Freud Sigmon 1.

Freud described the mind as having three areas: the conscious mind, the pre-conscious mind and the unconscious mind. The conscious mind (superego) has the desire to be socially conscious of all decisions and actions that a person makes. The unconscious mind (Id) continuously seeks pleasure without considering consequences. The pre-conscious (ego) is the mediator between the Id and the superego. The Id and Superego must be kept in balance because if the Id becomes too strong a person will not worry about social responsibilities and will do things with little forethought for the potential dangers or social rules being broken. If the Superego is too strong a person's personality becomes too worried about following social expectations and rules. Significant imbalance, either way, is not healthy for the development of an individual. 2. Reality anxiety: The fear of real and possible events, like being bitten by a dog or falling from a ladder. Neurotic anxiety: The unconscious worry that we will loose control of the Id's urges, resulting in punishment for inappropriate behavior Moral anxiety: the fear of violating our own moral principles. Denial: claiming/believing that what is true to be actually false. Displacement: redirecting emotions to a substitute target. Intellectualization: taking an objective viewpoint. Projection: attributing uncomfortable feelings to others. Rationalization: creating false but credible justifications. Reaction Formation: overacting in the opposite way to the fear. Regression: going back to acting as a child. Repression: pushing uncomfortable thoughts into the subconscious. Sublimation: redirecting 'wrong' urges into socially acceptable actions. 3. There is not any information about father James Porter's childhood experiences that show what could have possibly led him to abusing and molesting children. However, one fact is that his first victim was reported in the summer of 1953, right before he entered the seminary. He was 18 by that time. His unconscious mind pushed him to satisfy his desire for raping children, while his conscious mind obliged him to make sure these crimes remained hidden because he was aware of the consequences. B.F Skinner 1. There are no records of Skinner using any experiments for positive punishment. However, positive punishment applies an action to reduce or weaken a response. punishment can work either by directly applying an unpleasant stimulus like a shock after a response or by removing a reward, like taking someones pocket money to punish undesirable behavior. Skinner showed how positive reinforcement worked by placing a hungry rat in his Skinner box. The box had a lever in the side and as the rat moved about the box it would accidentally knock the lever. Immediately it did so a food pellet would

drop into a container next to the lever. The rats quickly learned to go straight to the lever after a few times of being put in the box. The consequence of receiving food if they pressed the lever ensured that they would repeat the action again and again.Positive reinforcement strengthens a behavior by providing a reward. For example, if your teacher gives you $5 each time you complete your homework (reward) you are more likely to repeat this behavior in the future, this pushes you to complete your work. Individually, all of these are effective methods, but I do think that the best way to apply them is to use the correct method at the correct circumbstances, this if the consequences and reactions of the individual are the desired ones. 2. Punishment has negative emotional reactions. Also, punishment only produces enough to meet minimums, no maximum behavior. People experiencing negative reinforcement will only work as hard as they have to in order to avoid the consequences; does not encourage their maximum effort. Finally, it can cause dehumanisation and shaming of the punished individual. 3. Classical conditioning: it consists mainly of our responses to stimuli that are not naturally, or actually, occuring. For example, when we touch a hot stove, our reflexes naturally make us pull our hands back. Later,after getting burned, even if we do not know if the stove is hot or not, we still pull our hands back. This means that we make associations which cause us to generalize our response to one stimuli onto a neutral stimuli it is paired with. In other words, hot burner = burned hands, stove = burner, therefore, stove = burned hands. Operant conditioning:The term "Operant" refers to how an organism operates on the environment, and hence, operant conditioning comes from how we respond to what is presented to us in our environment. In other words, we learn from the concequences of our actions. 4. Fixed-ratio schedule:A reinforcer is given after a specified number of correct responses. This schedule is used to increase and maintain a steady rate of specific responses. This schedule produces a high, steady rate of responding with only a brief pause after the delivery of the reinforcer. Variable-ratio schedule: A reinforcer is given after an unpredictable number of correct responses. This schedule is used to increase and maintain a steady rate of specific responses. This schedule creates a high steady rate of responding. Gambling and lottery games are good examples of a reward based on a variable ratio schedule. Fixed-interval schedule: The first response is rewarded only after a specified amount of time has elapsed. This schedule causes high amounts of responding near the end of the interval, but much slower responding immediately after the delivery of the reinforcer. Variable-interval schedule: Occurs when a response is rewarded after an unpredictable amount of time has passed. This schedule produces a slow, steady rate of response. Variable-ratio schedules are what keeps gamblers from playing. They do not know when

they will get the reinforcer (reward) but they know they'll get it if they keep on playing. If they win, this keeps coming back for more rewards.