Psychology Assignment
PSED5111
Eric Van Rheede
ST10469040
09/04/2025
Question 1
1.1.1) B
1.1.2) C
1.1.3) D
1.1.4) C
1.1.5) A
1.1.6) B
1.1.7) C
1.1.8) D
1.1.9) A
1.1.10) B
1.1.11) C
1.1.12) D
1.1.13) B
1.1.14) B
1.1.15) B
1.2) a) True
b) False
c) True
d) True
e) False
f) True
g) True
h) True
1.3) 1 - E
2-C
3-A
4-B
5-D
Question 2
2.1) The illustration commonly used to represent the conscious and unconscious mind in
the Psychodynamic perspective is the “Iceberg” analogy.
2.2) This Psychodynamic perspective focuses on how unconscious processes, early
childhood experiences and internal conflicts shape behavior and personality. It
emphasizes the importance of childhood development, particularly from birth to early
adolescence, as formative years when key psychological patterns emerge.
2.3)
1) ID: The ID is the most primitive part of the mind, present from birth. It operates on
the pleasure principle, seeking immediate gratification of desires and instincts, like
hunger and sexual urges, without any consideration for reality, or what society might
dictate.
2) Ego: The ego forms as a middleman between the ID’s unrealistic demands and the
constraints of the real world. It functions under the reality of principle, meaning that
when the ego is at work, it is making decisions that are in line with real-world
possibilities. The ego tries to satisfy the ID’s desires, but only in socially acceptable
ways. It finds the balance between impulse and the more sober, serious side of the
human psyche.
3) The Superego: The superego symbolizes the internalized norms and morals of
society, which are frequently guided by parents and culture. It comprises a
conscience that punishes bad behavior and an ego ideal that rewards good
behavior. In this way, the superego guides the individual toward ethical behavior and
social responsibility.
2.4) The perspective of behaviorism in psychology fell out of favor due to the negative
connotations linked with corporal punishment and the strict practices of reward and
punishment behaviorists are associated with.
2.5)
a) Classical conditioning, a type of learning, was introduced by Ivan Pavlov. In it, a
neutral stimulus becomes associated with a meaningful stimulus and comes to
elicit a similar response. For his most famous demonstration, Pavlov used dogs.
He showed when a neutral (or conditioned) stimulus, such as the ringing of a
bell, was repeatedly paired with an unconditioned stimulus, such as food (which
always elicited salivation), the dogs would salivate at the sound of the bell alone.
b) Operant conditioning, introduced by B.F Skinner, is a learning form in which
behavior is influenced by what happens afterward. Skinner’s work has had a
major impact on our understanding of how humans and animals learn. In
classical ways of thinking, one stimulus is paired with another.
2.6) Self-actualization refers to the process of realizing and fulfilling one’s potential. It is the
highest level of psychological development in Abraham Maslow’s hierarchy of needs,
representing the goal of personal growth and self-discovery. Individuals who reach self-
actualization are said to have achieved a sense of inner peace, authenticity, and a deep
understanding of themselves and the world around them. This process involves pursuing
meaningful goals, cultivating creativity and developing an appreciation for life’s
experiences. Self-actualization people are characterized by qualities such as
independence, compassion, a sense of purpose, and the ability to engage in deep,
meaningful relationships. Unlike earlier theories that focused on behavior or unconscious
drives, the humanistic perspective emphasizes personal choice, free will and the capacity
for self-improvement. According to Maslow and Carl Rogers, self-actualization is not a
fixed state but a continuous journey, where individuals strive to grow and evolve throughout
their lives. It’s about becoming the best version of oneself, embracing individuality and
achieving a sense of fulfillment.
2.7) Carl Rogers, a central figure in the humanistic perspective, placed significant
emphasis on the concept of self-concept, which refers to an individual’s perception of
themselves, their abilities, and their worth. According to Rogers, the self-concept is crucial
for psychological well-being because it shapes how we view and interact with the world.
