LEARNING DISABILITY BEHAVIORIST THEORIES

Dyslexia – An inability to read and spell well PCSO – Pavlov : Classical, Skinner : Operant
Dog-meat-bell , reward & punishment
Dysgraphia – an inability to write
Bandura – SOCIAL LEARNING by observation and imitation
Dyscalculia – inability to perform math calculations
Bernard Weiner – ATTRIBUTION what causes failures or
Visual Agnosia – sight successes, locus of control
Motor aphasia – speaking STANDARD DEVIATION
Dysarthria – stuttering

Auditory agnosia – hearing

Olfactory agnosia - smelling

TYPES OF PARENTING

Authoritative – expect, supportive, definite rules

Authoritarian – expect, disciplined, unsupportive (Bad si

Arian)

Permissive – low expect, excessive responsiveness 5 SOURCES OF POWER (French and Raven 1959)

Uninvolved – no boundaries, little support Legitimate – from rank in a formal hierarchy

DISCRIMINATION INDEX Reward – from ability to distribute rewards

0.40 and up Very disc/Very good item Coercive – from ability to distribute punishments
0.30 to 0.39 Disc/Good item
0.20 to 0.29 Mod disc item Expert – from ability to demonstrate expertise
0.10 to 0.19 Not disc/Marginal item
Below 0.10 Poor/Questionable item
Referent – from ability to get respect and admiration

FREUD – ID, EGO, SUPEREGO Pygmalion Effect/Rosenthal Effect – self-fulfilling prophecy,

ID – pleasure expected by others, accomplished by oneself

SUPEREGO – morals CHILD’S BEHAVIOR

EGO – balance the two/reality Pica – intense appetite, eat/chew all sorts of inedible
substances
BRONFENBRENNER’S ECO SYSTEMS THEORY
Enuresis – uncontrolled pee
Microsystem – immediate environment
Encopresis – uncontrolled stooling
Mesosystem – Connections
Anorexia – intense fear of gaining weight
Exosystem – indirect envi
TYPES OF CURRICULUM
Macrosystem – social and cultural
Recommended – scholars and org propose
Chronosystem – changes over time
Written – stated in school documents

Hidden – not stated

Rebus method – story with pictures taking place some words
Supported – resources, instructional materials
Spalding method – combi of spelling, reading, writing
Assessed – tested and evaluated
LEVEL OF DIFFICULTY
Learned – students learnings
0.00-0.20 Very difficult
0.21-0.40 Difficult Taught – teachers teachings
0.41-0.60 Average
0.61-0.80 Easy ASSESSMENT
0.81-1.00 Very easy
FOR learning – progress to inform their teaching, formative
assessment
SCORE DISTRIBUTION
OF learning – make judgements
Negative skew – many high scores
AS learning – students monitor their progress
Positive skew – many low scores
GRADING SYSTEM
PIAGET’S COGNITIVE DEV THEORY
Di below 75
Assimilation – same schema
Fa 75-79
Accommodation – changed schema
Sa 80-84
Equilibrium – combi of assi and acco
Very 85-89

Old 90-100
BANDURA’S SELF-EFFICACY CONCEPT Saylor-Alexander-Lewis Cur Dev model – goal selection, dur
design, cur implementation, cur eval
Performance experience
Tyler (Deductive) – objectives, experience, organize the
Vicarious experience – learning from others experiences, evaluation; decision-making by high authority
Social persuasion – coaching and feedback Taba’s Grassroot Model (Inductive) – teacher’s participation,
decentralized
Imaginal experience – visualization of future success
SKINNER’S OPERANT CONDITIONING THEORY
Physical and emotional states
Positive reinforcement – add pleasant to increase behavior
GESTALT’S PSYCHOLOGY
Negative reinforcement – remove unpleasant to increase
Emergence – perceive a whole without first noticing its parts
behavior
Reification – perceive object as having more spatial
Positive punishment – add unpleasant to decrease behavior
information that what is present
Negative punishment – remove pleasant to decrease
MASLOW’S HIERARCHY OF NEEDS
behavior
Physiological needs – shelter, air, water, food, clothing
IMPAIRMENT, DISABILITY, HANDICAP
Safety needs – health, property, personal security, employ
Impairment – loss function of specific part
Love and belonging – friendship, family, intimacy
Disability – inability to do something because of an
Esteem – respect, recognition, freedom impairment

