot of social contact and strive to make changes for the good.

a. Father of Analytic Psychology – influence MBTI
b. Man strives for individualization or a sense of fulfillment
c. Introversion/extroversion
d. Personal unconscious contains relatively accessible experiences that were once conscious but have been repressed, suppressed or simply forgotten

i. Persona – roll a person assumes in society
ii. Shadow – residue of the human beings animal nature, natures dark side
iii. Anama = feminine in men
iv. Anamus = masculine in women
v. Individuation – self arises
vi. Man operates on logic (logos)
vii. Women intuitive (eros)

Sullivan developed the Self System, a configuration of the personality traits developed in childhood and reinforced by positive affirmation and the security operations developed in childhood to avoid anxiety and threats to self-esteem.

Sullivan further defined the Self System as a steering mechanism toward a series of I-You interlocking behaviors; that is, what an individual does is meant to elicit a particular reaction. Sullivan called these behaviors parataxic integrations, and he noted that such action-reaction combinations can become rigid and dominate an adult's thinking pattern, limiting its actions and reactions toward the world as the adult sees it and not as it really is.

Prototaxic - refers to the first kind of experience the infant has and the order or arrangement in which it occurs. the infant "knows" are momentary states, the distinction of before and after being a later acquirement.

In other words, various experiences are felt as concomitant, not recognized as connected in an orderly way. The child cannot yet relate them to one another or make logical distinctions among them. What is experienced is assumed to be the 'natural' way of such occurrences, without reflection and comparison.

The child gradually learns the 'consensually validated' meaning of language - in the widest sense of language. These meanings have been acquired from group activities, interpersonal activities, social experience. Consensually validated symbol activity involves an appeal to principles which are accepted as true by the hearer.

Infancy - extends from a few minutes after birth to the appearance of articulate speech, however uncommunicative or meaningless.

extends from the ability to utter articulate sounds of or pertaining to speech, to the appearance of the need for playmates -- that is, companions. cooperative beings of approximately one's own status in all sorts of respects.

which extends through most of the grammar-school years to the eruption, due to maturation, of a need for an intimate relation with another person of comparable status.

an exceedingly important but chronologically rather brief period that ordinarily ends with the eruption of genital sexuality and puberty, but psychologically or psychiatrically ends with the movement of strong interest from a person of one's own sex to a person of the other sex.

which in this culture (it varies, however, from culture to culture) continues until one has patterned some type of performance which satisfies one's lust, one's genital drives.

which in turn continues as an era of personality until any partially developed aspects of personality fall into their proper relationship to their time partition

to establish relationships of love for some other person, in which relationship the other person is as significant, or nearly as significant, as one's self.

a. Rejected penis envy
b. Problem with his believes was the focus on male genius and masculine psychology
c. Female psychology
e. Basic anxiety – a child’s feeling of helplessness and frustration in a potentially hostile world
f. Ten Neurotic Needs
i. Needs that involve moving toward people (need for affection, approval)
ii. Needs that involve moving away from people (self sufficiency, independence)
iii. Needs moving against people (need for power)

Looks at development over the lifespan rather than just first few years as Freud did. Search for identity.

Basic trust v. mistrust
Autonomy v. shame & doubt
Initiative v. guilt
Industry v. inferiority
Identity v. role confusion
Intimacy v. isolation
Generativity v. stagnation
Integrity v. despair

Look at personality and motivation. Dissented with Freud’s idea of childhood motivation in adulthood

people use stereotypes to simplify the world and make it easier to understand and more predictable

our motives change, our motivation to work hard to get paid well when young is not why we are motivated to work hard as we get older

tendency to generalize, objective phenomena, quantitative, describes study of the individual, seen as an entity, set apart from others

tendency to specify, subjective phenomena, qualitative, study of a cohort of individuals, subject seen as a representing a class or population and their corresponding personality traits and behaviors

Cardinal Traits - main trait of someone that can define who they are (one goal, one thing they go after)

Central Traits - buildings blocks of personality, how we describe ourselves (friendly, grumpy, etc.) each person has about 5-10 things.

Secondary Traits - not as obvious when you do something, it causes something else specific to you

The Need for Achievement - achievement, attainment of realistic but challenging goals, and advancement in the job. There is a strong need for feedback as to achievement and progress, and a need for a sense of accomplishment.

Need for Authority and Power - need to be influential, effective and to make an impact. There is a strong need to lead and for their ideas to prevail. There is also motivation and need towards increasing personal status and prestige.

