PSYC 304 Lecture Notes - Lecture 2: Existential Crisis, Malaysia Airlines Flight 370, Oral Stage
1 Sep 2018
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Lecture 2 (2018/05/02)
2018 年5月2日
上午 10:57
Chapter 1 continued
b. Erikson's psychosocial theory: neo-freudian (adopted Freud's ideas and made their own)
• Freud's daughter Anna, gave more importance to the ego: people that gave more
importance to the ego = ego centered
▪ Anna studied ego defence mechanisms in children
• Defense mechanisms: strategies that ego employs to safeguard punishment of superego
because of
▪ Rationalization: cognitive distortions to make event or impulse less threatening, finding
excuses for actions
• Mostly unaware but done often especially those with sensible egos
▪ Reaction formation: goes beyond denial and behaves the opposite of how they feel
• Id is satisfied while the ego is in ignorance of the id's motives - conscious feelings
are the opposite of the unconscious
• Ex: husband cheats on wife then comes back with a bunch of flowers kkk forming
a reaction
▪ Displacement: redirection of impulse onto a powerless substitute target
▪ Sublimation: displace emotions into a constructive rather than destructive activity
▪ Intellectualization: reasoning is used to block confrontation with an unconscious
conflict and its associated emotional stress, thinking is used to avoid feeling, removing
one's self emotionally from the event
• Ex: you have depression but you don't want to say that because makes you feel
weak so instead you say going trough existential crisis
▪ Repression: keep disturbing or threatening thoughts away from consciousness, repress
guilt from superego, repress thoughts of the oedipus complex like aggressive
tendencies toward same sex parent
• But even hidden, these thoughts can create anxiety
▪ Denial: blocking external events from awareness, refuse to experience - theory that
stays until today and some evidence that we actually do this
• Ex: MH370 families still hoping they are on an island and somewhere waiting to
be found
• Erikson worked with Anna but disagree with psychosexual developmental stages - social
environment of child much more important
▪ Extended the stages through the lifespan - from birth to old age so that we keep
developing through out life
▪ 2 things different from psychosexual stages: focus on social and extend stages until old
age
• Stages of psychosocial development are defined by a unique challenge - each stage involves
a crisis that must be resolved to develop as psychologically healthy individuals
▪ How stages resolved will determine personality
▪ Trust vs mistrust: equal to Freud's oral stage - child learns whether trust or mistrust the
world the caregiver could either attend to child when problem arise or develop
mistrust because caregiver does not attend child when in need
• Not good to mistrust to the point of paranoia - an extreme - or be gullible
(person easily calmed or made believe things that not true, too much trust)
• If solved in positive and balanced way, child develops virtue of hope: that good
things can happen within reason
• Also develop rituals which are ritualization and ritualism which had to do with
extent to which child develops trust - if fair amount of trust then develop proper
balanced admiration of the caregiver (the numinous) - if exaggerated, develop
idolism too much
▪ Autonomy vs shame (and doubt): child learns can do things on their own - sense of
control, able to do something on your own
• If resolved in positive way, child learns can be autonomous - depends on
reaction of the caregiver
• Virtue of will: sense that someone is able to think and want to be motivated to
try to achieve what they can achieve
• Also not good to scold the child or not to set proper boundaries
• Child develops judiciousness if given just enough autonomy, realize what is
possible to do because parents set boundaries which creates good sense of
autonomy and able to be in control
• Legalism if too much control and not enough autonomy (crisis not solved): can't
decide by oneself and have to be told what to do
▪ Determines aspects of personality
▪ Stage theory - need just the right amount to not have problems with
development and personality
▪ Initiative vs guilt: if solved can develop sense of purpose (why I'm doing what I'm
doing, can I set goals with purpose and meaning, what can I say about myself once I
achieve it) - sense of purpose, to start something
• Learns whether can decide and take initiative to do something on your own
• Depends if caregiver give the child choice or make the child feel guilty
▪ Industry vs inferiority: whether good/competent at something or feel incompetent and
inferior to others
• If solved, develop competency (in school age because first time that get
evaluated by other than parents, first time can compare to others)
▪ Identity vs role confusion: Erikson's most popular phase - adolescence crisis/identity
crisis
• Whether the adolescent develops proper sense of identity and of committing to
things and people (virtue and fidelity)
• How able to develop identity and remain committed to it
▪ Intimacy vs isolation: idea that you are going to remain alone or have spouse and kids -
in young adulthood
• Erikson believed that intimacy is the most healthy one but if completely happy
being isolated, it's good too - but he thought the best resolution was intimacy
• Virtue is love here
▪ Generativity vs stagnation: virtue of care
• Generativity: have you passed thing along to the future generations, have you
made contribution and did you leave your mark
• Or are you just using your experience for selfish motives and to advance yourself
• Virtue: using it to care for others and wanting them to be well too
▪ Integrity vs despair: look back at life and have you done good in your life or bad
• Despair: feel is not a good person but too late to do anything
• Virtue is wisdom if resolved positively
▪ Stages are over lifespan, can sort of predict where we are going to be at and figure out
what is important to us in the future
• Guides your life now, already can act to help to resolve the crisis positively in the
future
▪ No sexuality, no extending stages and adding the social component because all based on
interactions
▪ Both Freud and Erikson = stage theories
LEARNING PERSPECTIVE
• Early learning theories emphasized the importance of experience in development
• Pavlov studied classical conditioning (forming associations between stimuli)
• Skinner studied operant conditioning (reinforcement and punishment)
▪ Positive reinforcement: adding something you like to promote the same behavior
▪ Negative reinforcement: removing something you dislike to promote same behavior
▪ Positive punishment: adding something you dislike to decrease behavior
▪ Negative punishment: removing something you like to decrease behavior
• Between behaviors and consequences learn contingencies - no stages
• Watson and Raynor: little Albert - rat being counter conditioned
▪ Salivation is just a reflex - what if it can condition emotions so using same methods had
a bunch of kids come over, would pair stimulus with something scary
▪ Conditioned emotional reactions (fear): the rat used to be enjoyed then paired with
noises became fear eliciting
▪ Stimuli generalization: even other white furry things elicited fear in the kid
Document Summary
Chapter 1 continued: erikson"s psychosocial theory: neo-freudian (adopted freud"s ideas and made their own) Sublimation: displace emotions into a constructive rather than destructive activity. Legalism if too much control and not enough autonomy (crisis not solved): can"t decide by oneself and have to be told what to do: determines aspects of personality. Stage theory - need just the right amount to not have problems with development and personality. Learns whether can decide and take initiative to do something on your own: depends if caregiver give the child choice or make the child feel guilty. Industry vs inferiority: whether good/competent at something or feel incompetent and inferior to others. If solved, develop competency (in school age because first time that get evaluated by other than parents, first time can compare to others) Learning perspective: early learning theories emphasized the importance of experience in development, pavlov studied classical conditioning (forming associations between stimuli)