Self-actualization – desire to be the most that one can be Handicap – disadvantage due to an impairment of a disability,
“unable”
SERIAL POSITION EFFECT
GESTALT’S LAWS
Primacy effect – ability to remember the beginning
Law of Similarity – the same look, the same group
Recency effect – ability to remember the end
Law of Pragnanz/Good Figure – perceiving in the simplest
TEACHER QUALITIES possible way
Authoritative - +d +w Law of Proximity – near each other, the same group
Authoritarian - +d -w Law of Continuity – invisible line, continuous
Permissive - -d +w Law of Closure – broken sides, still a figure
Neglecting - -d -w Law of Common Region – 2 objects enclosed within the
same space, the same group
KOHLER’S INSIGHT LEARNING (Chimpanzee)
CIPP EVALUATION MODEL
Impasse – solution emerges after failed attempts
Context – goals
Restructuring – novel res of the problem
Input – plans
A-ha moment – solution appears suddenly Process – actions
Product – outcomes
TOLMAN & HONZIK’S LATENT LEARNING
PSYCHOMOTOR SKILLS
Learning that is not immediately expressed in performance.
Oy, - observing
PIAGET’S 4 STAGES OF COG DEV. Isa – imitating/initiating
Pang - practicing
Sensorimotor (0-2) – senses Akap – adapting
Preoperational (2-7) – language and mental images KRATHWOL’S AFFECTIVE DOMAIN
Concrete op (7-12) – logical thinking and categories Receiving
Responding
Formal op (12-up) – scientific reasoning
Valuing
WEIGHT OF THE COMPONENTS FOR G1-10 Organization
Characterization
Components Languages/ MathSci MAPEH/ EPP/
AP/ EsP TLE TYPES OF RUBRICS
WW 30% 40% 20%
PT 50% 40% 60% Analytic – separates pieces of an activity individually, adds all
QA 20% 20% 20% scores for a total rating; process-oriented
Holistic – rates an activity in its entirely, product-oriented
PPST THORNDIKE’S PRIMARY LAW OF LEARNING
Be, PHD Law of Readiness – appropriate to learners, learner-friendly
Law of Exercise – practice makes perfect
 Beginning – qualified for entry, supported
Law of Effect – actions with reward more likely to reoccur,
 Proficient – independent, acceptable
actions with punishment more likely to not reoccur
 Highly Proficient – consistent performance, mentor,
master teachers THORNDIKE’S SECONDARY LAW OF LEARNING
 Distinguished – highest, global, leaders, contributors
Law of Primacy – being first, unshakeable impression
CURRICULUM MODELS Law of Recency – recently learned are best remembered
Law of Multiple Response – multiple responses to stimuli, JOHN BOWLBY’S ATTACHMENT THEORY
learning = strengthened connection between appropriate explains how and why a newborn becomes so emotionally
response and stimuli connected with its mother.
Law of Set Attitude – set to learn more or to excel, to really
learn more 1. Pre-attachment (newborn – 6 weeks)
Law of Intensity – real stimuli, more chance of changing in 2. Attachment in making (6 weeks – 6-8 months)
behavior 3. Clear-cut attachment (6-8 months – 18-24 months)
4. Formation of Reciprocal Relationships (24 months
+)

