Theortical Comparioon between Freud Sigmud and Erik Erikson

Peter Kowal

Theoretical Comparison between Freud Sigmund and Erik Erikson #1

The Psychological Dimension Theories between Freud Sigmund and Erik Erikson had contribution positives in the development of Social science. Sigmund, one of the most influential figures and the founder of psychoanalysis theory of personality, he describe stresses the influence of unconscious mental process. Sigmund, theory mentions the important of sexual and aggressive instinct, the enduring effect of early childhood experience on personality. Sigmund  Psychoanalysis theory base on observation of his patient, in which he mention free association of psychoanalytic technique in which the patient spontaneously report all his/her thoughts, feelings, and mental images as they come to mind. Freud believes that personality is composing of three psychological processes the-id, the ego, and superego that operate at different things. Freud Sigmund mentions that by age of 5 or 6 years old the young child has developed an internal representation of parental voice that is partly conscious -the superego. This is acceptable values and behavior and thoughts. The existent of an individual and the species for example the hunger, thirst, physical comfort and sexuality, Freud use a word libido to refer to sexually energy or motivation.

Erik Erikson Psychosocial Theory, in his theory, Erikson view was interesting because his explanation was that, psychosocial development through death; He assumed that people follow sequence of stages of development. Erikson said the stage from biological force and from young age related to social and cultural expectation. Erikson refer to epigenetic principle it is biological blueprint dictated how the organism growth and reach maturity. According to Erikson Psychosocial theory combines with social change in the expectation of the society to structure the personal adaptations his or her environment. He identify eight psychosocial stages of human development, he said each stage mark different task. He said physical, emotion and cognitive task that individual must master the struggle to adjust to the demand of the social environment.

By Peter Kowal

 

Theoretical Comparison 1: Founders of Learning Theory

Theoretical Comparison 1: Founders of Learning Theory

         Similar in their general concepts, the theories of learning created by B.F. Skinner, A. Bandura and better known as the father of behaviorism, J.B. Watson each differ upon the ideas and processes that take place for human beings to behave in such ways that we do. Behaviorism and classic conditioning were created by J.B. Watson. Both processes exist around the idea that a person's learned emotional response(s) have been engineered or wired internally that way from being conditioned to do so. For classical conditioning to take place a response associated with ones stimulus must come to be connected with other outside stimuli, or neutral stimulus which typically wouldn't cause the response. Skinner's operant conditioning assumes a similar process. However, this theory of learning is attributed to trial and error and conditioned response's are voluntary rather than instinctual or automatic as it is in classical conditioning.

         Skinner believed to effectively control someones environment will create the possibility to produce any behavior and a provided stimulus increases the probability that the behavior will be repeated or omitted by using punishment and reinforcements. These are two tools used to modify an other's behavior by encouraging the frequency of desirable behaviors and reducing instances of undesired behaviors. Bandura's social learning theory provides that behavior is learned by observing the behavior of another in an environment. People observe role models and learn new behaviors as a result of copying those observed performances. It is still considered learning theory though neither punishments nor reinforcements exist for imitating the behavior perceived.

         The basis of all these theories attempt to understand and explain human behaviors on the studying of observable stimuli and the response(s) exerted due to or literally towards such as an observable stimulus. All three theories share the same concept that a person's emotions, process of thought, and the resulting social behaviors of these thoughts and emotions are acquired or learned; rather than already in them from the moment they were born. Watson and Skinner's learning theories relate with the other because they both explain how emotional responses are learned by stimulus substitution thus causing them both to be directed or controlled by some form of outside or neutral stimuli. Bandura's Social Learning theory involves indirect causes and a more subjective form of action as with the other two theories the process is passive or unrecognized by the subject at the time of conditioning.

         The learner acknowledges that each theory is accurate in its own way to explain how behaviors are learned because assertions have been assessed by using the scientific method to test each theory personally and quite frequently throughout their course of life in the past. Nevertheless knowledge of how successful conditioning can be and how influential exerted behaviors in any social situation can become attained are both resources one could only hope are used responsibly for the greater good of humanity.

          Ashford, J. B. & Lecroy, C.W. (2010) Human behavior in the social environment: A multidimensional perspective. Belmont, CA: Brooks/Cole Cengage Learning.

          Feldman, R.S. (2006) Development across the life span. 4th ed. New Jersey: Pearson Education Inc., p 20-28.

