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Freud’s Personality Component

Id

Ego

Superego

5 stages of development

Oral stage (0-18 months)

Anal stage (1-3 years)

Phalic stage (3-6 years)

Latency stage (6y-puberty)

Genitas stage (Puberty-onwards)

Identity Stage

Infancy (to 1 y)

Toodlerhood (1-2 y)

Presschooler (3-5 y)

Elementary school (6 y to puberty)

Issues

Trust vs. mistrust

Autonomy vs. shame and doubt

Initiative vs. Guilt

Competence vs inferiority

Description of task

If needs are dpendably met, infants develop a sense of basic trust

Toodler learn to exercise will and do things for themselves, or they doubt their abilities

Preschoolers learn to initiate tasks and carry out plans, or they feel guilty about efforts to be independen

Children learn to the pelasure of applying to tasks, or they feel inferior

Identity Stage

Adolescence (10s-20s)

Young adulthood (20s - early 40s)

Middle adulthood (40s-60s)

Late adulthood (late 60s & up)

Issues

Identitiy vs role confusion

Intimacy vs. isolation

Generativity vs. stagnation

Integrity vs despair

Description of task

Teenagers work at refining a sense by testing roles & then integrating them to form a single identity, or they become confused about who they are

Young adult struggle to form close realtionsips and to gain the capacity for intimate love, or they feel socially isolated.

The middle-aged discover a sense of contributing to the world, usually through family and work, or they mau feel a lock purpose

When reflecting on his or her life, the older adult may feel a sense of satisfaction or failure

Main components of classical conditioning

Unconditioned stimulus (US)

Conditioned stimulus (CS)

Unconditioned response (UR)

Conditioned response (CR)

Basic sosial learning concepts

Observational learning

A live model

A Verbal instructional model

A symbolic model

Intrinsic reinforcement

The modeling process

Atention

Retention

Motor reproduction

Motivation

There ara three core concepts of the social learning theory

People can learn through observation

Internal mental state is essential in the learning process

Learning does not necessarily lead to change in behavior

Piaget’s Stages of Cognitive Development

• Sensori-motor period (roughly bird – 2 s)
• Praoperational period (roughly 2-7s)
• Concrete operational period (7-11s)
• Formal operational period (11-15s)

• Is the first of the four stages in cognitive development which “extends” from birth to the acquisition of languange”.
• In this stage, infant construct an understanding experiences (such as seeing and hearing) with physical, motoric actions

Sensori-motor period (roughly bird – 2 s)

• During this stage, the child learns to use and to represnt objects by images, words, and drawings.
• The child is able to from stable concepts as well as mental reasoning and magical beliefs.
• The child however is still not able to perform operations; tasks that the child can do mentally rather than physically.
• Thinking is still egosentric.

Praoperational period (roughly 2-7s)

• Decentering-where the child takes into account multiple aspects of a problem to solve it.
• Reversibility-the child understands that numbers or objects can be changed, then returned to their origninal state.
• Conservation-understanding that quantitiy, length or number of items is unrelated to the arrangement or appearance of the object or items.
• Seriation-the ability to sort objects in an order according to size, shape or any other characteristic.

Concrete operational period (7-11s)

• Hypothetical reasoning: this is the ability to come up with different hypothesis about a problem and to gather and wiegh data in order to make a final decision or judgment.
• Analogical reasoning; this is the ability to perceive the relationship in one isntance and then use that relationship to narrow down possible answer in another similar situation or problem.
• Deductive reasoning: this is the abilityto think logical by applying a general rule to a particular instance or situation

Formal operational period (11-15s)