Direction:
On a piece of paper or in your notebook, take down notes on the following theories using the
instructional videos as your reference.
Following theories:
- SIGMUND FREUD’S COMPONENTS OF PERSONALITY
Human mind can be divided into 3 levels of consciousness: unconscious, preconscious, and conscious.
3 Personalities
1. Id or Unconscious
- means it is not accessible to consciousness
- the little devil
- an unconscious psychic energy to satisfy basic needs
- pleasure principle, which demands immiediate gratifications
2. Ego or Conscious
- who we think we are
- ability to make decisions
- reality principle
- executive mediator satisfies both the needs from id and superego
3. Superego or Mostly Unconscious
- the little angel
- internal judge based on moral principle
- right and wrong
- real world rules, moral and norms
- SIGMUND FREUD’S PSYCHOSEXUAL STAGES OF DEVELOPMENT
5 Stages of Pyschosexual Development
1. Oral stage (Fixation)
- birth to 18 months
- mouth
- too much or too little leads to oral fixation or oral personality
- oral personality: oral receptive (smoke, drink alcohol, overeat), oral agressiveness (bite nails, cursed
words, gossip)
- become pessimistic and agressive
2. Anal stage (Pleasure area - Erogenous zone)
- 18 moths to 3 yrs old
- inus
- satisfaction in eliminating and retaining feces
- toilet training
- become anal retentive and obsession with cleanliness, perfection and control, or anal expulsive
3. Phallic stage (Fixation)
- 3 to 6 yrs old
- genitals
- Oedious complex, boys develop unconscious sexual desire for their mother, then see their father as
rival for mother`s affection
- Electra complex, girls develop unconscious sexual attraction towards their father
4. Latency stage (Pleasure area - Erogenous zone)
- 6 yrs old to puberty
- sexual urges remain repressed
- acquisition of physical and academical skills
- boys usually relate with boys, girls with girls
5. Genital stage (Fixation)
- puberty onwards
- sexual urges are awakened
- towards opposite sex
ERICK ERICKSON 8 PSYCHOSOCIAL STAGES OF DEVELOPMENT
1. Trust vs. Mistrust
- Infancy (1-2 yrs)
- key development is our mother
2. Autonmy vs. Shame & Doubt
- Early childhood (2-4 yrs)
- Parents plays major role
3. Initiative vs. Guilt
- Preschool (4-5 yrs)
- learn from entire family
4. Industry vs. Inferiority
- School age (5-12 yrs)
- neighbors and schools influence the most
5. Identity vs. Role Confusion
- Adolescence (13-19 yrs)
- Peers and role models are key to our learning
6. Intimacy vs. Isolation
- Early adulthood (20-40 yrs)
- friends and partners are center to our development
7. Generativity vs. Stagnation
- Adulthood (40-60 yrs)
- people at home and at work influences us
8. Ego Integrity vs. Despair
- Maturity (65-death)
JEAN PIAGET’S COGNITIVE STAGES OF DEVELOPMENT
1. Sensori motor
- birth to 2
- develop through experiences
- development of working memory or “Our realization of object permanence”
- physical mobility increased cognitive development but remain egocentric
- perceive the world from our own point of view
2. Pre operational
- 2 to 7
- symbolic functions
- learn to speak and understand words, images, and gestures
- primitive reasoning, at age 4 we become very curious and ask, Piaget calls it “Intuitive age”
3. Concrete operational
- 7 to 11
- discover logic and develop concrete cognitive operations
- understand conservation
4. Formal operational
- 12 up
- think rationally about abstract concepts and hypothetical events
- can do deductive reasoning
- can create egocentric thoughts
LEV VYGOTSKY’S SOCIO-CULTURAL THEORY
- community and language plays a central part in learning
- children develop independently of specific stages as the result of social interactions
- 4 Elementary mental functions: attention, sensation, perception, and memory
- happens in the zone of proximal development:
Zone of Proximal Development - what we can do with the help of others or “more knowleageable
other”
- able to learn skills that go beyond their natural maturity
- inner speech develops from external speech via a gradual process of internalization
URIE BRONFENBRENNER BIOECOLOGICAL THEORY
5 Ecological Forces
1. Microsystem
- family and friends affect the child directly
2. Forces of the connections between people around the child
- parents with teachers, and teachers with peers
3. Social settings
- do not directly involve the child
- father with his boss, peers with their parents, and teacher with the principal
4. Overreaching culture, religion and social norms
- influences all others
5. Time
- changes everything
5 Systems
Microsystem
- children from unfortunate background are more likely to experience problematic family structure,
negative situations, or bad influences
Mesosystem
- the interconnections between the elements that surround the child
Exosystem
- social settings that do not involve the child
Macrosystem
- influences all other systems
Chronosystem
- changes in the child and the environment
Bioecological Model
- gene-environment interaction
- acknowledges heritability
- child potentials they inherit depends on the ecological environment