　

　

Theoretical Blog 1 Watson vs. Freud

John B. Watson brought behaviorism into the forefront of psychology in 1913 when he asserted that psychology must abandon its focus on subjective “mentalistic” concepts and instead focus exclusively on behavior (Ashford and LeCroy, 2010). According to John Watson, psychology as the behaviorist views it is a purely objective experimental branch of natural science. Its theoretical goal is the prediction and control of behavior. Introspection forms no essential part of its methods, nor is the scientific value of its data dependent upon the readiness with which they lend themselves to interpretation in terms of consciousness. The behaviorist, in his efforts to get a unitary scheme of animal response, recognizes no dividing line between man and brute. The behavior of man, with all of its refinement and complexity, forms only a part of the behaviorist's total scheme of investigation (University of Utah).

Psychodynamic theory in contrast to social learning theory: According to Ashford and LeCroy all human behavior, according to Freud, is driven by a special kind of energy referred to as the libido. The libido is in constant search of pleasure. This “libido theory” is considered the cornerstone of contemporary psychoanalysis (St Clair, 2004). “With this theory, all human behavior could be related to the driving force of the sexual instinct and the counterforces that kept it in check”

In contrast and comparison, social learning theory seems to work on a solution to the behavior in the present or in the here and now, whereas psychodynamic theory tends to change an internal behavior learned in the past. Both theories hold validity but one is more time consuming than the other one.

http://www.psych.utah.edu/gordon/Classes/Psy4905Docs/PsychHistory/Cards/Watson.html

 Ashford, Jose B. & LeCroy, Craig Winston (2010). Human Behavior in the Social Environment A Multidimensional Perspective. Belmont, CA: Brooks/Cole, Cengage Learning.

Theoretical Comparison One: The Psychological Theories of Psychologists, John Broadus Watson (1878-1958), Albert Bandura (1925-present), and Burrhas Frederic Skinner (1904-1990).

Although the three psychologist studied behaviorism, each developed different methodologies of theories. Watson believed that all behavior is learned from the environment. Watson’s theory is called classical conditioning and believed that certain behavioral responses can be obtained through conditioning.  Classical conditioning theory consist of learning a new behavior through the process of association. There are three stages to classical conditioning. In each stage the motivations and reactions are given special scientific terms: Before conditioning, during conditioning and after conditioning. Classical conditioning can be used to create phobias.

Skinner’s theory is called operant conditioning and he believed behavior that is reinforced tends to be repeated (strengthened); behavior which is not reinforced tends to die out-or be extinguished (weakened). Skinner thought that the best way to understand behavior is to look at the causes of an action and its consequences. He identified three type of responses that can follow certain behaviors: neutral operants, reinforcers and punishers.  

In Bandura’s social learning theory, he believed a child’s behavior is learned from the environment through the process of observational learning. Individuals that are observed are called models. In society children are surrounded by many influential models, such as parents within the family, characters on children’s TV, friends within their peer group and teachers at school.  These models provide examples of masculine and feminine behavior to observe and imitate. They pay attention to some of these people and encode their behavior.  At a later time they may imitate the behavior they have observed.    

The three theories mentioned helps the learner understand how behaviors are formed. All theories described are learned behaviors through conditioning or observation and how we react. As clinicians, negative or undesirable consequences can be changed to positive consequences through aiding clients to achieve better lives.

Skinner, B. F. (1938). The Behavior of Organisms: An Experimental Analysis. New York: Appleton-Century. Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall. Watson, J. B. (1924). Behaviorism. New York: People's Institute Publishing Company. Ashford, J. B. (2013). Human Behavior in the Social Environment. A Multidimensional Perspective. Belmont: Brooks/Cole Cengage Learning.

