Topic Outline for Exam 3Erik Erikson’s Life Stages: Ch. 9, Lecture 4/3- Overview of the Theory & How it explains personality developmento In the 8 stages of development throughout the lifespan a central and recurring conflict or implicit question is faced by the individualo The answer to the question/conflict forms one’s adult character structure, thus developing their personality - Eight Stages o Trust vs. Mistrust 1-2 years old Implicit questions: Can I depend on others? Is the world safe? How can I be secure? Later strength/virtue: Hope (that needs will be met) Develop sense of trust and security and that the world is safe, environment is predictable, and life is trustworthy Mistrust will be experienced, but a balance of trust and mistrust is important for healthy development o Autonomy vs. Shame/Doubt 2-3 years old Implicit questions: Can I do some things for myself, independently? How can I be independent? Later strength/virtue: Will (ability to effectively exercise freedom) Obtain independent, freedom, autonomy, and master of self in the world,and avoid humiliation, shame, doubt, etc. in which self-efficacy is threatenedo Initiative vs. Guilt 4-5 years old Implicit questions: How much right/power do I have to do what I want, get what I want, and get others to do what I want? How can I be powerful? Later strength/virtue: Purpose Identification with powerful roles (i.e. kings, princesses) Strong capacity for guilt when kids overstep their entitlement Due to development of theory of mind, guilt arouses when one does something wrong Theory of Mind & Lying!- The ability to recognize that others’ perspective/experience is different from your own (other people have different thoughts, feelings, etc.)- Lying increases dramatically because they learned that it allows them to get what they want and get out of troubleo In home-observation study, 96% of children lied at least once (4 yr olds lied every 2 hrs; 6 yr olds lied every hr)o The Peeking Game Children sit with their back to 3 toys and have to guess the toys based on sounds After Toy 2, the experimenter leaves; toy 3’s sound has nothing to do with the toy so if they guess right, they peeked 1/3 3 yr olds peek, 80% admitted when asked 80% 4 yr olds peek, 80% lied when askedo Industry vs. Inferiority 6-11 years old (school age) Implicit question: How can I be good? Later strength/virtue: Competence (exertion of skill and smarts) Can I complete tasks/skills successfully and to the satisfaction of parents, teachers, and other socializing agents? Learn skills to become a good worker, citizen, and member of society Strong obsession with rules (want things to go how it’s “supposed” to go) Am I inferior to others (inferiority at this age is highly impactful/defining, but too much praise can also be negative)o Identity vs. Role Confusion 12-18ish years Implicit questions: Who am I? How do I fit into the adult world? Later strength/virtue: Fidelity (being sincere, genuine, and dutiful to one’s self and socio-cultural role one has adopted) Social identity is important, not just who you are internally but also externally Corresponded with neural development in pre-frontal cortex- Abstract thinking, hypothetical reasoningo Question things, why things are the way they are, imagine differences- Self-regulation (still developing)o If I want to be a certain way I must act that way Marcia’s 3 Identity Stages- Moratoriumo Adolescents currently in a state of crisis and actively exploring and experimenting with alternatives Changes, phases people go through (i.e. music) Process of elimination - Negative identities: those who they are trying not to be like (i.e. parents, authority figures)- Foreclosureo Identity commitments are expressed and adhered to without experiencing crisis (moratorium) stage Not much questioning, know who they are, believe what they were taught, not much confusion, dogmatic Internalizing parental/cultural values and identities- Achievemento Undergone a period of questioning and committed to theirown set of goals, values, and beliefso Intimacy vs. Isolation Young adulthood Implicit question: can I be close to and dependent upon others without losing myself, my identity, and my autonomy? How can I love? Later strength/virtue: Love (ability to experience psychological union withsomeone else) Form close relationships/bonds with others outside family while maintaining self- Not just romantic love- Interdependent relationships, not dependento Generativity vs. Stagnation Adulthood Implicit question: How can I fashion a “gift?” Later strength/virtue: Care (concern for others, need to teach/better nextgeneration) Active involvement in teaching/guiding next generation Desire to invest one’s substance in forms of life and work that will outlive the self- Satisfied through purposeful work/family Stagnation: not seeking outlets for generatively; feeling of not having done much for others, only for selfo Integrity vs. Despair Late adulthood (old age) Implicit question: How can I receive a “gift?” (“gift of life”) Later strength/virtue: Wisdom Integrity: self-respect; develop when people live richly and responsibly Despair: heartache, remorse; occurs when previous life events are viewed with regret Self-reflecting stageAttachment Theory: Ch. 2 & 8, Lecture 4/8- Attachment as a “rational,” conditioned implicit modelo The internal working model is developed through recurring activation of the ABSas the implicit answer “Will you be there when I need you?”o Attachment is a conditioned response to experiences regarding caregiver’s responsiveness and availabilityo The Marshmallow Experiment Delayed gratification In the experiment, an adult gives the child the option to either eat one marshmallow immediately, or wait until the they leave the room and comes back and will get 2 marshmallows instead However, the adult leaves and then comes back without giving the child the marshmallow, and then happens for a 2nd time Findings: the kids no longer wait for the second marshmallow- Bowlby & Ainsworth’s role in early Attachment researcho Attachment Behavioral System (ABS) Activated in response to internal threat (pain, stress) and external threat (fear stimuli) Motivates 2 behavior types:- Distress signaling (crying, verbalizing
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