PSYCHOLOGY 352
STUDY GUIDE
Unit I:
The Vienna Circle
Lesson I-1:
FREUD-Personal History (CH.2, pp.16-19)
FREUD-Intellectual Antecedents (CH.2, pp.19-20)
FREUD-Major Concepts (CH.2, pp.20-23)
Objectives:
a) Identify ideas that Freud borrowed from Nietzsche, Schopenhauer, and Brucke.
b) Indicate the historical significance of Freud’s work on the unconscious.
c) Explain Freud’s notion of psychic determinism.
d) Distinguish between the preconscious and the unconscious.
e) Describe the four components of impulses.
f) Name the two types of basic impulses.
Key terms:
conscious
unconscious
preconscious
impulse
libido
aggressive energy
cathexis
Lesson I-2:
FREUD-Structure of Personality (CH.2, pp.23-25)
FREUD-Psychosexual Stages of Development (CH.2, pp.25-28)
FREUD-Freud’s Views about Women (CH.2, pp.29-30)
Objectives:
a) Identify the tasks and the interrelationship of the id, ego, and superego.
b) Describe the events that take place at each stage of psychosexual development.
c) Briefly summarize Freud’s ideas about women.
Key terms:
id
ego
superego
fixation
oral stage
anal stage
phallic stage
Oedipus complex
latency period
genital stage
penis envy
Lesson I-3:
FREUD-Dynamics (CH.2, pp.30-33)
FREUD-Structure (CH.2, pp.33-36)
FREUD Therapy/Therapist (CH.2, pp.36-39)
Objectives:
a) List four events with a potential to cause anxiety.
b) Name two ways to cope with anxiety.
c) Describe the process of dreamwork.
d) Discuss the aim of psychoanalysis and the role of the analyst.
Key terms:
anxiety
psychoanalysis
dreamwork
wish fulfillment
Lesson I-4:
FREUD-Evaluation (CH.2, pp.39-40)
FREUD-The Theory Firsthand (CH.2, pp.40-44)
Objectives:
a) Identify Freudian ideas that are currently: (i) accepted; (ii) debated; and (iii)
criticized.
Lesson I-5:
JUNG-Personal History (CH.4, pp.84-87)
JUNG-Intellectual Antecedents (CH.4, pp.87-89)
JUNG-Major Concepts, part 1 (CH.4, pp.89-93)
Objectives:
a) Discuss Jung’s interpretation of his early images of God.
b) Indicate two primary source of disagreement between Jung and Freud.
c) Explain how the alchemical literature and Eastern thought influenced Jung.
d) Describe Jung’s theory of type.
e) Distinguish between the personal and the collective unconscious, according to
Jung.
Key terms:
individuation
introversion
extraversion
collective unconscious
Lesson I-6:
JUNG-Major Concepts, part 2 (CH.4, pp.93-104)
Objectives:
a) Describe six structures of personality and their function.
b) List five basic assumptions of Jungian dream analysis.
Key terms:
archetype
persona
shadow
active imagination
PRACTICE TEST I-A
Lesson I-7:
JUNG-Dynamics (CH4, pp.104-108)
JUNG-Structure (CH.4, pp.108-111)
Objectives:
a) Identify four steps that take place in the process of individuation.
b) List at least three obstacles to individuation.
c) Name two stages of the therapeutic process.
Lesson I-8:
JUNG-Evaluation (CH.4, pp.111-113)
JUNG-Recent Developments (CH.4, pp.113)
JUNG-The Theory Firsthand (CH.4, pp.114-115)
Objectives:
a) Describe the role of religion in Jung's ideas.
b) Name three ways that Jung's ideas continue to be influential.
Key terms:
Myers-Briggs Type Indicator
Lesson I-9:
ADLER-Personal History (CH.5, pp.121-123)
ADLER-Intellectual Antecedents (CH.5, pp.123-125)
Objectives:
a) Identify two ways in which Adler's ideas differed from Freud's.
b) Explain how the ideas of Darwin, Freud, and Nietzsche influenced Adler.
c) Briefly summarize the philosophy of holism shared by Adler and Smuts.
