educative

2. THEORIES OF PERSONALITY
DEVELOPMENT
1. Sigmund Freud’s Psychoanalytic
and Psychosexual theories
2. Eric Erikson’s – Psychosocial
theory
3. Cognitive theories
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3. •Sigmund Freud, M.D.,a
Viennese physician who
thought his patients’ problems
were more emotional than
physical.
•Sigmund Freud's
psychoanalytic theory of
personality argued that human
behavior was the result of the
interaction of three component
parts of the mind: the id, ego,
and superego.
1. SIGMUND FREUD’S PSYCHOANALYTIC
AND PSYCHOSEXUAL THEORIES
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4. THE MIND: PERSONALITY STRUCTURE
1. Id: Innate biological instincts and urges; self-
serving, selfish & irrational
• Totally unconscious
• Works on Pleasure Principle: Wishes to have
its desires (pleasurable) satisfied NOW
(immediate satisfaction), without waiting and
regardless of the consequences
• The id operates on the pleasure principle. It is
regulated by both the ego, which operates on the
reality principle, and the superego, which
operates on the morality principle.
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5. FREUD S „MENTAL ICEBERG VIEW OF THE
‟ ‟
MIND
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6. 2. EGO:
 Executive/ mediator; directs id energies
• Partially conscious and partially
unconscious.
• Compromises between the id and
superego.
• Works on Reality Principle: Delays
action until it is practical and/or
appropriate
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7. • Judge or censor for thoughts and actions of the ego
•Establishes rules, restrictions, and prohibitions.
• Superego comes from our parents or caregivers; guilt comes
from the superego
• Two parts
- Conscience: Reflects actions for which a person has been
punished (e.g., what we shouldn’t do or be)
- Ego Ideal: Second part of the superego; reflects behavior
one’s parents approved of or rewarded (e.g., what we should do
or be)
3. SUPEREGO:
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8. • Was developed by Sigmund Freud
• A structure of psyche that protects the ego against
unpleasant effects or impulses.
• Defense mechanisms are unconscious and deny,
falsify or distort reality-Freud.
Mainly used during threatening or painful situations-by
all
Regression: Ego seeks the security of an earlier
developmental period in the face of stress.
Repression: forcing thoughts into the unconscious
and preventing painful or dangerous thoughts from
entering consciousness.
DEFENSE MECHANISMS
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9. CONT…
o Displacement: Ego shifts unacceptable
feelings from one object to another, more
acceptable object/safer target.
o Sublimation: Ego replaces an unacceptable
impulse with a socially acceptable one
o Reaction Formation: Ego transforms an
unacceptable motive or feeling into its exact
opposite.
o Projection: Ego attributes personal
shortcomings, problems, and faults to others.
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10. o Rationalization: Ego justifies an unacceptable
motive by giving a false acceptable (but false)
reason for behavior
o Denial: One refuses to accept the existence of
harsh reality
o Identification: unconscious modeling of oneself
upon another person’s character e.g a girl behaving
like the mother unknowingly.
o Introjection: integrating the beliefs and values of
another individual into one’s own ego structure e.g
children-value system of conscious formation.
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11. 1. Oral Stage: Ages 0-1.5yrs. Most of infant’s pleasure comes from
stimulation of the mouth. If a child is overfed or frustrated, oral
traits will develop.
• Oral Dependent Personality: Gullible, passive, and need lots
of attention. Fixations create oral-aggressive adults who like to
argue and exploit others.
2. Anal Stage: Ages 1.5-3yrs. Attention turns to process of
elimination. Child can gain approval or express aggression by
letting go or holding on. Ego develops. Harsh or lenient toilet
training can make a child either:
• Anal Retentive: Stubborn, stingy, orderly, and compulsively
clean
• Anal Expulsive: Disorderly, messy, destructive, or cruel
FREUD'S PSYCHOSEXUAL STAGES OF
PERSONALITY DEVELOPMENT
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12. 3. Phallic Stage: Ages 3-6. Child now notices and is
physically attracted to opposite sex parent. Can lead to:
• Oedipus Conflict: For boys only. Boy feels rivalry with
his father for his mother’s affection. Boy may feel
threatened by father . To resolve, boy must identify with
his father (i.e., become more like him and adopt his
heterosexual beliefs).
• Electra Conflict: Girl loves her father and competes with
her mother. Girl identifies with her mother more slowly.
Children who struggle here develop phallic fixations
which affect their relationships with their parents
adversely
STAGES OF PERSONALITY DEVELOPMENT…..
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13. 13
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14. 4. Latency: Ages 6-Puberty. Psychosexual
development is dormant. Same sex friendships and
play occur here.
5. Genital Stage: Puberty-on. Realization of full
adult sexuality occurs here; sexual urges re-awaken.
STAGES OF PERSONALITY DEVELOPMENT……
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16. 16 Types of personalityaccording to signuds.
1. Oral dependant- a ppassivepersonwho takes more than hre
gives.- a
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17. LEVELS OF AWARENESS
According to Freud, levels of awareness include:
 Conscious: Freud’s first level of
awareness, consisting of the thoughts,
feelings, and actions of which people are
aware.
 Preconscious : Freud’s second level of
awareness, consisting of the mental
activities of which people gain awareness
by attending to them.
 Unconscious : Freud’s third level of
awareness, consisting of the mental
activities beyond people’s normal
awareness.
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18. 2. PSYCHOSOCIAL DEVELOPMENT
ERIK ERIKSON- 1902 to 1994
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Erikson’s work is based on five assumptions:
1. People, in general have the same basic needs
2. Personal development occurs in response to these needs
3. Development proceeds in stages
4. Movement through the stages reflects changes in an
individual’s motivation
5. Each stage is characterized by a psychosocial challenge
that presents opportunities for development