PSYCHOSOCIAL CRISIS

He – Trust vs. Mistrust; Hope Different Attachment Styles

Will – Autonomy vs. Shame; Will
Probably – Initiative vs. Guilt; Purpose 1. Secure – healthy rs with primary caregiver, shows
Compete – Industry vs. Inferiority; Competency appropriate distress when left alone, seeks support in
For – Identity vs. Role Confusion; Fidelity relationships, can regulate emotions
Love – Intimacy vs. Isolation; Love 2. Ambivalent – limited parental availability, distress
Care – Generativity vs. Stagnation; Care when left, craves close relationships but struggles to
Wisdom – Ego Integrity vs. Despair; Wisdom trust
3. Avoidant – abuse or neglect from caregiver, no
EXPECTANCY-VALUE THEORY preference for parental presence, independent,
pattern of withdrawal
Value construct – why should I do this task? 4. Disorganized – inconsistent parenting, intimate
Expectancy construct – am I able to do this task? relationships feel confusing, feelings of unworthiness,
aggressive behavior
FLOW OF QUESTIONING
BRONFENBRENNER’S ECOLOGICAL SYSTEMS THEORY
Ask
Wait time 1 – teacher’s question and student’s response 1. Microsystem
Call 2. Mesosystem
Wait time 2 – student’s initial response and teacher’s reaction 3. Exosystem
React 4. Macrosystem
5. Chronosystem
Average wait time of teachers – 3 seconds
Cephalocaudal Law – from head to feet, vertical
MARCIA’S IDENTITY STATUSES
Proximodistal Law – from the center to shoulders, elbow,
Identity Achievement – commitment and crisis
wrist, to end with the fingers, horizontal
Identity Foreclosure – with commitment, no crisis
Identity Moratorium – no commitment, with crisis SIGNS OF AUTISM
Identity Diffusion – no commitment, no crisis
1. Issues with communication
2. Prefers to be alone
Asperger’s Syndrome – high-functioning ASD, so many 3. Trouble interpreting what others feel
attention to details 4. Eccentric way of moving
5. Sensitive to loud noises
RENZULLI’S 3-RING CONCEPTION OF GIFTEDNESS 6. Avoiding eye contact
7. Repetitive movements or speech patterns
Above average ability – creativity – task commitment
HEEADSSS Assessment
PIAGET’S PERIODS OF COGNITIVE DEVELOPMENT
a practical, time-tested strategy that can be used to obtain a
0-2 Sensorimotor Senses and Object Psychosocial Review of Systems (PROS) for adolescent
motor skills permanence patients who attend ED with self-harm / mental health concerns
2-6 Pre-operational Symbolic Imagination,
thinking, child decenters
language,  Home: who lives at home? What are the relationships
egocentric like? Divorce?
7-11 Concrete Logic, Conservation,  Education: going to school? Stress of exams /
operational objective/rational numbers, ideas,
interpretations classifications grades? Friends? Bullying?
12-adulthood Formal Thinks Ethics, politics,  Eating: stress from eating habits, weight or body
operational abstractly, social/ moral shape change?
hypothetical issues explored
ideas  Activities: any hobbies? Meet with friends? Time
spent on internet / TV?
 Drugs: do you, friends or family, use tobacco, alcohol
Smart People Cooked Fish or drugs?
 Sexuality: previous or current relationship? Sexual
FREUD’S PSYCHOSEXUAL STAGES
orientation?
Oral stage (0-1) – mouth  Suicide: sad? Stressed? Previous or current
thoughts? Medication? DSH?
Anal stage (1-3) – bowel and bladder control  Safety: aware of any risk-taking? Violence at home or
school?
Phallic stage (3-6) – genitals
TYPES OF PLAY FOR CHILDREN
 Electra Complex – daughter
 Oedipus Complex – son  Unoccupied – does not play, muni-muni
 Solitary – solo
Latent stage (6-puberty) – libido inactive  Onlooker – observer
Genital stage (puberty to death) – maturing sexual interest  Parallel – children do not interact with each other,
beside each other
 Associative – sharing some toys but no cooperation
  Cooperative – has cooperation, needs participation Handicap – disadvantage
from all children involved
MANAGEMENT STYLE
Growth – physical change and increase in number and size of
cells 1. Consultative – consults students and parents when
she makes decisions
Development – increase in the complexity of function and skill 2. Democratic – values participation, collaboration and
progression, behavioral aspect of growth, quantitative empowerment
3. Laissez Faire – hands-off approach to leadership and
Maturation – internal ripening, refinement in the functioning of gives others the freedom to make decisions
cells, increase in competence and adaptability of human 4. Assertive – expressing your point of view in a way
being capacities, qualitative, aging process that is clear and direct, while still respecting others
Learning – change in behavior Kindergarten = German children’s garden
BABY’S PINCER GRASP Discrimination Index
1. 6 months – raking to pick up the food
2. 7 to 8 months – thumb-finger grasp, more of the side
of the thumb
3. 12 months – perfection