Key terms:
individual psychology
Lesson I-10: ADLER-Major Concepts, part 1 (CH.5, pp.125-128)
Objectives:
a) Explain how Adler's own childhood experiences inspired his notion of the
inferiority complex.
b) Identify the primary concern for children, according to Adler.
c) Describe Adler's notions of aggression and the striving for superiority.
Key terms:
organ inferiority
inferiority complex
compensation
life goals
Lesson I-11: ADLER-Major Concepts, part 2 (CH.5, pp.129-133)
Objectives:
a) List four dimensions of lifestyle.
b) Name at least five basic principles of Adler's theory.
Key terms:
lifestyle
schema of apperception
social interest
Lesson I-12: ADLER-Dynamics (CH.5, pp.133-136)
ADLER-Structure (CH.5, pp.136-140)
Objectives:
a) Describe Adler's three obstacles to growth.
b) Identify the primary cause of neurosis, according to Adler.
c) Describe Adler's three goals of therapy.
PRACTICE TEST I-B
Lesson I-13: ADLER-Evaluation (CH.5, pp.140-141)
ADLER-Recent Developments (CH.5, pp.141-142)
ADLER-The Theory Firsthand (CH.5, pp.142-143)
Objectives:
a) Give three examples of Adler's influence on psychology.
Lesson I-14: ANNA FREUD (CH.3, pp.52-59)
Objectives:
a) Identify Anna Freud's major contribution to psychoanalytic theory.
b) Give an example of each of the seven defense mechanisms.
Key terms:
defense mechanisms
repression
denial
rationalization
reaction formation
projection
isolation
regression
sublimation
Lesson I-15: KLEIN, WINNICOTT, KOHUT (CH.3, pp. 59-66)
Objectives:
a) Explain how love and hate are related, according to Klein.
b) Identify the effects of aggression and love on the psyche.
c) Summarize the basic premise of Klein’s object relation theory.
d) Explain why it is better for a mother to be “good enough” than to be perfect,
according to Winnicott.
e) Describe the circumstances that give rise to a true self and a false self.
f) Explain what Kohut meant by the term “self.”
g) Distinguish between Freud’s and Kohut’s concept of narcissism.
h) Explain how the processes of mirroring and idealizing change over time.
i) Describe Kohut’s three transference situations.
Key terms:
good enough mother
true self
false self
transitional objects
mirroring
idealizing
selfobjects
Lesson I-16: HORNEY-Personal History (CH.6, pp.148-151)
HORNEY-Intellectual Antecedents (CH.6, pp.152-154)
HORNEY-Major Concepts, part 1 (CH.6, pp.154-157)
Objectives:
a) Briefly summarize the three stages of Horney’s work.
b) Identify the object of therapy according to Horney.
c) Name the most important factor in Horney’s initial dissent with Freud.
d) List the Freudian doctrines that Horney valued.
e) Identify the factors that contribute to men’s view of women in Horney’s
feminine psychology.
f) Discuss the causes of the masculinity complex.
Key terms:
womb envy
masculinity complex
Lesson I-17: HORNEY-Major Concepts, part 2 (CH.6, pp.157-165)
Objectives:
a) Distinguish between the view of human beings supported by Horney and
Freud.
b) Describe Horney’s three interpersonal strategies of defense.
c) Explain how self-idealization works as an intrapsychic defense strategy.
d) Identify and describe four components of pride systems.