Need for Affiliation - need for friendly relationships and is motivated towards interaction with other people. The affiliation driver produces motivation and need to be liked and held in popular regard. These people are team players.

i. “The Sleeper Effect” as long as your get your point across or get your name out there, it may not matter what you actually do

i. Cognitive Dissonance – people cannot tolerate conflicting cognitions in one or more conflicting beliefs is rejected or devalued, when you do not agree with something, you need to find a way to justify your opinion

i. “balance theory”. If A and B like each other and B and C like each other, one would most likely think that A and C like each other as well.
ii. Cognitive balance – tendency to perceive information in ways consistent with pre-existing beliefs and tendencies
iii. Attribution – how we perceive, interpret or account for our own actions

Sensorimotor – birth to age 2, experience the world through movement and senses, children are extremely egocentric, cannot perceive from others viewpoints.
Preoperational – 2 to 7, (magical thinking predominates. Acquisition of motor skills). Egocentrism begins strongly and then weakens. Children cannot conserve or use logical thinking.
Concrete Operations - from ages 7 to 12 (children begin to think logically but are very concrete in their thinking). Children can now conceive and think logically but only with practical aids. no longer egocentric.
Formal Operations - from age 12 onwards (development of abstract reasoning). Children develop abstract thought and can easily conserve and think logically in their mind.

Going along with someone because you admire the role.

a. The closer the person who was shocking with the person who was getting shocked made it harder to deliver the shock
b. The distance between the person delivering the shock and the experimenter cause less cooperation from the subject
c. Perceived authority – how credible etc.

a. Revealed power of environmental conditions to shape behavior
b. A person becomes the role in society they are expected to be

a. Describes the tendency to over-value dispositional or personality-based explanations for the observed behaviors of others while under-valuing situational explanations for those behaviors. The fundamental attribution error is most visible when people explain the behavior of others. It does not explain interpretations of one's own behavior - where situational factors are often taken into consideration. This discrepancy is called the actor-observer bias.
b. If we do well on a test it is because we are smart, if we did not do well, it is because the exam was not fair, if others did well they were lucky, if they didn’t, they deserve it

Line Test

Will only behave that way when in a group

“cooperation under surveillance” ex: quit smoking while someone is watching you makes it easier

you are independently making a decision because you actually disagree with what is going on - behavior maintained even when not with a group

Habit: you have to make a public commitment when you want to break a habit (ex: tell people they are going to quit smoking)
i. Goal of psychology is to study the living people as they adapt their environments
ii. The function consciousness is a guide to use required for survival
iii. Consciousness is a flowing process and cannot be broken down into parts (structuralism)

a. Autokinetic Effect – in dark room, there can be two pinpoints of light and you may think they are a certain distance apart and be influenced by someone else who says they are a different distance apart
b. Inter-group conflict – competition raises conflict and hostility whereas cooperation reduced conflict

a. Precontemplation (denial)
b. Contemplation (awareness)
c. Preparation for Action (doing your homework)
d. Action (treatment)
e. Maintenance (relapse prevention)

B. Developed out of pragmatism which states to find the meaning of an idea you have to look at its consequences to see where it leads – the truth is what is useful, practical and pragmatic. This led James and his students toward an emphasis on cause and effect, prediction and control and observation of the environment and behavior over the careful introspection of the structuralists.

i. Natural Selection - Spontaneous Variablity among some organisms make them better to survive and propagate, emphasis on the function of the characteristic not the structure of it
ii. Measurement of individual differences

used the bell shaped curve quantified and analyzed statistics to show that the most physical characteristics cluster around the average

reflex arch, stimulus and response are connected and cant be broken down, the response changes our perception of the stimulus, the feedback we receive from someone during communication changes how we perceive what we originally said (ex: flame burns child’s arm, child removes hand, child perceived fire with fear)

used studies of animals, children and people with mental disabilities to understand normal adult consciousness, psychologists paired introspective data with observed data – purpose was practical study, what’s usable?

everything comes from and is learned from the senses, must be able to measure it, comes from Darwin Evolution and Animal Psych

when you do something and it caused you pleasure you will do exactly what you did the last time

repetition of an association strengthens the bond between a situation and response to it

evolution has shaped an organisms association system so that some associations are more easily shaped than others

learning phenomenon which a response made to a particular stimulus is made to another similar stimuli

idea that the study of discipline subjects strengthens the mind for future learning (mind as a muscle)

improvement in one task following training on another, also helped shift education toward specifically task oriented teaching away from the doctrine of formal discipline

Intelligence Scale
C – sentence completion
A – arithmetic ability
V – vocabulary
D – ability to follow directions

studied animals ability to escape confinement, examined memory by training animals on puzzle box tasks and retention later, assessed possible beneficial effects of imitation and passive tuition (guiding animal through appropriate response)
Each trial placed a hungry cat into a box with food outside and timed escape, only achieved successful responses by accident (learning)
Stimulus Response Learning (S-R Bonds) – Law of association and Habit - animals did not learn to associate
Association of a particular stimulus with a particular response with the result that future encounters of the stimulus will lead to the response

i.CS – stimulus does not innately trigger response
ii.UCS – stimulus innately triggers response
iii.UCR – response to UCS
iv.CR – response to CS
v.Assumed all behavior consists of reflexes, some inborn (innate) and some acquired (conditioned)

Yerkes-Dodson Law – optimal arousal level depends on task difficulty

i. Stimulus generalization - after observing children in the field, was interested in finding support for his notion that the reaction of children, whenever they heard loud noises, was prompted by fear. Furthermore, he reasoned that this fear was innate or due to an unconditioned response. He felt that following the principles of classical conditioning, he could condition a child to fear another distinctive stimulus which normally would not be feared by a child.