KOHLBERG’S MORAL DEVELOPMENT THEORY

Pre-conventional
I: Obedience/ Infancy No difference between doing the
Punishment right thing and avoiding
punishment
I: Self-interest Pre-school Interest shifts to rewards, to
benefit oneself Bruner – enactive, iconic, symbolic; spiral curriculum
Conventional
II: Conformity and School age “Good boy/girl” level, secure Piaget – SPCF
Interpersonal Accord approval and friendly relations
II: Authority and School age Fixed rules, maintain social order,
Social Order interpersonal to entire society
Freud – id, ego, superego; OAPhaLaGE
Post-conventional
III: Social Contract Teens Mutual benefit, morally right and Kohlberg – moral dilemma
legally right, utilitarian rules
III: Universal Adulthood Morality based on principles that LEVELS OF TECHNOLOGY INTEGRATION
Principles transcend mutual benefit
1. Entry – teacher begins to use technology tools
2. Adoption – teacher guides the students the
Rationalist – reason
conventional use
Empiricist – senses 3. Adaptation – independent exploration but without
freedom, the teacher chooses the technology
Existentialism – will 4. Infusion – students choose the tool to use, with
freedom
What to use? 5. Transformation – innovative use; impossible without,
technology dependent
Type of data Best to Use
Not skewed (normal) Mean FOUR PILLARS OF LEARNING
skewed Median
Popular choice Mode 1. Learning to live together – social skills and values
2. Learning to be – contribute independently
3. Learning to do – skills and application of knowledge
Pearson-r test – a number between -1 and 1 that measures 4. Learning to know – concentrate, store information,
the strength and direction of the relationship between two think and develop knowledge
variables
LEVELS OF PROFIENCY
Kuder-Richardson formula – measure the internal
consistency reliability of a test in which each question only  BDAPA and DFSVO
has two answers: right or wrong  Beginning, Did not meet expectations – 74 and below
 Developing, fairly satisfactory – 75 – 79
Split-half method – divides the test into two halves and  Approaching, Satisfactory – 80 – 84
correlating the scores from each half  Proficient, Very Satisfactory – 85 – 89
Test-retest method – administered twice  Advanced, Outstanding – 90 – 100

Attention – I only belong when I have you attention. Three or more – retention

Power – I belong only when I’m the boss or at least when I One or two – remedial
don’t let you boss me. 7 THINKING SKILLS (Letteri, 1985)
Revenge – I don’t belong, but at least I can hurt back. 1. Analysis – break down complex info into components
Inadequacy – It is possible to belong. I give up. 2. Focusing – select relevant information
3. Comparative Analysis – selecting from several
Validity – measures what it is supposed to measure alternatives, comparing information and making
proper choices
Adequacy – enough representation of objectives 4. Narrowing – identify and categorize new information
5. Complex cognitive – integrate complex information
Objectivity – being fair
into existing cognitive structures (long-term memory)
Reliability – consistency of scores 6. Sharpening – maintaining distinctions between
cognitive structures, avoiding confusion or
Impairment – specific organ overlapping

