PSYCH 2AA3 Lecture Notes - Lecture 3: Phallic Stage, Ego Ideal, Oedipus Complex
10 Jan 2017
School
Department
Course
Professor
Motor Development
November 10, 2016
- Ho do hildre lear hat’s right ad hat’s rog?
Overview:
Three approaches to moral development
- Psychoanalytic
o Role of the moral emotions (shame, guilt, pride)
o Freud, Erikson
o emotional consequences
- behaviorist
o role of reinforcements and punishments
o skinner, bandura
o refusig to talk aout people’s ogitie lies
- cognitive developmentalist
o go ak to elieig people’s thought proesses
o role of oral reasoig (thikig aout right ad rog
o piaget and??
Moral Emotions: Psychoanalytic Approach
- superego is developed at end of phallic stage
o when you get to the phallic stage you internalize the morality of your same sex parent
as you fulfill your Oedipus complex
o by age 5, you have now internalize cultural ideas about what is right and what is wrong
and created your super ego (ou: ho dare ou at it, it’s eer goig to happe)
- two components
1. Conscience
▪ conscience → guilt
▪ what we should not do
▪ if we disregard our conscious we feel emotional guilt
▪ punishes us to feel guilty – being in the wrong to some specific behaviour that
you can point to
2. Ego ideal
▪ ego → shame
▪ the idea that this is hat good os ad good girls do
▪ shae if e do’t lie up to our o oral ethis
▪ 7-year-old boy in grocery store and is very tempted to steal a chocolate bar
▪ “uperego: ou etter ot do that or I’ll puish ou ith guilt
▪ If boy has a good personality (ideal ego): o’t steal hoolate ar
▪ We do’t at guilt ad e do’t at shae
o Erikson adds pride to this
find more resources at oneclass.com
find more resources at oneclass.com
▪ Took away ID and superego
▪ Stopped focusing on things like sex
▪ Still believes that our relationship with our parents are very important for our
development
▪ He believes that yes, guilt and shame is powerful and they help children become
moral actors
▪ If you are tempted to steal that chocolate bar and you can stop yourself, you
should feel proud of yourself for that – it’s nice to see a positive emotion rather
than negative emotion – we like to feel proud of ourselves
▪ We want to avoid feeling bad about ourselves
Moral Behaviours: Behaviorist Approach
- Kids learn to be moral as a result of conditioning
o Skinner on development behaviour
o We have these reinforcement experiences that condition us to act morally
o We get something like praise when we do something good, get punished when doing
something bad
o All about appropriately punished or rewarded
- More on punishment
o Punishment a very good thing if done properly
o If done improperly – it can result in the opposite of what was intended
o If you use inappropriate punishment (embarrassing, frightening) – I reall should’t do
that behaviour around my parent
o They get angry with the parents and avoid being embarrassed with parents
o Can do it around parents
o BUT punishment can still be effective
▪ Pull aside quietly
▪ so ho’d ou get the KitKat?
▪ Talk to hild aout h it’s rog to take the KitKat
▪ Try to undo the damage
▪ Child told to go to cashier and return chocolate bar
• This teaches you lesson without parents needing to yell at you or hit you
▪ How are the children reacting cognitively to this?
o Badura’s soial-learning theory approach
▪ Vicarious rewards and punishments
▪ We do’t hae to eperiee eerthig to lear aout it
▪ 7-year-old can see another kid getting punishment for stealing a chocolate bar –
ko should’t do that
▪ See people do stuff and get away with it or rewarded for it – may encourage
that behaviour
• Cartoons: watching roadrunner and coyote fighting and being violent
and they get away with it and rewarded for this behaviour (even if brief)
– presents behaviour in a way showig that it’s all fie
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Psychoanalytic: role of the moral emotions (shame, guilt, pride, freud, erikson, emotional consequences. More on punishment: punishment a very good thing if done properly. If done improperly it can result in the opposite of what was intended. Presents behaviour in a way showi(cid:374)g that it"s all fi(cid:374)e: people worry about exposure to media that you can get away for violence, become very cognitive rather than interest in emotions. Freud is back but we stripped him of the sex stuff. In terms of (cid:373)oralit(cid:455): fo(cid:272)us has shifted to u(cid:374)dersta(cid:374)di(cid:374)g people"s though pro(cid:272)esses (cid:449)he(cid:374) it comes to moral behaviour. How people come to the conclusion whether something is a right or wrong behaviour. Depends on cognitive development: egocentrism, centering, abstract thought. Involves a bit of flexibility: depe(cid:374)ds o(cid:374) ho(cid:449) i"(cid:373) rea(cid:272)ti(cid:374)g to it, (cid:374)ot ho(cid:449) others are rea(cid:272)ti(cid:374)g to it, concept of fair exchange.