Key terms:
basic anxiety
vicious circles
real self
compliant solution
narcissistic solution
perfectionistic solution
arrogant-vindictive solution
detachment
idealized image
search for glory
pride system
neurotic pride
neurotic claims
tyranny of the shoulds
self-hate
Lesson I-18: HORNEY-Dynamics (CH.6, pp.165-169)
HORNEY-Nonclinical Applications (CH.6, pp.169-172)
HORNEY-Evaluation (p.172)
HORNEY-Conclusion (p.172-173)
HORNEY-The Theory Firsthand (pp.173-174)
Objectives:
a) Identify the element of basic anxiety found in each interpersonal defense.
b) List four nonclinical applications of Horney’s work.
c) Name three defense strategies of animals that are related to Horney’s strategies.
Key terms:
basic conflict
central inner conflict
PRACTICE TEST I-C
Unit II:
Theories from Academic Psychology
Lesson II-1: ERIKSON-Personal History (CH.8, pp.208-210)
ERIKSON-Intellectual Antecedents (CH.8, pp.210-212)
Objectives:
a) Identify Erikson’s three major contributions to personality research.
Lesson II-2: ERIKSON-Major Concepts, part 1 (CH.8, pp. 212-222)
Objectives:
a) List the basic assumptions of Erikson’s epigenetic model.
b) Briefly describe the crises and strengths associated with Erikson’s eight stages.
Key terms:
crisis
basic trust vs. basic mistrust
autonomy vs. shame and doubt
initiative vs. guilt
industry vs. inferiority
identity vs. identity confusion
intimacy vs. isolation
generativity vs. stagnation
integrity vs. despair
Lesson II-3: ERIKSON-Major Concepts, part 2 (CH.8, pp. 222-228)
Objectives:
a) List the main characteristics of identity.
b) Distinguish between psychohistory and psychobiography.
c) Describe the role of will in Erikson’s theory.
Key terms:
identity
identity crisis
case history
psychobiography
psychohistory
Lesson II-4: ERIKSON-Structure (CH.8, pp.228-231)
ERIKSON-Evaluation (CH.8, pp.231-232)
ERIKSON-The Theory Firsthand (CH.8, pp.232-233)
Objectives:
a) Explain the statement, “Erikson was limited by psychoanalysis”. (p.231)
Lesson II-5: JAMES-Personal History (CH.10, pp.268-271)
JAMES-Intellectual Antecedents (CH.10, p.271-272)
JAMES-Major Concepts, part 1 (CH.10, pp.272-275)
Objectives:
a) Describe the realization that helped James out of his depression.
b) Compare James’ four layers of the self.
Key terms:
biological self
material self
social self
spiritual self
Lesson II-6: JAMES-Major Concepts, part 2 (CH.10, pp.275-283)
Objectives:
a) Identify four characteristics of consciousness.
b) Explain how attention shapes personality.
c) List the three stages of habit formation.
d) Describe three ways to develop the will.
Key terms:
stream of consciousness
fringe
habit
will
PRACTICE TEST II-A
Lesson II-7: JAMES-Dynamics (CH.10, pp.283-287)
JAMES-Structure (CH.10, pp.287-289)
JAMES-Evaluation(CH.10, pp. 289-290)
Objectives:
a) Describe the basic premise of the James-Lange theory.
b) Explain James’ theory of pragmatism.
c) Identify three obstacles to growth, according to James
d) Identify James’ link to humanistic psychology, behaviorism and transpersonal
psychology.
Key terms:
pragmatism
personal blindness
Lesson II-8: JAMES-Psychology of Consciousness (CH.10, pp.290-301)
JAMES-Evaluation (CH.10, p.301-302)
JAMES-The Theory Firsthand (CH.10, pp.302-304)
Objectives:
a) Discuss the implications of research findings related to psychedelics,
biofeedback, meditation, hypnosis, and multiple personality.
Lesson II-9: SKINNER-Personal History (CH.11, pp.314-316)
SKINNER-Intellectual Antecedents (CH.11, pp.316-318)
SKINNER-Major Concepts, part 1 (CH.11, pp.319-322)
Objectives:
a) Explain the significance of Walden Two.
b) Summarize the impact that the work of Watson and Pavlov had on Skinner.
c) State the goal of Skinner’s behavioral research.
d) Describe Skinner’s view of personality.
e) List six psychological constructs that Skinner classified as “explanatory
fictions”.