Theoretical Comparison 1: Bowlby & Erikson

Two theories that discuss the importance of how an infant bonds with caregivers include John Bowlby's psychoanalytic attachment theory and Erik Erikson's theory of psychosocial development. Both Bowlby and Erikson believe that trust is very important in the psychological development of an infant. Bowlby believes that the quality of early infant attachments to primary caregivers and the ability to trust is crucial in developing relationships later in life. Erik Erikson believes that infants need to receive care that is consistent, dependable, and reliable  from the primary caregiver in order to have trusting and secure relationships later on in life.
Even though Bowbly and Erikson have the trust component and a connection to Freud, their theories are different. Attachment is described as an emotional relationship that is unique and involves the elements of pleasure, comfort and care. Bowlby states that attachment is a "lasting psychological connectedness between human beings." Bowbly also believes that attachment has a connection to survival. "The propensity to make strong emotional bond to particular individuals [is] a basic component of human nature"(Bowlby, 1988,3). There are three important components to the attachment theory: children that are raised knowing that their primary caregivers are always available have less fear, the confidence that the children develop during infancy, childhood and adolescence is somewhat unchanged for the entirety of a person's life and children expect the primary caregiver to be responsive because they have in the past. Erikson's theory of psychosocial development focuses on the ego and the stages of development from infancy(0 to 1 1/2) to maturity(65+). Erikson developed the eight psychosocial stages of which the first stage trust vs. mistrust is where an infant learns to trust the primary caregiver to meet basic needs and this helps the infant feel secure even in times of uncertainty. If this stage is successful the virtue of hope is established which means the infant will be able to trust that others will help in time of crisis. Erikson states that if the virtue of hope is not established then an infant will have a fear and start to mistrust and this will effect the development of the other seven psychosocial stages which are autonomy vs. shame,doubt (1 1/2 to 3), initiative vs. guilt(3 to 5), industry vs. inferiority(5 to 12), identity vs. identity confusion(12 to 18), intimacy vs. isolation(18 to 40), generativity vs. self-absorption(40 to 65) and integrity vs. despair,disgust(65+).
These two theories are important because it gives the learner two similar and yet different ways of approaching the reasons why infants as well as humans can not bond or attach to other humans. It is essential for this process to start while an infant in order to be healthy children, adolescents and adults.

References

Ashford, J.B. & LeCroy, C.W. (2013).Human behavior in the social environment:  A multidemsional perspective.(pg.99),(5th ed.).Australia:  Brooks/Cole, Cengage Learning.

Bowlby, J. (1988). A Secure Base. New York:  Basic Books.

Bowlby,J.(1969/1982). Attachment and Loss, Vol 1:  Attachment. New York:  Basic Books.

McLeod, S.A.(2008). Erik Erikson I Psychosocial Stages - Simply Psychology. Retrieved from http://www.simplypsychology.org/Erik-Erkison.html

Theoretical Comparison between John Watson and B. F. Skinner

Theoretical Comparison

1)      Behaviorism by John Watson

“Watson is recognized as the father of behaviorism, a learning theory that is based on observable behavior.  Watson was extreme in his position that at birth a person is tabula rasa- a blank slate.  Watson believed that development depends on learning given the proper experiences, learning will proceed.  This theory focuses on studying observable stimuli and observable responses to stimuli.    According to Watson, behavior was a subject matter in its own right, to be studied by the observational methods common to all sciences” (Ashford & LeCroy, 2010). 

“Early forms of psychology assumed that mental life was the appropriate subject matter for psychology, and introspection was an appropriate method to engage that subject matter. In 1913, John B. Watson proposed an alternative: classical S–R behaviorism. According to Watson, behavior was a subject matter in its own right, to be studied by the observational methods common to all sciences. Unfortunately, by around 1930, Watson’s behaviorism had proved inadequate. Many researchers and theorists then adopted a view in which various organismic entities were inferred to mediate the relation between S and R: mediational S–O–R neobehaviorism. This general view has remained influential, although the details of the various versions have differed over the years. The behavior analysis of B. F. Skinner took an entirely different approach. Particularly important was the study of verbal behavior. Although behaviorism is often conventionally defined as an approach that seeks to explain behavior without directly appealing to mental or cognitive processes, this definition needs considerable clarification, especially as it pertains to Skinner’s behavior analysis and his view of

behaviorism as a philosophy of science (Moore, The Psychological Record, 2011, 61,449-464).”

2)      Learning Theory by B. F. Skinner

“B. F. Skinner built on Watson’s learning theory (1953) by advancing the study of operant conditioning, a form of learning that occurs when responses are controlled by their consequences. Skinner observed that behavior is repeated when followed by positive consequences and that it is not repeated when followed by neutral or negative consequences.  When consequences such as rewards and punishments are made contingent on behavior, they can have a powerful influence on behavior” (Ashford & LeCroy, 2010). 