Disability – inability
 7. Tolerance – monitor and modify thinking of unclear 1. Statement of aims and philosophy education derived
information without getting frustrated from the needs of students and society
2. Specification of needs
Brainstorming as a group dynamics activity – no ideas are 3. Curriculum goals
rejected 4. Curriculum objectives
5. Organization and implementation of the curriculum
Mentor/Cooperating Teacher – guide the student teacher in
6. Specification of instructional goals
the development of professional competencies, attitudes and
7. Specification of instructional objectives
behaviors.
8. Selection of strategies
Field studies – best demonstrates the multicultural 9. Preliminary selection of evaluation techniques
perspective of modern education 10. Implementation of strategies
9.B Final selection of evaluation techniques
Numbered heads together – a small-group interaction routine 11. Evaluation of instruction
in which students practice negotiating language by generating 12. Evaluation of the curriculum
multiple responses to a prompt. In their groups, students share
ideas, listen to one another’s ideas, and share out what they WHEELER METHOD – cyclic model
talked about.
1. Aims, goals and objectives
Soft skills – people skills, interpersonal skills; communication 2. Selection of learning experiences
skills; life skills 3. Selection of content
4. Organization and integration
Hard skills – teachable abilities, easy to quantify; financial 5. Evaluate
literacy
HILDA TABA MODEL – teachers are involved in the planning,
ABC ANALYSIS MODEL grassroot
 Antecedents – activate 1. Diagnosis of needs
 Behavior – action 2. Formulating objectives
 Consequences – follow behaviors 3. Selecting content
4. Organizing content
CROW AND CROW, 1975 5. Selecting learning experiences
 Acquisition -acquiring new skill, improve accuracy 6. Organizing learning experiences
 Proficiency – higher level of accuracy 7. Evaluation
 Maintenance – retention of learned skill/knowledge LEARNING STYLE
 Generalization – use of skill across settings
1. Sequential/Analytic Learner – step-by-step method,
Vocational assessment – combine interest, behavioral, orderly way, end result, expect to learn what are
personality and academic factors shown
DIGITAL CITIZENSHIP 2. Global – overview first before learning complex
process, have an example
1. Digital access – participation
2. Commerce – buy and sell Tableau – present a significant event in history in more exciting
3. Communication – exchange of info and fun-filled way
4. Literacy – teaching and learning TYPE OF VALIDITY
5. Etiquette – conduct
6. Law – responsibility for actions 1. Criterion validity – evaluates the relativity of the test
7. Rights and responsibilities – freedom results, correlates with acceptable and valid standards
8. Health and wellness – well-being and measurements in performance
9. Security – precautions 2. Predictive validity – accurately predict scores on a
criterion measure
HERBARTIAN APPROACH 3. Content validity – relevant and necessary areas of
1. Preparation the subject it intends to measure
2. Presentation 4. Curricular validity – how well the test items reflect
3. Association/comparison the actual curriculum
4. Generalization KUBLER-ROSS GRIEF CYCLE
5. Application
6. Systematization/recapitulation 1. Denial
2. Anger
MORRISON METHOD – Model of Understanding Level of 3. Bargaining
Teaching 4. Depression
1. Focus: mastery 5. Acceptance
2. Syntax: Exploration, Presentation, Assimilation, CHARACTERISTICS OF A 21ST CENTURY TEACHER
Organization, Recitation
3. Social system: active involvement 1. Multi-literate – know how to use various technologies
4. Support system: oral, written, MCQs 2. Multi-specialist – knows about other subjects
3. Multi-skilled – can facilitate and organize group
More student-teacher interaction – improvement in the activities
physical learning environment of a classroom 4. Self-directed – initiates action so goals may be
TYLER’S OBJECTIVES MODEL – linear model reached
5. Lifelong learner – learning never ends
1. Objectives 6. Flexible – adapt
2. Content 7. Creative problem-solver – thinking outside the box
3. Method 8. Critical thinking – think deeper and probe
4. Evaluation 9. Passionate
10. High EQ – heart to reach
PETER OLIVA’S 12 COMPONENTS
4 TYPES OF DIVERGENT THINKING
 1. Fluency – develop large numbers of ideas STAGES OF READING DEVELOPMENT
2. Flexibility – produce ideas in numerous categories
3. Originality – produce unusual or unique ideas 1. Emergent reader – preschool, reading,
4. Elaboration – adapt abstract ideas into realistic environmental print
solution 2. Beginning reader – understanding of the alphabet
and words (concepts of print)
Semantics – vocabulary and how concepts are expressed 3. Transitional reader – recognizing and manipulating
through words within word differences
4. Intermediate reader – fluency and “problem-solving’
Phonology – rules about the structure and sequence of about the meaning
speech sounds 5. Advanced reader – reading to learn
Pragmatics – rules for appropriate and effective LEVELS OF TECHNOLOGY INTEGRATION
communication
1. Entry – begins/starts
Grammar 2. Adoption – conventional
3. Adaptation – independent exploration (with control)
1. Syntax – rules in which words are arranged into
4. Infusion – students’ choice
sentences
5. Transformation – innovative impossible
2. Morphology – use of grammatical markers (tense,
active, passive voice, etc.)

Parkinson’s disease – causes problems with movement Proficient Teachers – planning, implementing and managing
programs
Schizophrenia – delusions, hallucinations, disorganized
speech Test – instrument/tool designed to measure any characteristics

Alzheimer’s disease – lose memory of recent and past events Measurement – a process of quantifying the degree to which
someone/something possesses a given trait
Cerebral Palsy – inability to move and maintain balance and
posture Assessment – process of gathering and organizing
quantitative or qualitative data into an interpretable form to
Correlated subjects – focused on integration, two subjects have a basis for judgment or decision-making
Broad-field – combine several subjects Evaluation – process of systematic interpretation, analysis,
appraisal or judgment of the worth of organized data as basis
Gestalt Theory – the whole is more than the sum of its part,
for decision-making
sensory wholes, dynamic nature of visual perception, use of
multimedia in teaching Teacher Reflection Form (TRF) – teachers can respond to
the prompts given; shows how a teacher shows evidence
1. Law of Similarity
2. Law of Pragnanz/Good Figure CURRICULUM REVIEW FINDINGS
3. Law of Proximity
4. Law of Continuity 1. Curriculum content is congested
5. Law of Closure 2. Misplaced prerequisite learning competencies
6. Law of Common Region 3. Imbalance of cognitive demand

