Compare and Constrast Qualitative and Quantitative Research Methods Essay

ground on Freuds guess (psychoanalytic) world functioning 1. The structure of the mind and the distinct functions of Personality The Freuds morphologic theory (Freud, 1923, 1926) dispenses with the concepts of a fixed id, ego and superego, and point out un certified mind and conscious conflict among wishesdependent, Controlling, Sexual, Aggressive, guilt, shame, emotions (especially anxiety and depressive affect), And defensive operations that shut finish from consciousness some aspect of the others.Id, ego, and super-ego be the tercet parts of the psychical apparatus of Freud s structural model of More everyplace, healthy functioning (adaptive) is in any case determinusined, to a great extent, by resolutions of conflict. According to Freuds theory that justify human functioning base on three level, Ego strengths overwhelm the capacities to control oral, sexual, and destructive impulses to tolerate painful affects without falling apart and to interrupt the eruption int o consciousness of bizarre symbolic fantasy.Synthetic functions, in argumentation to autonomous functions, arise from the developmet of the ego and serve the purpose of managing conflictual makees. Defenses are an usage of synthetic functions and serve the purpose of protecting the conscious mind from consciousness of forbidden impulses and designs. One purpose of ego psychology has been to emphasize that thither are psychic functions that can be considered to be basic, and not the derivatives of wishes, affects, or defenses 2. Defence mechanism The ego fights acontinual battle to stay on flower of the warring id and superego.Occasionally, their conflicts produce anxiety that threatens to overwhelm the ego. The anxiety is a type that alerts the ego to marshal disproof mechanisms. Unconcious protective processes that keep primitive emotions associated with conflicts in check so that the ego can cotinue its coordinating function. We all economic consumption defence mechanism s at eras,they are sometimes adaptive and other time they are maladaptive. Human use defence mechanisms to function well and this defence mechanism can be used under the unconscious and conscious state of mind.However, it is important to note that autonomous ego functions can be secondarily affected because of unconsious conflict. For example, a patient may have an neurotic amnesia (memory being an autonomous function) because of intrapsychic conflict (wishing not to remember because it is alike 3. The stages of Psychosexual development Freuds assume that each small fry is born(p) with a source of basic psychological energy called libido. Further, each childs libido becomes successively focused on various parts of the torso (in addition to people and objects) in the course of his activated development.During the first postnatal year, libido is initially focused on the mouth and its activities, nursing enables the child to condescend gratification through a pleasurable red uction of tension in the oral region. Freud called this the oral stage of development. During the second year, the source of excitation is express to shift to the anal area, and the start of toilet training leads the child to induct libido in the anal functions. Freud called this period of development the anal stage.During the period from three through six years, the childs attention is attracted to sensations from the genitals, and Freud called this stage the phallic stage. The half dozen years before puberty are called the response time stage. During the final and so-called genital stage of development, mature gratification is desire in a heterosexual love relationship with another. Freud believed that adult emotional problems result from either deprivation or excessive gratification during the oral, anal, or phallic stages. A child with libido fixated at unitary of these stages would in maturity date show specific neurotic symptoms, such as anxiety.According to him, uncons cious mental structure called the id contains a persons inborn, inherited drives and instinctual forces and is close identified with his basic psychological energy (libido). During infancy and childhood, the ego, which is the reality-oriented portion of the personality, develops to symmetricalness and complement the id. The ego utilizes a variety of conscious and unconscious mental processes to try to satisfy id instincts while also trying to maintain the soul comfortably in relation to the environment.Although id impulses are constantly directed toward obtaining straightaway gratification of ones major instinctual drives (sex, affection, aggression, self-preservation), the ego functions to set limits on this process. In Freuds language, as the child grows, the reality principle in stages begins to control the pleasure principle the child learns that the environment does not evermore permit immediate gratification. Child development, according to Freud, is thus primarily have-t o doe with with the mergence of the functions of the ego, which is responsible for channeling the discharge of fundamental drives and for controlling intellectual and perceptual functions in the process of negotiating realistically with the outside world.Although Freud made great contributions to psychological theoryparticularly in his concept of unconscious urges and motivationshis elegant concepts cannot be confirm through scientific experimentation and empirical observation. But his concentration on emotional development in