Key terms:
canon of parsimony
contingencies
explanatory fiction
Lesson II-10: SKINNER-Major Concepts, part 2 (CH.11, pp.323-329)
Objectives:
a) Describe the process of operant conditioning.
b) Identify the core of Skinner’s position about behavior.
c) Explain why punishment is an inadequate means of controlling behavior.
Key terms:
respondent behavior
operant behavior
operant conditioning
reinforcer
functional analysis
Lesson II-11: SKINNER-Structure (CH.11, pp.329-333)
SKINNER-Therapy (CH.11, pp.333-335)
Objectives:
a) Identify the main source of gender differences, according to Skinner.
b) Explain Skinner’s view of emotions, thinking, and knowing.
c) Describe the primary function of therapy, according to Skinner.
Lesson II-12: SKINNER-Beyond Behaviorism (CH.11, pp.335-338)
SKINNER-Evaluation (CH.11, pp.338-340)
SKINNER-The Theory Firsthand (CH.11, pp.340-341)
Objectives:
a) Explain Skinner’s view of cognitive psychology.
b) Describe the function of applied behavioral analysis.
Key terms:
programmed learning
PRACTICE TEST II-B
Lesson II-13: COGNITIVE-Researching Human Cognition (CH.12, pp.347-348)
COGNITIVE-Computer Models and Human Information Processing
(CH.12, pp.348-351)
Objectives:
a) Identify specific similarities between human cognition and the processing of
information by computers.
b) Identify two aspects of human cognition that are difficult for computers to
replicate.
c) Explain Varela, Thompson, & Rosch’s notion of enactment.
Key terms:
human cognition
information processing
Lesson II-14: COGNITIVE-Aaron Beck and Cognitive Therapy (CH.12, pp.351-355)
COGNITIVE-Evaluation (CH.12, p.355)
COGNITIVE-The Theory Firsthand (CH.12, pp.355-356)
Objectives:
a) Identify a similarity in the philosophies of Beck and Kelly.
b) List four logical principles of the cognitive approach to psychotherapy.
c) Name 10 types of distortions that occur in the thinking of depressed people.
Key terms:
automatic thoughts
Lesson II-15: KELLY-Personal History (CH.13, pp.361-363)
KELLY-Intellectual Antecedents (CH.13, pp.363-365)
Objectives:
a) Explain Kelly’s metaphor of “man-the-scientist.”
b) Describe the influence of Dewey, Sartre, Korzybski and Moreno on Kelly’s
personal construct theory.
Key terms:
personal construct
man-the-scientist
Lesson II-16: KELLY-Major Concepts (CH.12, pp.363-371)
Objectives:
a) Describe eight basic assumptions (i.e., postulates and corollaries) of personal
construct theory in your own words.
Key terms:
constructive alternativism
Lesson II-17: KELLY-Transitional Constructions (CH.13, pp.373-377)
KELLY-Dynamics (CH.13, pp.377-381)
Objectives:
a) Explain how personal construct theory accounts for anxiety, threat, fear, guilt,
aggressiveness and hostility.
b) Name and describe the three phases of the C-P-C cycle..
c) Summarize Kelly’s view of the creativity cycle.
d) Explain how the rep grid is used in therapy.
e) Give an example of a systemic bow tie.
f) Try the repertory test on p. 380.
Key terms:
self-characterization sketch
Lesson II-18: KELLY-Diagnosis (CH.13, pp.381-383)
KELLY-Therapy (CH.13, pp.383-385)
KELLY-Evaluation (CH.13, pp.385-386)
KELLY-Theory Firsthand (CH.13, pp.386-387)
Objectives:
a) Explain how the credulous approach works in the context of therapy.
b) Describe the process of fixed role therapy.
