May 29, 2018 · The answer can be found in Section 5.1 Major Approaches and Historical Figures in the Development of Behaviorism, in Personality Question 5 1 / 1 pts How did Dollard and Miller explain Freudian defense mechanisms? They contended that all defense mechanisms were learned behaviors, established at an early age, and our use of them depends upon whether or …
Feb 25, 2019 · Question 10 1 / 1 pts How did Dollard and Miller explain Freudian defense mechanisms? They contended that all defense mechanisms were learned behaviors, established at an early age, and our use of them depends upon whether or not they are reinforced. They explained Freud’s concepts with behavioral principles. They explained the concepts in ...
Question 10 0 / 1 pts How did Dollard and Miller explain Freudian defense mechanisms? You Answered They contended that all defense mechanisms were learned behaviors, established at an early age, and our use of them depends upon whether or not they are reinforced. Correct Answer They explained Freud’s concepts with behavioral principles. They explained the …
Aug 14, 2020 · The answer can be found in Section 5.5 Assessment Strategies and Behavioral Tools, in Personality Question 4 1 / 1 pts How did Dollard and Miller explain Freudian defense mechanisms? They contended that all defense mechanisms were learned behaviors, established at an early age, and our use of them depends upon whether or not they are reinforced. Correct!
Repression is an autonomous mechanism which acts in order to hinder representatives connected to unconscious demands to access the conscience and take a course of action. We sometimes act consciously in this direction and we call this mechanism suppression or condemnation.
Projection is characterized through an extortionate development of criticism against other people's biases and flaws. Projection comes together with denial. Intellectualization. It is recognized in mental operations which tend to transform an uncomfortable or painful reality in philosophical contents, for example.
Freud believed that the Oedipus complex was ‘the central phenomenon of the sexual period of early childhood’ . But there’s little evidence to support his claim regarding sex differences in morality (as a result of the female’s weaker superego).
The Electra complex is a term used to describe the female version of the Oedipus complex. It involves a girl, aged between 3 and 6, becoming unconsciously sexually attached to her father and increasingly hostile toward her mother.
Conditioning Learning is a process in psychology that is used to enforce new behavior in an organism. There are two major types of conditioning learning. Classical Conditioning. Operant Conditioning. These forms of conditioning learning have both similarities and differences.
Operant Conditioning works by applying two major concepts, Reinforcements and Punishments, after the behavior is executed, which causes the rate of behavior to increase or decrease. Pavlov’s dog experiment is a base for the establishment of classical conditioning theory and its concepts.
Operant Conditioning is the term coined by B.F. Skinner in 1938.
The theory of Classical Conditioning deals with the learning process leading us to gain a new behavior via the process of association. Operant conditioning is a form of learning which explains the relation of behaviors on certain rewards and consequences. Internal mental thoughts and brain mechanisms play a huge role in associative learning.
Carl Jung brought an almost mystical approach to psychodynamic theory. An early associate and follower of Freud, Jung eventually disagreed with Freud on too many aspects of personality theory to remain within a strictly Freudian perspective. Subsequently, Jung developed his own theory, which applied concepts from natural laws ...
Jung was personally acquainted with the Nobel Prize winning physicist Wolfgang Pauli, and the two published essays blending psychology and physics in a book entitled The Interpretation of Nature and the Psyche (Jung & Pauli, 1955). However, entropy and motivation are focused forward in time.
As such, dreams cannot easily be interpreted. Jung rejected the analysis of any single dream, believing that they belong within a series. He also rejected trying to learn dream analysis from a book. When done properly, however, dream analysis can provide unparalleled realism (see Jacobi & Hull, 1970; Jung, 1933):
Jung believed in a dynamic interaction between the conscious and unconscious minds , in a manner quite similar to that proposed by Freud. However, as we will examine below, his concept of the psyche included elements of an unconscious mind that transcends the individual, and may be considered a combination of the spirit, or soul, and one’s thoughts and sensations. This inner psychic realm is capable of affecting the brain and its functions and, therefore, can influence one’s perception of external reality. In addition, Jung thought of the libido somewhat differently than Freud. Although Jung considered sexuality to be an important aspect of the libido, primarily he thought of libido as a more generalized life energy (Douglas, 1995; Jarvis, 2004). Jung believed that as the human species evolved, the nature of sexual (or survival) impulses transformed. For example, early in human evolution we needed, as do other species, to be able to attract mates for procreation. Over time, these attraction behaviors generalized to behaviors such as art or music. Thus, a Freudian might say that creating music is a sexual act, but according to Jung “it would be a poor, unaesthetic generalization if one were to include music in the category of sexuality” (Jung, 1916/1963).
In addition to repressed memories and impulses, the personal unconscious contains undeveloped aspects of the personality and material arising from the collective unconscious that is not yet ready for admission into conscious awareness. The personal unconscious is revealed through clusters of emotions, such as those resulting in a particular attitude toward one’s father or other father figures, which Jung referred to as a complex (Douglas, 1995; Jarvis, 2004). In this sense, a complex is not synonymous with a psychological problem, as the term is often used today, but rather any general state of mind common to certain situations. In this context, it is quite similar to the schemas discussed by cognitive theorists.
Jung believed that “everyone’s ultimate aim and strongest desire lie in developing the fullness of human existence that is called personality” (Jung, 1940). However, he lamented the misguided attempts of society to educate children into their personalities. Not only did he doubt the abilities the average parent or average teacher to lead children through the child’s personality development, given their own personal limitations, he considered it a mistake to expect children to act like young adults:
However, keeping in mind the collective unconscious, Jung believed that individuation leads to more intense and broader collective relationships, rather than leading to isolation. This is what is meant by a whole person, one who successfully integrates the conscious psyche, or ego, with the unconscious psyche.