Wolfgang Kohler’s INSIGHT LEARNER – AHA Learning, MATATAG CURRICULUM GOALS

chimpanzee
1. Strong literacy and numeracy foundation
Kurt Lewin’s FIELD THEORY – Life Space – environment 2. 21st century skills
involved 3. Nationalistic and global
4. Ready to succeed in life
PSYCHOMOTOR DOMAIN (HARROW, 1972)
Batas Pambansa Blg 232 – act providing for the
1. Reflex movements – innate actions establishment and maintenance of an Integrated System of
2. Fundamental movements – basic movements, Education
walking or grasping
3. Perceptual abilities – response to stimuli such as Perturbation – mat at first interrupt the existing program but
visual and auditory later it can be attuned accordingly by teachers to the ongoing
4. Physical abilities – stamina, strength and agility program within a short time (Schedules)
5. Skilled movements – advanced learned movements,
such as in sports or acting 4 converging forces in ET era
6. Non-discursive communication – effective body 1. Thinking tools
language, gestures and facial expressions 2. Knowledge work
Thrust – activities without proper instruction 3. Learning research
4. Digital lifestyle
Dangle – leaving a topic without having finalized it
John Holt – “Learning is not the product of teaching; it is the
Flip-flop – teaching a lesson on one topic, and then inserting product of the activity of learners.”
unrelated material from a previous lesson
Assessment portfolio – used to determine if the intended
Truncation – ending a topic abruptly and moving on to another learning outcomes are achieved or not
topic
TYPES OF JUSTICE
Brainstorming – generate ideas
1. Commutative justice – obligation of one to another
Jigsaw – puzzled, different groups because of their relationship by reasons of
agreements or contracts. Two parties both keep their
Simulation – copying the real thing part of the agreement.
2. Distributive justice – between society and its
Philips 66 – all 6, 6 groups, 6 minutes, 6 members, 6 tasks
members. Give to individual members what is
rightfully theirs. Equity.
 3. Contributive justice – everyone to participate Davis-Moore thesis – social stratification has beneficial
4. Social justice – between society and its members; consequences for the operation of society.
including institutions, systems and structures of
society. Address social problems. KARL MARX’S 2 CLASSES OF PEOPLE

Confucius – all people must be treated equally; the golden 1. BOURGEOISIE – owner of means of production
rule 2. PRLETARIAT – the workers

Hinduism – the more consumeristic a person is, the more Natural – traits that are biological or inherited
he/she attached to material world.
Freud: motivate behavior
Taoism – go with the flow with nature
Piaget: intellectual development
Buddhism – don’t blame everything to God, take responsibility
of your actions

STANINE 5 – middle 20%

STANINE: 4, 7, 12, 17, 20, 17, 12, 7, 4

5E: Engage, Explore, Explain, Elaborate, Evaluate

7E: Elicit, Engage, Explore, Explain, Elaborate, Evaluate,

Extend

Vagitus – cry of a newborn baby

Dysania – hard time waking up and getting out of bed in the

morning

Columella nasi – fleshy external termination of the septum of

the nose

Order of senses with an increasing amount of learning: Taste

and smell, touch, hearing and sight

9 WAYS TO ORGANIZE PERCEPTIONS (GESTALT

THEORY)

1. PROXIMITY – grouping nearby elements together

2. SIMILARITY – grouping similar elements together
3. SYMMETRY – according to symmetry
4. CLOSURE – mentally filling in the gaps to create one
enclosed object
5. CONTINUITY – visually following an object in its
implied path
6. COMMON FATE – going in the same direction
7. COMMON REGION – enclosed together and are
perceived as a group
8. FIGURE & GROUND – perceiving the object separate
from its surroundings
9. GOOD FIGURE/PRAGNANZ – organizing the
elements of an object in the simplest way

FREUD’S 3 LEVELS OF CONSCIOUSNESS

1. UNCONSCIOUS – outside of your awareness at all

times
2. PRECONSCIOUS – all info that you are not currently
aware of but that can be recalled
3. CONSCIOUS – current state of awareness

FREUD’S 3 PARTS OF THE PERSONALITY

1. ID – first to develop, pleasure principle, all needs

should be met immediately
2. SUPEREGO – moralistic side
conscience – view of what is considered wrong
ego ideal – view of what is right
3. EGO – balance between the two, reality principle,
socially appropriate and realistic

FREUD’S 2 TYPES OF INSTINCTS

1. LIFE INSTINCTS – serve the purpose of survival and

encourage growth, development and creativity
2. DEATH INSTINCTS – account for aggressive
tendencies

Pavlov’s original study – digestive system of dogs

Clinical psychologist – treat mental health