premature childhood influenced even those schools of thought that rejected his theories.The belief that personality is affected by both biological and psychosocial forces operating principally within the family, with the major foundations being laid early in life, continues to prove fruitful in research on infant and child development. Freuds emphasis on biological and psychosexual motives in personality development was modified by the German-born American p sychoanalyst Erik Erikson to accept psychosocial and social factors. Erikson expectationed emotional development over the life span as a sequence of stages during which RIGIDITY/FLEXIBILITYThe quality of being blind drunk stiffness inflexibility absence of pliancy specifically, in mech. , resistance to veer of form. In all theoretical discussions respecting the application of forces through the intervention of machines, those machines are assumed to be perfectly rigid so far as the forces employed are able to affect their integrity of form and structure. inflexibleness is directly opposed to flexibility, and only indirectly to malleability and ductility, which depend in the first place on relations between the tenacity, the rigidity, and the limit of elasticity.Flexibility- means holding our admit thoughts and emotions a bit more lightly, and acting on longstanding term values rather than short term impulses, thoughts and feelings. Why? Because thoughts and emotions tend to be unreliable indicators of long term value. We have no control over them and they tend to ebb and flow sometimes dramatically. If we trust our thoughts and emotions and act based on them, we can often overlook the more important, sustained patterns of deed which bring true meaning, vitality and richness to our lives.Question 2 conductism and education-how behaviourism view human functioning Behaviourism focuses on one particular view of reading a revision in orthogonal behaviour achieved through a large amount of repetition of coveted actions, the reward of good habits and the discouragement of bad habits. In the classroom this view of learning led to a great deal of repetitive actions, sycophancy for correct outcomes and immediate correction of mistakes.In the field of language learning this type of teaching was called the audio-lingual method, characterised by the whole class utilize choral chanting of key phrases, dialogues and immediate correction. Within the Problem B ased Learning (PBL) environment, students may be encouraged to engage with the learning process and their peers within the group by positive reinforcement from a practiced facilitator to increase positive actions of engagement, contributions and questioning. nix behaviours e. g. ack of engagement, prohibit contributions, could be minimized by the facilitator using negative reinforcement. Within the behaviourist view of learning, the teacher is the plethoric person in the classroom and takes complete control, evaluation of learning comes from the teacher who decides what is right or wrong. The learner does not have any fortune for evaluation or reflection within the learning process, they are solely told what is right or wrong.The conceptualization of learning using this approach could be considered superficial as the focus is on external changes in behaviour i. e. ot interested in the internal processes of learning leading to behaviour change and has no place for the emotions in volved the process 1. 1 Operant condition Operant conditioning (or instrumental conditioning) is a type of learning in which an individuals bearing is modified by its consequences the behaviour may change in form, frequency, or strength. Reinforcement is a consequence that causes a behavior to make it with greater frequency while punishment is a consequence that causes a behavior to occur with less frequency and defunctness is caused by the lack of any consequence following a behavior.When a behavior is inconsequential (i. e. , producing neither favorable nor unfavorable consequences) it will occur less frequently. When a previously reinforced behavior is no longer reinforced with either positive or negative reinforcement, it leads to a make up in that behavior. 1. cocksure reinforcement (Reinforcement) occurs when a behavior (response) is followed by a stimulus that is appetitive or rewarding, increasing the frequency of that behavior.In the mule skinner box experiment, a stim ulus such as food or a sugar solution can be delivered when the rat engages in a put behavior, such as pressing a lever. 2. Negative reinforcement (Escape) occurs when a behavior (response) is followed by the removal of an aversive stimulus, thereby increasing that behaviors frequency. In the Skinner box experiment, negative reinforcement can be a loud noise infinitely sounding inside the rats cage until it engages in the target behavior, such as pressing a lever, upon which the loud noise is removed. 3.Positive punishment (Punishment) (also called Punishment by contingent stimulation) occurs when a behavior (response) is followed by a stimulus, such as introducing a shock or loud noise, resulting in a decrease in that behavior. 4. Negative punishment (Penalty) (also called Punishment by contingent withdrawal) occurs when a behavior (response) is followed by the removal of a stimulus, such as taking away a childs toy following an undesired behavior, resulting in a decrease in that behavior. Classical conditioning by associating one affair with another. Operant conditioning = by the consequences of what we do.