OutlineLecturePSY 2301 1st Edition Lecture 16OutlineI. Angry ProfessorII. Psychosexual StagesIII. Strengths of Freudian TheoryIV. Cramer (1987) The Development of Defense MechanismsV. Cramer: More BackgroundVI. SubjectsVII. ProcedureVIII. Results IX. Davis &Schwarts (1997) Journal of Abnormal PsychologyLectureI. Angry ProfessorA. Denial1. You completely reject the thought or feeling2. “I’m not angry with him!”B. Suppression1. You are vaguely aware of the thought or feeling, but try to hide it2. “I’m going to try to be nice to him”C. Reaction Formation1. You turn the feeling into its opposite2. “I think he’s really great”D. Projection1. You think someone else has your thought or feeling2. “that professor hates me”E. Displacement1. You redirect your feelings to another target2. “I hate that secretary”F. Rationalization1. You come up with various explanations to justify the situation (while denying your feelings)2. “He’s so critical because he’s trying to help us do our best3. Intellectualizationa. A type of rationalization, only more intellectualizesb. “this situation reminds me of how Nietzsche said that anger is ontological despair”4. Undoinga. You try to reverse or undo your feelings by DOING something that indicates the opposite feeling. It may be an “apology” for the feeling you find unacceptableb. “I think I’ll give that professor an apple”G. Isolation of Affect1. You “think” the feeling but don’t really feel it2. “I guess I’m angry with him, sort of”H. Regression1. You revert to an old, usually immature behavior to ventilate you feeling2. “Let’s shoot spitballs at people”I. Sublimation1. You redirect the feeling into a socially productive activity2. “I’m going to write a poem about anger”II. Psychosexual StagesA. A central factor in human development, according to Freud, is the sex instinct and how it is dealt with1. Hence, “psychosexual”B. Freud believed that children were “polymorphously perverse”1. They can derive pleasure form any bodily area, but this gets more specific as the childdevelopsC. In each stage, there is a conflict centered around a sensual task or foci for that ageIII. Strengths of Freudian TheoryA. 1st comprehensive theory of personalityB. 1st system of psychotherapyC. Familiarized and often popularized many psychological constructsD. Importance of childhood experiencesE. Normalized sexuality/sexual thoughts and impulses F. (criticism: hypothesis not testable)IV. Cramer (1987) The Development of Defense MechanismsA. DMs form a hierarchy from simplest to most complexB. Lowest level emerges early in life, complex later in developmentC. Using TAT stories, Cramer measured three defenses (denial, projection, identification (primitive to highest developed))D. Compared preschoolers, elementary school, early adolescent, and late adolescentV. Cramer: More BackgroundA. Denial is considered most primitive, and in fact use this a lot1. (“not afraid”, “doesn’t hurt”)B. As development occurs, ones cognitions become more sophisticated and social pressures increase C. Projection1. A more mature defense D. Identification1. Most mature of the threeE. Identification1. Identifying an aggressora. Stockholm syndromeb. A fraternityc. Moving into a certain groupVI. SubjectsA. 320 participants representing four age groups, with equal numbers of males and femalesB. Group 11. Mean age 5 years, 8 monthsC. Group 21. Mean age 9 years, 10 monthsD. Group 3 1. Mean age of 14 years, 6 monthsVII. ProcedureA. All subjects were shown 2 TAT cards (card 1 and 17BM) for a total of 640 storiesVIII. Results A. Gender analyses1. Males used more “external” defenses a. Such as projection (thus, “externalizing” the problems)2. Females used more “internal” defenses a. Such as denial (thus, changing the internal cognitive state of the individual)3. DM resultsa. See graphIX. Davis &Schwarts (1997) Journal of Abnormal PsychologyA. Examined the possibility that some people are more “repressive” than othersB. Repressors1. Persons who experience little anxiety on a conscious level and who adopt a highly defensive approach to lifeC. David & Schwartz conducted a study to investigate how repressors recall emotional experiences in their livesD. Undergraduate females at Yale were asked to recall six kinds of emotional experiences form childhood 1. General, happy, sad, anger, and wonderE. Participants also completed measures a number of instruments, including an anxiety scaleand a social desirability scale (measure of defensiveness)F. Participants were a priori grouped into1. Low anxiousa. Below normal on both measures2. Repressora. Little anxiety but high defensiveness)3. High anxiousa. Above normal on anxiety, but below normal on defensiveness)4. Psychophysiological measurement was also takenG. Repressors recalled fewer childhood experiences in which they felt any of the emotions as compared to other individualsH. However, they were able to generate a comparable number of memories involving OTHER individuals –thus, not a general memory deficitI. In sum, they have difficulty summoning emotional memories into awareness (protects