Key terms:
transitive diagnosis
constructivism
PRACTICE TEST II-C
Unit III: East Meets West
Lesson III-1: ROGERS-Personal History (CH.14, pp.394-398)
ROGERS-Intellectual Antecedents (CH.14, pp.398-399)
Objectives:
a) Name four contributions that Rogers made to the field of psychology.
b) Describe the key difference between client-centered therapy and other forms of
psychotherapy.
c) Identify two Eastern schools of thought that have ideas similar to those of
Rogers.
Lesson III-2: ROGERS-Major Concepts (CH.14, pp.399-404)
Objectives:
a) State the fundamental assumption of Rogers’ work.
b) Identify the primary source of motivation in Rogers’ theory of personality.
c) Give examples of two kinds of incongruence.
d) Try the congruence exercise on pp.403-404.
Key terms:
field of experience
ideal self
self-actualizing tendency
personal power
congruence
incongruence
Lesson III-3: ROGERS-Dynamics (CH.14, pp.405-407)
ROGERS-Structure (CH.14, pp.407-411)
ROGERS-The Fully Functioning Person (CH.14, pp.411-412)
Objectives:
a) Explain how a child’s need for positive regard can produce conditions of worth.
b) Describe the effects that conditions of worth can have on personality.
c) List four elements of a successful marriage, according to Rogers.
d) Distinguish among Rogers’ three ways of knowing.
e) Describe three characteristics of a fully-functioning person.
Key terms:
conditions of worth
subjective knowing
objective knowing
interpersonal knowing
fully-functioning person
Lesson III-4: ROGERS-Person-Centered Therapy (CH.14, pp.412-416)
ROGERS-Encounter Groups (CH.14, pp.416-418)
Objectives:
a) Identify the key characteristics of a client-centered therapist.
b) List Rogers’ necessary and sufficient conditions for successful therapy.
Key terms:
unconditional positive regard
Lesson III-5: ROGERS-Evaluation (CH.14, pp.418-420)
ROGERS-The Theory Firsthand (CH.14, pp.420-422)
Objectives:
a) Discuss the criticisms that have been raised concerning Rogers’ work.
b) Discuss Rogers’ response to his critics.
Lesson III-6: MASLOW-Personal History (CH.15, pp.429-430)
MASLOW-Intellectual Antecedents (CH.15, pp.431-432)
Objectives:
a) Describe the major difference between Maslow’s philosophy and that of Freud.
b) Identify the ideas of Kurt Goldstein that influenced Maslow’s work.
PRACTICE TEST III-A
Lesson III-7: MASLOW-Major Concepts, part 1 (CH.15, pp.432-440)
Objectives:
a) Describe the five levels of Maslow’s hierarchy of needs.
b) List 15 characteristics of self-actualizing people.
c) Identify eight ways in which people self-actualize.
Key terms:
hierarchy of needs
physiological needs
psychological needs
self-actualization
metamotivation
metagrumbles
Lesson III-8: MASLOW-Major Concepts, part 2 (CH.15, pp.440-445)
Objectives:
a) Distinguish between healthy and transcending self-actualizers.
b) Distinguish between deficiency motivation and being motivation.
Key terms:
peak experiences
plateau experiences
deficiency motivation
being motivation
deficiency cognition
being cognition
being values
deficiency love
being love
eupsychia
synergy
Lesson III-9: MASLOW-Dynamics (CH.15, pp.445-446)
MASLOW-Structure (CH.15, pp.446-450)
MASLOW-Recent Developments (CH.15 p.450)
MASLOW-Evaluation (CH.15, pp.450-451)
Objectives:
a) Explain the relation between the lower needs and the need for selfactualization.
b) List three factors that can limit self-actualization.
c) Distinguish between problem-centered and means-centered work styles.
d) Describe the role of the therapist, according to Maslow.
e) List three of Maslow’s central contributions to psychology.