He proposed that a healthy self-concept is based on an alignment between an individual’s
ideal self (who they aspire to be) and their real self (who they are). When these two aspects
are in harmony, individuals experience a sense of self-acceptance and authenticity,
leading to greater emotional stability and fulfilment. However, when there is a gap between
the ideal self and the real self, it can lead to feelings of inadequacy, anxiety, and low self-
esteem. Rogers also emphasized the importance of unconditional positive regard, which is
the acceptance and love from others without judgment or conditions. He believed that
when individuals receive unconditional positive regard, especially from significant others
(like parents or therapists), they are more likely to develop a positive self-concept and feel
free to grow. In his person-cantered therapy, Rogers focused on creating a supportive,
nonjudgmental environment to help clients explore and resolve discrepancies between
their ideal and real selves, facilitating personal growth and self-actualization.
2.8)
1. Schemas: Mental frameworks or structures that help individuals organize and
interpret information. They influence how we perceive the world and respond to new
experiences.
2. Mental Representations: Internal images or symbols of the world that guide
behaviour and decision making. These representations are shaped by personal
experiences and cognitive processes.
3. Cognitive Development: The process by which individuals acquire and refine their
thinking abilities over time, which directly affects how they understand and behave
in various situations.
4. Information Processing: Refers to how the brain encodes, stores and retrieves
information. Understanding how people process information helps explain why they
react to situations in specific ways.
5. Attributions: The cognitive process of determining the causes of behaviour, either
internal or external. This influences how we interpret others’ actions and how we
behave ourselves in similar contexts.
2.9) Biological Perspective
2.10) Charles Darwin’s theory of natural selection suggests that organisms with traits best
suited to their environment are more likely to survive and reproduce, passing on those
advantageous traits to their offspring. Over time, these traits become more common within
the population. The concept of survival of the fittest refers to the idea that “fitness” is not
just physical strength, but an organism’s ability to adapt to its environment and
successfully reproduce. This process drives the evolution of species, as beneficial traits
become more prevalent, while less advantageous traits dimmish over generations.
Darwin’s theory revolutionized the understanding of how species evolve and adapt.
Question 3
3.1) A learner’s tantrum can be viewed as a form of motivated behavior stemming from
internal conflicts and frustrating emotions the child is unable to express. Freud posited
that such acts stem from an unresolved conflict between immediate-gratification-seeking
id impulses and rule-and-expectation-enforcing superego commands. The learner’s
tantrum might then issue from the conflict’s dramatic breakdown and exhibition. We might
also consider the influence of past experience-especially early childhood experience-
upon how the learner reacts to the stimuli and challenges of the learning environment.
3.2) A teacher can apply operant conditioning to assist with classroom management by
using reinforcement and punishment to shape student behavior during a lesson. When
asking a question, the teacher can use positive reinforcement by praising or rewarding
students who answer correctly or participate actively, thus increasing the likelihood that
they will engage in similar behaviors in the future. Additionally, the teacher can use
negative reinforcement by removing an unpleasant stimulus, such as stopping a distracting
noise when a student raises their hand to answer, encouraging more students to follow
suit. On the other hand, the teacher can also apply punishment, such as a brief timeout or
a reminder of the classroom rules, to discourage off-task behavior, ensuring that students
remain focused and engaged during the lesson. This approach helps establish a structured
and productive learning environment.
3.3) The humanistic perspective is particularly appealing in the school setting because it
emphasizes personal growth, self-actualization and the importance of fostering a positive,
supporting learning environment. For learners, this perspective values their individual
needs, feelings and experiences, creating an atmosphere where they feel respected and
understood. It encourages students to take ownership of their learning and promotes
intrinsic motivation rather than relying solely on external rewards or punishments. This
leads to a greater sense of self-esteem and confidence. For teachers, adopting a
humanistic approach helps build strong, trusting relationships with students, allowing for
open communication and emotional support. It encourages educators to focus not only on
academic achievements but also on academic achievements but also nurturing students’
emotional and social development. By addressing the whole child cognitively, emotionally,
and socially the humanistic perspective fosters a learning environment where students feel
safe, valued and motivated to reach their full potential.
