問題一覧
1
the scientific study of the mind and
behavior. Psychologists are actively
involved in studying and understanding
mental processes, brain functions, and
behavior.
PSYCHOLOGY
2
a pioneering psychologist and
philosopher, introduced a key
distinction in his concept of the
self: the "Me" and the "I.
" This dual
understanding forms a foundational
idea in the study of the self and
identity.
WILLIAM JAMES
3
refers to the self as an object of
knowledge or consciousness—the parts of oneself
that can be known, reflected upon, and
experienced.
the self that feels
continuous despite changes.
THE "ME" SELF (EMPIRICAL SELF)
4
According to James, the "Me" self
can be divided into three sub-components:
MATERIAL SELF, SOCIAL SELF, SPIRITUAL SELF
5
represents the self as the
subject of experience, the one who
knows and reflects. It's the more
elusive aspect of self—it's the part
that is aware, constantly perceiving,
experiencing, and thinking.
This is the active doer, the thinker behind
thoughts.
THE "I" SELF (PURE EGO)
6
sees the self as a unified, overarching
entity. In this model, the self is viewed as a singular construct that influences thoughts, feelings, and behaviors
across all situations. It suggests that individuals possess a
core, consistent self that is relatively stable over time and
across different contexts.
GLOBAL MODELS OF THE SELF
7
model suggests that the self is composed of
multiple, context-dependent aspects. This view highlights the
idea that the self is not one unified entity but instead
varies across different roles, situations, and experiences.
Individuals can have multiple selves that may be distinct or
even contradictory, depending on the context.
DIFFERENTIATED MODELS OF THE SELF
8
refers to who a person actually
is, encompassing their thoughts,
feelings, behaviors, and
experiences as they truly are. It
is the self that exists in
reality, without distortions, and
is rooted in the individual's
genuine traits, abilities, and
current situation.
THE REAL SELF
9
represents who a person wants to
be or aspires to become. It
encompasses the qualities,
behaviors, and attributes that an
individual believes they should
possess or strives to attain.
THE IDEAL SELF
10
are the key themes in the
psychological study of identity and self-
concept.
MULTIPLE VS UNIFIED SELF
11
refers to the idea that an individual has a single, coherent
identity that remains relatively consistent across various
contexts and situations. In this view, the self is perceived as a
stable, continuous entity that integrates thoughts, emotions, and
behaviors into a cohesive whole
THE UNIFIED SELF
12
refers to the idea that a person's
identity is context-dependent and may shift depending on the
situation or the social roles they occupy. This view suggests that
individuals possess multiple "selves" that are activated in
different environments or in relation to different people.
THE MULTIPLE SELF
13
were
originally developed by the British psychoanalyst Donald
Winnicott within the framework of object relations
theory. These ideas focus on how individuals navigate
their sense of self in relation to their environment,
particularly during early childhood, but also throughout
life. The true and false selves represent two different
modes of being, which reflect authenticity or lack
thereof in a person’s identity and behavior.
TRUE VS FALSE SELVES
14
British phychianalyst who originated the concept of true self and false self.
DONALD WINNICOTT
15
refers to a person’s authentic self, where their
feelings, desires, and behaviors are genuine and aligned with
their core identity. The true self develops when an individual
feels safe, supported, and accepted, especially during early
childhood, allowing for the free expression of emotions and needs
without fear of judgment or rejection.
THE TRUE SELF
16
refers to a facade or persona that an individual
presents to the world in order to gain acceptance, avoid
rejection, or meet societal or parental expectations. This false
self develops when a person feels unable to express their true
feelings or needs due to external pressure, leading them to
suppress their authentic self and adopt behaviors that conform to
others’ expectations.
THE FALSE SELF
17
rooted in the idea that individuals are not merely passive recipients of external influences but are active,
goal-directed participants in shaping their own lives.
THE SELF AS PROACTIVE AND AGENTIC
18
refers to the idea that
individuals are forward-looking and take initiative to shape their
future rather than merely reacting to their environment.