Key terms:
desacralization
Jonah complex
problem-centered
means-centered
Lesson III-10:MASLOW-Transpersonal Psychology (CH.15, pp.451-458)
MASLOW-The Theory Firsthand (CH.15, pp.459-460)
Objectives:
a) Identify the basic tenet of transpersonal psychology.
b) List the four basic premises of the perennial model.
c) Distinguish between the paradigms of transpersonal and traditional psychology.
d) Distinguish between Wilber’s outward arc and inward arc.
e) List Grof’s four categories of psychedelic experiences.
Key terms:
paradigm
outward arc
inward arc
Lesson III-11:HINDUISM-History (CH.16, pp.466-468)
Objectives:
a) Identify the two aspects of yoga.
b) Explain the significance of the Bhagavad-Gita.
c) Describe the three most influential schools of Hindu thought.
Key terms:
Yoga
Vedas
Vedanta
Bhagavad-Gita
Mahabharata
samadhi
Lesson III-12:HINDUISM-Major Concepts, part 1 (CH.16, pp.468-472)
Objectives:
a) Explain the dualism between Spirit and Nature.
b) Give an example of the interplay of the three gunas.
c) Identify foods that are tamasic, rajasic, and sattvic.
d) Describe the sequence of effects associated with karma (Figure 16.1).
Key terms:
Self
gunas
tamas
rajas
sattva
chitta
karma
samskaras
guru
PRACTICE TEST III-B
Lesson III-13:HINDUISM-Major Concepts, part 2 (CH.16, pp.472-485)
Objectives:
a) Describe each of the major schools of Yoga.
b) Explain the concept of Prana, or vital energy.
c) Distinguish among the seven chakras.
Key terms:
Karma-yoga
Jnana-yoga
Bhakti-yoga
Hatha-yoga
nadi
prana
mantra
Mantra-yoga
Laya-yoga
kundalini
Kundalini-yoga
chakras
abstentions
observances
posture
pranayama
interiorization
Lesson III-14:HINDUISM-Dynamics (CH.16, pp.486-488)
HINDUISM-Structure (CH.16, pp.488-492)
HINDUISM-The Theory Firsthand (CH.16, pp.492-493)
Objectives:
a) Describe the four stages of the Indian life cycle.
b) Identify the five obstacles to growth in Hinduism.
c) Distinguish between Yoga and psychotherapy.
Key terms:
ignorance
egoism
desire
aversion
attachment
nonattachment
fear
tapas
Lesson III-15:BUDDHISM-History (CH.17, pp.499-501)
BUDDHISM-Major Concepts, part 1 (CH.17, pp.502-505)
Objectives:
a) Distinguish between the two major schools of Buddhism.
b) Describe the three characteristics of existence.
c) Identify the Four Noble Truths and the Eightfold Path.
Key terms:
Buddha
Theravada
Mahayana
impermanence
interdependence
selflessness
dissatisfaction
Lesson III-16: BUDDHISM-Major Concepts, part 2 (CH.17, pp.505-511)
Objectives:
a) Compare the two major styles of Zen meditation.
b) Distinguish between an Arhat and a Bodisattva.
Key terms:
Zen
zazen
koan
Soto
mindfulness
enlightenment
nirvana
satori
kensho
Lesson III-17:BUDDHISM-Dynamics (CH.17, pp.511-517)
Objectives:
a) Describe the primary obstacles to growth in Buddhism.
b) Explain the symbolism of the ox-herding pictures (pp.512-521).
Lesson III-18:BUDDHISM-Structure (CH.17, pp.517-525)
BUDDHISM-Evaluation (CH.17, pp.525-527)
BUDDHISM-Recent Developments (CH.17, pp.527-528)
BUDDHISM-The Theory Firsthand (CH.17, pp.529-530)
Objectives:
a) Describe the correct way to look on other human beings, according to
Buddhism.
b) Discuss the role of will, emotions, and the intellect in Buddhism.
c) Identify the principles that Zen shares with psychoanalysis and Gestalt therapy.
Key terms:
vipassana
PRACTICE TEST III-C