psyc 100 chapters 12 and 13 outline

psyc 100 chapters 12 and 13 outline - PSYC 100 Introductory...

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1 PSYC 100: Introductory Psychology PSYC 100: Introductory Psychology Chapter 12 (pages 425-430), Chapter 13 (pages 459-494) Tuesday, April 1, 2008 PERSONALITY, PERSONALITY, DEVELOPMENT DEVELOPMENT Freud Freud ’s Developmental Model s Developmental Model ± Human behavior is motivated by two drives ß libido : pleasure-seeking and sensuality as well as desire for ± Libido follows a developmental course during ß stages of development in which libido is focused on a particular fixed progression of change from ß notion of fixation at a particular Freud Freud ’s Psychosexual Stages s Psychosexual Stages STAGE AGE CONFLICTS AND CONCERNS Mature sexuality and 12+ yrs GENITAL Sublimation of sexual and 7-11 yrs LATENCY Parental identification (same sex), conscience, Oedipus complex, 4-6 yrs PHALLIC Orderliness, cleanliness, 2-3 yrs ANAL 0-18 mos ORAL Freud Freud ’s Structural Model of s Structural Model of Personality Personality
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2 Ego Defense Mechanisms Ego Defense Mechanisms ± Defense mechanisms : unconscious mental processes that protect the conscious person from ß using defenses is normal and can be useful in the ± Examples: ß Repression : anxiety-evoking thoughts are kept ß Denial : person refuses to recognize ß Projection : person attributes their own unacceptable impulses to Ch. 13: Developmental Psychology Ch. 13: Developmental Psychology ± Developmental psychology : studies how humans develop and change ß Change occurs across the “Cradle to grave” developmental psychology Gerontology : scientific study of ± Two core issues: 1. Delineate the interaction of maturation : biologically determined changes that follow an orderly sequence ( early experience ( ) – critical periods versus sensitive periods 2. Assess whether change is continuous or in qualitative Critical Periods Critical Periods ± critical periods : periods of special sensitivity to specific types of learning and sensory stimulation that shape the capacity for ß suggests that the brain is set to acquire a function during a limited ß if key experiences do not occur during a critical time period (e.g., by age 3), the function (e.g., language) may not develop or may not be ± sensitive periods : times that are very important but not for subsequent development ß e.g., The Nature of Change The Nature of Change ± Change can refer to the acquisition or the loss of a behavior or ß 5-year-old ß 85-year-old ± Change can be continuous
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This note was uploaded on 04/28/2008 for the course PSYCH 100 taught by Professor Alvarez during the Spring '08 term at Tulane.

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psyc 100 chapters 12 and 13 outline - PSYC 100 Introductory...

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