THE SELF AS PROACTIVE
19
highlights the individual’s
capacity for agency—the ability to make independent choices and
exert control over one’s life. In this view, the self is seen as
an active agent, capable of influencing outcomes through
intentional actions.
THE SELF AS AGENTIC
20
He defined human agency as the ability to intentionally
influence one’s functioning and the course of events through four
components: intentionality, forethought, self-reactiveness, and
self-reflectiveness.
ALBERT BANDURA
21
Individuals form intentions
and plans to guide their actions.
INTENTIONALITY
22
They set goals and visualize
future outcomes.
FORETHOUGHT
23
They regulate and manage
their behavior to achieve their goals.
SELF-REACTIVITY
24
They reflect on their
experiences, evaluate their progress, and
modify their actions as necessary.
SELF-REFLECTIVITY
25
THE PSYCHOANALYTIC THEORY OF THE SELF
SIGMUD FREUD
26
Gige me the Parts of Personality
ID (INTERNAL DESIRES), EGO (REALITY), SUPEREGO (CONSCIENCE)
27
From birth to the end of the first year, the
mouth becomes the part of the body through which gratification is secured
ORAL
28
From the age of 2 to 3 years, the child derives the feelings of pleasure or pain from defecating. It covers the toilet-training period.
ANAL
29
From the age of 3 to 6 years, the child gets
curious about his/her genitals and becomes attached to the parent of the opposite sex.
PHALLIC
30
From the age of 10 to 12 years, sexual
motivations presumably recede in importance as the child
becomes preoccupied with developing skills and other
activities
LATENCY
31
After puberty, the deepest feelings of
pleasure presumably come from heterosexual relations
GENITAL
32
THE PSYCHOSOCIAL STAGES
OF SELF DEVELOPMENT
ERIK ERIKSON
33
was primarily concerned
with how both psychological and
social factors affect the
development of individuals.
ERIK ERIKSON
34
This theory emphasizes the role of autonomy, competence, and relatedness in fostering a sense of agency.
SELF-DETERMINATION THEORY
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13問 • 4ヶ月前Principles
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9問 • 4ヶ月前W.R
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問題一覧
1
the scientific study of the mind and
behavior. Psychologists are actively
involved in studying and understanding
mental processes, brain functions, and
behavior.
PSYCHOLOGY
2
a pioneering psychologist and
philosopher, introduced a key
distinction in his concept of the
self: the "Me" and the "I.
" This dual
understanding forms a foundational
idea in the study of the self and
identity.
WILLIAM JAMES
3
refers to the self as an object of
knowledge or consciousness—the parts of oneself
that can be known, reflected upon, and
experienced.
the self that feels
continuous despite changes.
THE "ME" SELF (EMPIRICAL SELF)
4
According to James, the "Me" self
can be divided into three sub-components:
MATERIAL SELF, SOCIAL SELF, SPIRITUAL SELF
5
represents the self as the
subject of experience, the one who
knows and reflects. It's the more
elusive aspect of self—it's the part
that is aware, constantly perceiving,
experiencing, and thinking.
This is the active doer, the thinker behind
thoughts.
THE "I" SELF (PURE EGO)
6
sees the self as a unified, overarching
entity. In this model, the self is viewed as a singular construct that influences thoughts, feelings, and behaviors
across all situations. It suggests that individuals possess a
core, consistent self that is relatively stable over time and
across different contexts.
GLOBAL MODELS OF THE SELF
7
model suggests that the self is composed of
multiple, context-dependent aspects. This view highlights the
idea that the self is not one unified entity but instead
varies across different roles, situations, and experiences.
Individuals can have multiple selves that may be distinct or
even contradictory, depending on the context.
DIFFERENTIATED MODELS OF THE SELF
8
refers to who a person actually
is, encompassing their thoughts,
feelings, behaviors, and
experiences as they truly are. It
is the self that exists in
reality, without distortions, and
is rooted in the individual's
genuine traits, abilities, and
current situation.
THE REAL SELF
9
represents who a person wants to
be or aspires to become. It
encompasses the qualities,
behaviors, and attributes that an
individual believes they should
possess or strives to attain.