20. ERIK ERIKSON’S EIGHT STAGES OF
HUMAN DEVELOPMENT
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21. TRUST VS MISTRUST:
INFANCY (BIRTH TO APPROX. 2 YEARS)
 The most fundamental stage in life. Infants learn
to trust people by the way they are handled. If
loved and protected, they develop a sense of
trust.
 If mistreated, then they grow up having no trust
for anyone.
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22. AUTONOMY VS SHAME AND DOUBT: EARLY
CHILDHOOD (1.5 - 3 YEARS)
 Securely attached children next face the
challenge of autonomy, or doing things on their
own, discovering skills and abilities
 ‘Can I do things myself or must I always rely on
others?’
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23. INITIATIVE VS GUILT:
PRESCHOOL (3 - 5 YEARS)
 Initiative is characterized by an exploratory and
investigative attitude that results from meeting
accepting and accomplishing challenges
 ‘I’m I good or bad?’
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24. INDUSTRY VS INFERIORITY:
SCHOOL AGE (6 - 12 YEARS)
 Industry is the enjoyment of mastery and competence
through success and recognition of one’s
accomplishment(s)
 ‘I’m I successful or worthless?’
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25. IDENTITY VS CONFUSION:
ADOLESCENCE 13 – 19 YEARS
 In the adolescent years, youths develop a desire for
independence from parents, achieve physical
maturity and are concerned with the question of
“Who am I and where am I going?”
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26. INTIMACY VS ISOLATION:
YOUNG ADULTHOOD (20 TO 40 YEARS)
 A person with a firm sense of identity is prepared for
intimacy, or giving the self over to another. Exploring
r/ships
 ‘I’m I loved or wanted?’
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27. GENERATIVITY VS STAGNATION:
MIDDLE ADULTHOOD (40 – 65 YEARS)
 The key characteristics of generativity are
creativity, productivity and concern for and
commitment to guiding the next generation
 ‘will I produce something of real value?’
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28. EGO INTEGRITY VS DESPAIR:
OLD AGE (65 TO DEATH)
 People who accept themselves, conclude that they
only have one life to live, live it as well as possible
and have few regrets are seen as having integrity
 ‘ I’m I satisfied with my life?’
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29. 3. SOCIAL-COGNITIVE
THEORIES
Theorists-Piaget & Bandura
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30. Piaget schemas & Learning
• Schemas are cognitive or mental structures
that are formed based on the past
experiences
• Cognitive development consists of mental
adaptations to new observations &
experiences that take place in three forms:
• Assimilation: using existing knowledge to
deal with a new situation. People take in
information from the outside world and convert
it to fit in with the existing ideas and concepts
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•Accommodation: People process
new information by changing their
mental representation to fit that new
information
•Equilibration : seeking to restore
balance by mastering the new
challenge.