Both behaviorism by John Watson and B. F. Skinner’s theory are learning theories.  Watson used experiments to explain the importance of learning through experience.   As in the experiment he conducted on a child named Albert.  Albert was exposed to a stimulus, the cute white rat and at the same time was exposed to a second stimulus, a loud, frightening sound.  Through repeated exposure to these two stimuli he associated the two sounds together. As a result, when Albert was presented with the white rat he experienced a fearful response.  B. F. Skinner, used the theory of learned behavior and put a different spin by using reinforcement and punishment.  “These concepts are really quite simple, and part of the attraction of operant conditioning is that is a straightforward theory about behavior” (Ashford & LeCroy, 2010).  In the same way, B. F. Skinner observed behavior that was influenced by experience and how fears are not inborn but learned. 

The learner has worked with children for the majority of her life and has observed that children are not tabula rasa.  Most children, without regard for age, seem to have preconceived ideas of what they want and how to get it.  Currently, I work with a two year old that tries to get whatever he wants without regard for any other child.  Even though, his mother (a teacher) and his teachers have told him over and over again to wait his turn and stop hitting his friends. 

The learner has also observed that children respond better to discipline when it involves positive and negative consequences.  The learner has used B. F. Skinners learning theories without being aware of the origin.  When the learner started working with children in a formal setting, she was first encouraged to use this theory.  The learner would use gummy worms to reward the children for making right choices.  The majority of the time positive reinforcement worked as it should, except with the exception of two children.  One of these children was believed to have a learning disability and had a difficult time focusing.  The second did not seem to care about consequences. 

 Ashford, Jose B. & LeCroy, Craig Winston (2010). Human Behavior in the Social Environment A Multidimensional Perspective. Belmont, CA: Brooks/Cole, Cengage Learning.

Moore, J. (2011).  The Dominance of Associative Theorizing in Implicit.  The Psychological Record, 61, 449-464.

Theoretical Comparison 1: Theories of Emotions

            Our text relates the writings of an author who stated that most people would think that when you see something you fear, the realization of that fear leads to the physiological response of running or fighting it (Ashford & Lecroy, 2013, p. 121).  However, experts continue to argue this order of events.  Three theories that differ in perspective about the formation of emotional responses are the James-Lange theory of emotions, the Stanley Schachter two-factor theory, and the Zajonc primacy of affect in experiencing emotions (Ashford & Lecroy, 2013, p. 121).

            William James and Carl Lange both proposed independently that the order of events of emotion was the perception of the event, the physiological response to that event, and then the emotion followed.  Stanley Schachter disagreed with this view stating a two-factor approach of first the physiological response, then second, thinking about the reason for the physiological response, and then evaluating the response cognitively to form an emotional response.  Zajonc argued that emotion was an inherent response of both animals and humans and responses appeared together at the same time as the physiological response of the body, not based on any cognitive evaluation of the stimulus.  He stated that we could not avoid emotions (Ashford & Lecroy, 2013, p. 122).  Schachter refuted this in his letter in which he asserts that patients given adrenalin did not necessarily encounter an emotional response to the physiological response created by the adrenalin (Schachter & Singer, 1962).

            Social workers need to know how emotions and physiological responses affect our clients in various ways throughout their daily lives in order to understand their point of view.  For instance, a client who constantly perceives the physiological response of a pounding heart, sweaty hands, and tensing of the muscles as anxiety and fear will have a much harder time coping with everyday life than the client who perceives those physiological responses as excitement or a cue to slow down and be more careful.    

References

Ashford, J.B & Lecroy, C.W. (2010). Human behavior in the social environment: A multidimensional perspective. Belmont, CA: Brooks/Cole Cengage Learning.

Schachter, S. & Singer, J. (1962). Cognitive, social and physiological determinants of emotional state.  Psychology Review.  69: 379-99.

Theoretical Comparison: Erikson vs. Freud

Erikson’s Eight Psychosocial Stages/ Freud’s Psychoanalytic Theory

Erik Erikson who previously worked with Freud formed his own theory known as the Psychosocial Theory. Erikson is the first in his field to develop a life-span theory which covers birth to old age. Freud’s’ Psychoanalytic Theory only consist of birth to 12 years of age. “In Erikson’s view Freud placed far too much emphasis on the role of biological and sexual forces in human development … neglect of development after adolescence. (Ashford, J.B. & LeCroy, C.W. , 2013). There are three key parts to Freud’s Psychoanalytic Theory; the id, the ego, and superego. Erikson accepts Freud’s description of the id, ego, and superego, however, he believes that the development of these three components grow throughout ones’ life. Erikson’s’ beliefs were based on two contributing factors biological and age-linked ethnic expectancy. Both theories are based on sequences and age limits. But Freud’s’ model does not give room for an individual to obtain their own identity. “…the psychoanalytic method…cannot quite grasp identity because it has not developed terms to conventionalize the environment”, (Erikson, E. H., 1998).  One learns and adapts to a series of cultures and environments throughout their lives. Changes are made within a person with life’s events which we develop mentally with each passing day. Therefore, it would be foolish to believe that the stages of life have been formed in an individual at such an early stage as adolescence. Which is the stand point of Freud’s Psychoanalytic Theory.

