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Term
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| theoretical system that stress the importance of the ego as an autonomous part of the personality instead of viewing the ego as merely the servant of the id |
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| the innate biological principle that determines the sequence in which the eight stages of psychological development occurs |
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| conflict that becomes dominate during a particular stage of development that can be resolved positively, thus strengthening the ego, or resolved negatively, thus weakening the ego. each crisis is a turning point in one's development |
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| eight stages of psychological development |
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Definition
1. infancy: basic trust vs basic mistrust, hope
2. early childhood: autonomy vs shame and doubt, will
3. preschool age: initiative vs guilt, purpose
4. school age: industry vs inferiority, competence
5.adolescence: identity vs role confusion, fidelity
6. young adulthood: intimacy vs isolation, love
7. adulthood: generaticity vs stagnation, care
8. ego integrity vs despair, wisdom |
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| 1. infancy: trust vs mistrust |
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| the baby develops trust is the parent satisfies the baby needs, if not, the baby develops mistrust. the virtue is hope. |
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| ego strength that arises when the crisis dominating a stage of development is resolved positively |
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| 2. early childhood: autonomy vs shame and doubt |
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| the child learns a variety of skills that he has control over, i.e. walking, pooping. the parent need to control these tasks while not taking away the childs autonomy. if the child develops more autonomy then shame, then the virtue of will emerges |
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| 3. preschool age: initiative vs guilt |
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| the child forms his image of what is possible. the child can have intentions of doing something meaningful. they start to play pretend games. parents should encourage this, it brings the child into the world of activity. the virtue is purpose/imagination |
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| 4. school age: industry vs inferiority |
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| in this stage, children learn economic survival. the pleasure of work completion by steady attention and persevering diligence. this is industry, if not, they feel they cant contribute, and develop inferiority. the virtue is competence. |
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| 5. adolescence: identity vs role confusion |
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| simple, the teen finds a personal identity, if they leave this stage without one, they develop role confusion. the virtue is fidelity. |
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| crisis that dominates the fifth stage of development, which results either in the person gaining a identity, or in role confusion |
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| 6. young adulthood: intimacy vs stagnation |
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| this stage is about learning to love and work effectively. people who do not develop this capacity for intimacy, withdraw into themselves, avoid close contact, and develop isolation. the virtue is love/ active love |
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| 7. adulthood: generativity vs stagnation |
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| generativity is that the person that has live a health productive life tries to pass this on to the next generation. through interactions, or creating experiences. person who does not care about this is in stagnation. the virtue is care |
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| 8. old age: ego integrity vs despair |
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| ego integrity is being able to look back at your life and to be satisfied, the completion of all seven early stages, this person is not afraid and is ready for death, if a person looks back at their life with regret, then they are in despair. the virtue is wisdom |
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| to strengthen the patient's ego so that it can cope with life's problems |
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| behavior that is elicited by a known stimulus |
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| type s conditioning (respondent) |
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| term skinner used to describe classical conditioning to emphasize the importance of a Stimulus |
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| type r conditioning (operant) |
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| term skinner used to describe the conditioning of operant or emitted behavior to emphasize the importance of the Response |
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| behavior that cannot be linked to any know stimulus and therefore appears to be emitted rather than elicited |
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| behavior that is elicited by a know stimulus |
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| modification of response strength by manipulating of the consequences of the response. responses that are followed by a reinforcer gain in strength, and those that are not, become weaker |
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| that part of operant conditioning in which an operant response is followed by a reinforcer, thereby increasing the rate with which the response occurs |
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| gradual development of a response that an organism does not normally make. shaping requires differential reinforcement and successive approximations |
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| weakening of an operant response by removing the reinforcer that had been following the response during acquisition. when a response returns to its operant level, it has been extinguished |
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| operant response that is made under one set of circumstances but not under others |
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| discriminative stimulus (Sd) |
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| cue indicating that if a certain response is made it will be followed by reinforcement. |
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| we apply these behaviors to similar situations |
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| any stimulus that is positively or negatively related to an organism's survival |
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| objects or events that acquire reinforcing properties through their association with primary reinforcers |
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| situation in which one response brings the organism into contact with stimuli that reinforce that response and stimulate the next response |
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| skinner's term for language |
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| continuous reinforcement schedule |
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| schedule of reinforcement that reinforces a desired response each time it occurs |
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| partial reinforcement schedule |
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| same as before, somewhere in-between 100% and 0% |
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| fixed interval reinforcement schedule (FI) |
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| REINFORCEMENT schedule that reinforces a response that is made only after a specific amount of time has passed |
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| fixed ratio reinforcement schedule (FR) |
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| REINFORCEMENT schedule that reinforces every nth response. |
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| variable interval reinforcement schedule (VI) |
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| variable ratio reinforcement schedule (VR) |
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| positive primary and secondary reinforcers |
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| you know, increases the action |
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| negative primary and secondary reinforcers |
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| you know, like decrease the action |
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| either removing a positive reinforcer or presenting a negative reinforcer |
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| all human and all organisms have an innate need to survive, grow, and enhance themselves |
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| when i make myself the best that i can be, then i "actualize" myself |
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| innate tendency in all humans to maintain and enhance themselves |
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| organismic valuing process |
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| frame of reference that allows an individual to know if his experiences are in accordance with his actualizing tendency. those experiences that maintain or enhance the person are in accordance with this process; other experiences are not |
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| all the events of which a person could be aware at any given moment |
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| characterizes the events in one's experience that have been symbolized and therefore have entered consciousness |
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| person's private, subjective perception or interpretation of objective reality |
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| that portion of experience of which an individual is aware. it is this subjective reality, rather than physical reality, that directs a person's behavior. |
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| need to receive warmth, sympathy, care, respect, and acceptance from the relevant people in one's life |
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| conditions under which an incongruent person will experience positive regard. |
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| need a person develops to feel positively about himself. |
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| unconditional positive regard |
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| experience of positive regard without conditions of worth. positive regard is not contingent on certain acts or thoughts. |
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| to rogers, an experience designed to help an incongruent person become congruent. create a world were the patient receives unlimited positive regard |
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