3.4) People often compare the human mind to a computer because they show similar ways
of processing and storing information. Like a computer, the mind takes in sensory input
from the environment, processes it and produces output (thoughts, actions or decisions)
that reflect what has been learned and remembered. Both computers and our brains
contain “central processing units” (CPUs) that handle the real work of running programs
(and of just plain running). Both systems rely on storage; the computer uses hard drives,
our minds use memories. Computer RAM is a lot like working memory; information enters
it, gets processed, and produces output, after which we consign our memories, and the
computer stores its output somewhere. Both the computer and mind have languages in
which they function, too. These are just the mechanisms of the way another human mind
looks from the outside. Although the human mind operates in a similar “programmed”
manner, it shows the kind of intuition, creativity, and emotional intelligence (or “inner
genius”) that a computer just cannot match.
3.5) A Teacher can greatly improve their tailoring of physical education instruction to
students’ developmental needs by understanding how the brain executes movement and
perceives depth. Coordination of voluntary movement is the province of the motor cortex in
the human brain, while the parietal lobes specialize in depth perception and the spatial
awareness of which we are conscious when we perform physical acts like throwing or
catching a ball. Teachers can create motor skill-targeting activities that improve students’
performance of physically challenging tasks by using knowledge of which areas of the brain
are naturally wired to execute or improve what specific kinds of physical feats.
Question 4
Introduction
Abraham Maslow, an American psychologist, is perhaps best known for his theory of
human motivation, known as Maslow’s Hierarchy of Needs. This hierarchical model of
human needs suggests that individuals must satisfy basic physiological needs before
progressing to higher psychological and self-fulfilment needs. Maslow’s theory is one of
the most widely discussed frameworks in psychology, offering profound insight into human
behaviour, motivation, and personal development.
The Structure of Maslow’s Hierarchy of Needs
Maslow first introduced his hierarchy in a paper published in 1943 titled A Theory of Human
Motivation. His model is often depicted as a pyramid with five levels, each representing a
different category of human need. From the base to the top of the pyramid, these are:
1. Physiological Needs
2. Safety Needs
3. Love and Belongingness Needs
4. Esteem Needs
5. Self-Actualization
The model posits that individuals must fulfil the lower-level needs before they can
attend to the higher ones. Once a lower need is sufficiently met, the individual is
motivated to pursue the next higher need.
Physiological Needs
At the base of Maslow’s pyramid are physiological needs, which are the most fundamental
requirements for human survival. These needs include air, water, food, sleep, and shelter
(Maslow, 1943). Physiological needs are considered the most critical, as they are essential
for maintaining life. Maslow argues that until these basic survival needs are satisfied,
individuals cannot be motivated to pursue other, more abstract goals. This idea resonates
with everyday experiences, such as the prioritization of food and sleep when one is hungry
or fatigued.
Safety Needs
Once physiological needs are met, the next level in Maslow’s hierarchy involves safety
needs. Safety encompasses both physical safety and emotional security. This level
includes the need for protection from harm, security in one’s environment, stability, and
order. Safety needs may manifest as the desire for a stable job, a secure home, health
care, and financial security (Maslow, 1943). In times of economic instability or personal
danger, these needs become particularly prominent, underscoring the importance of
safety for an individual’s sense of well-being.
Love and Belongingness Needs
The third level of the hierarchy is characterized by the need for love, affection, and
interpersonal relationships. Humans are inherently social beings, and Maslow emphasizes
the importance of friendship, family, and intimate relationships in personal development.
This need for belonging can also extend to group affiliations, such as community groups or
workplace camaraderie (Maslow, 1954). When these social needs are unmet, individuals
may experience feelings of loneliness, alienation, or depression. The desire for acceptance
and love is a powerful motivator for behaviour, influencing choices in relationships and
social engagements.