Ashford, J.B. & LeCroy, C.W. (2013). Human behavior in the social environment: A multidimensional perspective (pg. 99), (5th ed.). Australia: Brooks/Cole, Cengage Learning

Erikson, E. H., (1998). Identity Youth and Crisis (pg. 24). (reissued in paperback). W.W. Norton & Company, INC. New York, New York

Theoretical Comparison: Bandura & Skinner

Albert Bandura's Social Learning Theory and B.F. Skinner Operant Conditionding Learning Theory

Bandura Social Learning Theory "attempts to understand people as conscious, thinking beings who can have an influence on their environment." (HBSE. pg. 92). Bandura believes that learning is basis on an observational learning style, what we see role models in our lives do we in turn exhabit that same learing behavior. This theory was reveal oneday as our grandchild watch me putting my eyelishes in one by one over a period of time, as a result she took her baby doll and act as if she was putting in eyelishes and was saying the same thing i did while putting them in, because of observational learning learning can occur by observing others this theory is very true.
However Skinner operant conditionding learning was basis on the fact that learning  "occurs when responses are controlled by their consequence and the behavaior is repeated when followed by positive  consequences and it is not repeated when followed by neutral or negative consequences."(91).  Skinner theory is applys two concepts of operant learning are reinforcement and punishment these two concepts are fine but with Bandura theory are more of a eye opening concepts, with Skinner it will requrie a person to expect something be it positive or negative.
Bandura theory states it better  " in society children are surrounded by many influential models and these models provide examples of masculine and feminine behavior to observe and imitate."(saul mcleod. 2011).
Bandura social learning theory is one that must be applyed in our daily lives.

Ashford, J., & LeCory, C.W. (2009). Human behavior in the Social Environment: A multidimensional perspective. Wadsworth, Cengage Learning. Belmont, CA. USA

McLeod, S. A. (2011). Albert Bandura/Social Learning Theory- simply Psychology. Retrieved from http://www.simplypsychology.org/bandura.html                  

Theoretical Comparison 1 - Skinner vs. Bandura

There are many theories that attempt to explain why we behave the way we do. B.F. Skinner developed his theory of Operant Conditioning in 1953. According to Skinner, Operant Conditioning is “learning that occurs when responses are controlled by their consequences” (Ashford and LeCroy, 92). The basic idea is that positive consequences will increase a behavior, while negative consequences will decrease a behavior. Examples include giving a child dessert to increase the behavior of always finishing dinner, while spanking a child will decrease the behavior of coloring on walls. “By engineering the environmental consequences of a person’s behavior, it was, according to Skinner, possible to control this person’s behavior” (Sommerbeck, 2011).

Contrary to Skinner’s Operant Conditioning theory is Albert Bandura’s theory of Social Learning. According to Bandura’s Social Learning theory, “learning occurs when people observe role models and learn new behavior as a result of observations” (Ashford and LeCroy, 92). This theory can be seen as a child learns to tie shoes by watching another. Bandura also notes that the relationship between the observer and the model is important. He states that in order to learn, the observer must recognize values within the model (Sanderse, 2013). The observer will trust that the model’s actions are beneficial because of the values they possess.

While these theories are completely different, both theories are relevant. They can be seen in our behavior every day as we learn by observing and through hands-on experience.

Ashford, J., & LeCroy, C. (2010). Human behavior in the social environment: A multidimensional perspective. (4th ed., pp. 91-92). California: WADSWORTH

Sanderse, W. (2013). The meaning of role modelling in moral and character education. Journal of Moral Education, 42(1), 28-42.

Sommerbeck, L. (2011). Bridging the positions of Rogers and Skinner: The role of nonlinear dynamic systems. Person-Centered & Experiential Psychotherapies, 10(3), 198-209. doi:10.1080/14779757.2011.599516