Second phase of behaviorism, the neobehaviorists believed that the study of learning and a focus on rigorously objective observational methods were the keys to a scientific psychology. Unlike their predecessors, however, the neobehaviorists were more self-consciously trying to formalize the laws of behavior.

do not need a reward to learn something. Says something would repeat that which it did before.
i. Learning theory (mind is essentially a blank slate)
ii. One trial learning
iii. Did not have to be reinforced to be practical
iv. Adopted continuity

i. built rat mazes to test key elements of the learning theories of Watson and Thorndike (cognitive behaviorism)
ii. One of the leaders of the behaviorist movement
iii. Behavior consists of deliberate acts guided by purposes and expectations
iv. Perception, motivation and cognition are regarded as processes in which patterns of simulation are identified and interpreted and patterns of reactions are planned

a. Combines objective study of behavior with the consideration of purposeful/goal oriented behavior – behavior has a goal.
b. Drive states tell an organism what to do. If hungry – the drive is to get food. Needs fulfillment to be motivated and satisfied.

association is enough for learning but not performance

Constructs that come between the stimulus and the response and are defined by the S-R conditions. Purely abstract concept to account for behavior complexity no presumed underlying physiological mechanism (ex: cognitive maps, learning of environment)

general statements (postulates) gave rise to testable theorems. HABIT is major concept, permanent condition between stimulus and response. What’s your level of drive? Hungry, thirsty, etc.
a. Simple observations
b. Systematic and controlled observation
c. Experimental testing and hypothesis
d. Law of primary reinforcement

the stimulus (s) affects the organism (o) and the resulting response (r) depends upon characteristics of both o and s. In other words, Hull was interested in studying intervening variables that affected behavior such as initial drive, incentives, inhibitors, and prior training (habit strength). Like other forms of behavior theory, reinforcement is the primary factor that determined learning

includes the drive and the incentive and the previous experience doing whatever it is that you are doing. Level of the drive is what you can measure.

(named by Hull) – rat condition to press lever to receive food

at first the pigeon will get a pellet just by pecking the back wall of the box, after that each time the pigeon gets close to the bulls eye, it will get a pellet

Project pigeon – bought pigeons and had them guide missiles (WWII)

Response occurs simultaneously in the absence of any stimulation with which it may be specifically correlated.
Positive and negative reinforcement raise or strengthen the probability that something will occur.
“Walden 2” on Token Economy based off of Operant Conditioning
Teaching Machines – if you make a mistake keep working till you fix it, if not you can move on

Fixed interval – reinforcement given after set period of time
Variable interval – reinforcement given after varying amount of time
Fixed ratio – rewards occur after fixed number of responses.
Variable ratio – reinforcements occur after varying number or responses

Developed by Bandura - is the theory that people learn new behavior through overt reinforcement or punishment, or via observational learning of the social factors in their environment. If people observe positive, desired outcomes in the observed behavior, then they are more likely to model, imitate, and adopt the behavior themselves.

when frustrated, you react with aggression. Bobo doll experiment due to this. Albert Bandura known for Bobo doll experiment.

Miller’s central concept, basis of motivation, causes an organism to act, involved a strong stimulus
a. Drive – causes response in the presence of a certain cue (stimulation situation) if result produces this drive, this is rewarding and the response is connected to cues
b. Cue
c. Response
d. Reward

analyze consciousness into its component and parts and thus determine its structure

i. Interested in how humans consciously observe & experience phenomena
ii. Introspection self-observation – his students were human recording instruments. They were impartial, detached machines. They would report what they experienced immediately.
iii. Not concerned with applying the knowledge gained practically. He thought psychology should only be used to define the structures of the mind.
iv. Mental elements have quality (i.e. red) intensity (i.e. brightness) duration (i.e. how long lasts) and clearness (is our attention directed to the stimulus experience).

new mental process (the core) acquired its meaning from the context of other mental processes within which it occurs. In its simplest form, the context may be just one other mental element, and besides, a person does not have to be aware of the context to assign meaning (unconscious context).

the passive and active combinations of elements of consciousness respectively

Titchener had very strict guidelines for the reporting of an introspective analysis. The subject would be presented with an object, such as a pencil. The subject would then report the characteristics of that pencil (color, length, etc.). The subject would be instructed not to report the name of the object (pencil) because that did not describe the raw data of what the subject was experiencing. Titchener referred to this as stimulus error.

B. Invented in Leipzig Germany in 1879 by Wilhelm Wundt
i. First experimental lab
ii. Roger Bacon, a Franciscan Monk in the 13th century is credited with experimental psychology

A. Wundt and his students used an experimental version of introspection – the careful observation of one’s perceptions – and outlined some pretty specific details to the method:
i. The observer must know when the experience begins and ends
ii. The observer must maintain “strained attention”
iii. The phenomenon must bear repetition
iv. The phenomenon must be capable of variation – (experimentation)
v. Roots in philosophy, physiology and the physical sciences