THE IDEAL SELF
10
are the key themes in the
psychological study of identity and self-
concept.
MULTIPLE VS UNIFIED SELF
11
refers to the idea that an individual has a single, coherent
identity that remains relatively consistent across various
contexts and situations. In this view, the self is perceived as a
stable, continuous entity that integrates thoughts, emotions, and
behaviors into a cohesive whole
THE UNIFIED SELF
12
refers to the idea that a person's
identity is context-dependent and may shift depending on the
situation or the social roles they occupy. This view suggests that
individuals possess multiple "selves" that are activated in
different environments or in relation to different people.
THE MULTIPLE SELF
13
were
originally developed by the British psychoanalyst Donald
Winnicott within the framework of object relations
theory. These ideas focus on how individuals navigate
their sense of self in relation to their environment,
particularly during early childhood, but also throughout
life. The true and false selves represent two different
modes of being, which reflect authenticity or lack
thereof in a person’s identity and behavior.
TRUE VS FALSE SELVES
14
British phychianalyst who originated the concept of true self and false self.
DONALD WINNICOTT
15
refers to a person’s authentic self, where their
feelings, desires, and behaviors are genuine and aligned with
their core identity. The true self develops when an individual
feels safe, supported, and accepted, especially during early
childhood, allowing for the free expression of emotions and needs
without fear of judgment or rejection.
THE TRUE SELF
16
refers to a facade or persona that an individual
presents to the world in order to gain acceptance, avoid
rejection, or meet societal or parental expectations. This false
self develops when a person feels unable to express their true
feelings or needs due to external pressure, leading them to
suppress their authentic self and adopt behaviors that conform to
others’ expectations.
THE FALSE SELF
17
rooted in the idea that individuals are not merely passive recipients of external influences but are active,
goal-directed participants in shaping their own lives.
THE SELF AS PROACTIVE AND AGENTIC
18
refers to the idea that
individuals are forward-looking and take initiative to shape their
future rather than merely reacting to their environment.
THE SELF AS PROACTIVE
19
highlights the individual’s
capacity for agency—the ability to make independent choices and
exert control over one’s life. In this view, the self is seen as
an active agent, capable of influencing outcomes through
intentional actions.
THE SELF AS AGENTIC
20
He defined human agency as the ability to intentionally
influence one’s functioning and the course of events through four
components: intentionality, forethought, self-reactiveness, and
self-reflectiveness.
ALBERT BANDURA
21
Individuals form intentions
and plans to guide their actions.
INTENTIONALITY
22
They set goals and visualize
future outcomes.
FORETHOUGHT
23
They regulate and manage
their behavior to achieve their goals.
SELF-REACTIVITY
24
They reflect on their
experiences, evaluate their progress, and
modify their actions as necessary.
SELF-REFLECTIVITY
25
THE PSYCHOANALYTIC THEORY OF THE SELF
SIGMUD FREUD
26
Gige me the Parts of Personality
ID (INTERNAL DESIRES), EGO (REALITY), SUPEREGO (CONSCIENCE)
27
From birth to the end of the first year, the
mouth becomes the part of the body through which gratification is secured
ORAL
28
From the age of 2 to 3 years, the child derives the feelings of pleasure or pain from defecating. It covers the toilet-training period.
ANAL
29
From the age of 3 to 6 years, the child gets
curious about his/her genitals and becomes attached to the parent of the opposite sex.
PHALLIC
30
From the age of 10 to 12 years, sexual
motivations presumably recede in importance as the child
becomes preoccupied with developing skills and other
activities
LATENCY
31
After puberty, the deepest feelings of
pleasure presumably come from heterosexual relations
GENITAL
32
THE PSYCHOSOCIAL STAGES
OF SELF DEVELOPMENT
ERIK ERIKSON
33
was primarily concerned
with how both psychological and
social factors affect the
development of individuals.
ERIK ERIKSON
34
This theory emphasizes the role of autonomy, competence, and relatedness in fostering a sense of agency.
SELF-DETERMINATION THEORY