32. PIAGET’S FOUR STAGES:
CHILDHOOD-COGNITIVE
DEVELOPMENT
 Believed that all children develop according to
four stages based on how they see the world.
 He thought the age may vary some, but that
we all go through the stages in the same
order.
1. Sensorimotor (birth –2 years)
2. Preoperational (~2-7)
3. Concrete operational (~7-11)
4. Formal operations (~12-15)
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33. 1. SENSORIMOTOR STAGE
 Birth to about 2 years, rapid change is seen
throughout
 The child will:
 Explore the world through senses & motor
activity
 Early on, baby can’t tell difference between
themselves & the environment
 If they can’t see something then it doesn’t
exist
 Begin to understand cause & effect
 Can later follow something with their eyes
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34. 2. PREOPERATIONAL STAGE
 About 2 to about 7
 Better speech communication
 Can imagine the future & reflect on the
past
 Develop basic numerical abilities
 Still pretty egocentric, but learning to be
able to delay gratification
 Can’t understand conservation of matter
 Has difficulty distinguishing fantasy from
reality (ex: cartoon characters are real
people).
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35. …MORE PREOPERATIONAL
 Conservation of matter – understanding
that something doesn’t change even though
it looks different, shape is not related to
quantity
 E.g.: Are ten coins set in a long line more
than ten coins in a pile?
 E.g.: Is there less water if it is poured into a
bigger container?
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36. Piaget’s
Pre-
Operational
Stage
Inability to understand
conservation of matter.
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37. 3. CONCRETE OPERATIONAL
STAGE
From about 7 to about 11 yrs
 During this stage, children begin to thinking
logically about concrete events.
 They begin to understand the concept of
conservation.
 Their thinking becomes more logical and organized,
but still very concrete.
 Children begin using inductive logic, or reasoning
from specific information to a general principle.
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38. 4. FORMAL OPERATIONS
From about 12 to about 15 yrs
 At this stage, the adolescent or young adult begins
to think abstractly and reason about hypothetical
problems.
 Abstract thought/reasoning emerges.(prediction)
 Teens begin to think more about moral,
philosophical, ethical, social, and political issues
that require theoretical and abstract reasoning.
 Begin to use deductive logic, or reasoning from a
general principle to specific information.
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39. PIAGET’S DEVELOPMENT
 Development happens from one stage to another
through interaction with the environment.
 Development leads to learning
 Drive for development is internal
 The child can only learn certain things when
she is at the right developmental stage
 Environmental factors can influence but not
direct development
 Development will happen naturally through
regular interaction with social environment
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40. MOTIVATION THEORIES-HUMANISTIC
THEORIES-ABRAHAM MASLOW
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41. MASLOW’S THEORY
Abraham Maslow is considered father of
the humanistic movement.
He observed the lives of (purportedly)
healthy and creative people to develop is
theory.
Hierarchy of needs: the motivational
component of Maslow’s theory, in which
our innate needs, which motivate our
actions, are hierarchically arranged.
Self-actualization: the fullest
realization of a person’s potential
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42. HIERARCHY OF NEEDS
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43. LEARNING –CLASSICAL AND OPERANT
CONDITIONING
 A relatively permanent change in behavior or the
potential for behavior that results from experience
 𝘾𝙝𝙖𝙧𝙖𝙘𝙩𝙚𝙧𝙞𝙨𝙩𝙞𝙘𝙨 𝙤𝙛 𝙡𝙚𝙖𝙧𝙣𝙞𝙣𝙜.
 Results from many life experiences,
not just structured ones
 May or may not be permanent
change
 May or may not show up in behavior

44. CLASSICAL CONDITIONING:
LEARNING THROUGH THE
ASSOCIATION OF STIMULI
Research on digestive processes:
Pavlov noticed that his dogs learned
to associate a cue (bell) with food
Dogs became conditioned to respond
to the cue (stimuli) the same way as
food – by salivating

46. Ucs: unconditioned stimulus
UCR = unconditioned response
CS = conditioned stimulus
CR = conditioned response

47. TERMS AND PROCEDURES
1. Unconditioned Stimulus
• The stimulus that automatically
produces a response
• Unlearned
• E.g., Food
2. Unconditioned Response
• Automatic, involuntary response
to the unconditioned stimulus
• E.g., Salivation
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48. o Conditioned Stimulus
– A previously neutral stimulus that,
through repeated association with an
unconditioned stimulus, becomes
capable of eliciting a response
– E.g., Bell
 Conditioned Response
– The response to the Conditioned
Stimulus (bell and not food)
– E.g., Salivating
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49. VARIABLES IN CLASSICAL CONDITIONING
 Extinction
• Process by which the conditioned
stimulus no longer elicits the
unconditioned response
 Spontaneous Recovery
• When an extinguished conditioned
response reappears
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50. CONT….
 Stimulus Generalization
• When a conditioned response occurs
in response to a stimulus similar to
the conditioned stimulus
• Probably explains how some phobias
develop
 Stimulus Discrimination
• An organism learns to respond only
to the specific conditioned stimulus
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51. OPERANT
CONDITIONING
Learning from the consequences of
behavior
E.L. Thorndike
 Worked with cat in puzzle box
 Cats learned to associate behavior (pull
switch) with behavior’s consequence (getting
out of box)

52. E.L. THORNDIKE’S LAW OF
EFFECT
 “Law of effect” -any behavior that is
followed by pleasant consequences is likely
to be repeated, and any behavior followed
by unpleasant consequences is likely to be
stopped

53. POSITIVE AND NEGATIVE REINFORCEMENT
 Positive reinforcement
 Behavior leads to something pleasant (food)
 Negative reinforcement
 Behavior is rewarded by the removal of
something unpleasant (pain)
 Negative reinforcement is not punishment
 “Negative” means removing something
 Remember that reinforcement increases
behavior

54. PUNISHMENT
 Punishment is an unpleasant consequence
that leads to a decrease in behavior
 Positive punishment
 Addition of something unpleasant that
decreases behavior (getting s’thing bad)
 Negative punishment
 Removal of something pleasant that
decreases behavior (losing s’thing good)

55. EXPERIMENTAL STUDY OF
OPERANT CONDITIONING
Introduced term operant
conditioning
 Respondent behavior – classically
conditioned behavior
 Operant behavior – behavior that
operates on an organism’s
environment to produce
consequence

56. ACQUISITION AND EXTINCTION
 Acquisition – conditioning of a response
 Behavior increases because it is reinforced
 Extinction – loss of an expected reinforcement
 Results in decrease in frequency of a
behavior
 Extinction burst- temporary increase in
behavior in the absence of the reinforcer
 Practical applications