Esteem Needs
Above the need for love and belonging, Maslow places esteem needs, which can be
divided into two subcategories: (1) the need for self-esteem, and (2) the need for esteem
from others. The former refers to the desire for personal achievement, competence, and
independence, while the latter refers to the desire for recognition, respect, and validation
from others. Esteem needs can manifest in a variety of ways, including a person’s desire to
achieve success in their career, earn accolades, or garner respect from peers (Maslow,
1954). The satisfaction of esteem needs leads to feelings of confidence, worth, and
accomplishment. Conversely, the lack of fulfilment of these needs may lead to feelings of
inferiority and inadequacy, which can significantly impact one’s self-concept and
motivation.
Self-Actualization
At the peak of Maslow’s pyramid lies self-actualization, which Maslow defines as the
realization of one’s fullest potential. Self-actualization involves personal growth, creativity,
self-awareness, and the pursuit of meaningful goals that align with one’s values and
talents (Maslow, 1968). Individuals who reach this level are driven by a desire for personal
development, self-expression, and achieving meaningful accomplishments. Maslow
describes self-actualized individuals as those who are deeply in tune with their inner
selves and the world around them. However, he also notes that self-actualization is a
continual process, and not a final state that can be attained once and for all.
Maslow’s theory suggests that the pursuit of self-actualization is unique to each individual,
as the path to personal growth is influenced by one’s values, experiences, and
circumstances. This characteristic of self-actualization makes it a highly individualistic
and subjective pursuit.
Implications and Applications
Maslow’s Hierarchy of Needs has wide-ranging implications for both psychology and real-
world applications. In clinical psychology, understanding the hierarchy can help therapists
identify which needs are unmet in a person’s life, thereby facilitating more effective
treatment. For instance, a person who has suffered trauma or financial loss might struggle
with meeting their safety needs and, as a result, might be unable to focus on higher-level
concerns like self-esteem or self-actualization.
In educational and organizational settings, Maslow’s theory has been applied to enhance
motivation and productivity. For example, schools and workplaces often use Maslow’s
framework to create environments that meet students’ or employees’ needs, thereby
improving their engagement and performance. Additionally, in the field of marketing and
advertising, Maslow’s hierarchy has been used to better understand consumer behaviour,
as businesses often target specific levels of needs to influence purchasing decisions.
Criticisms of Maslow’s Theory
While Maslow’s Hierarchy of Needs has been influential, it has also faced significant
criticism. One major critique of the theory is its lack of empirical support. Several studies
have found that individuals do not always follow the hierarchical progression that Maslow
proposes. For example, people may pursue esteem, or self-actualization needs even when
their physiological or safety needs are not fully satisfied (Wahba & Bridwell, 1976).
Furthermore, Maslow’s theory assumes a universal progression, which may not hold true
across all cultures and societies. In some non-Western cultures, for instance, the
importance of community and social obligations may override personal achievements or
self-fulfilment (Neher, 1991).
Additionally, the theory’s focus on individual needs has been criticized for overlooking the
social, cultural, and economic factors that may affect human behaviour. Critics argue that
Maslow’s hierarchy is overly simplistic, as it assumes that individuals always have the
agency to pursue higher-level needs when lower needs are met, which may not be the case
in societies with structural inequalities.
Conclusion
Maslow’s Hierarchy of Needs has had a profound impact on the study of human
motivation, offering a framework for understanding the complexity of human behavior. By
conceptualizing human needs in a hierarchical structure, Maslow’s theory emphasizes the
importance of fulfilling basic physiological and safety needs before pursuing higher-order
goals such as self-esteem and self-actualization. While the theory has been widely applied
across various fields, it has also faced criticism for its lack of empirical support and its
limited cultural applicability. Despite these criticisms, Maslow’s Hierarchy of Needs
remains an essential tool for understanding motivation and personal development,
providing valuable insights into what drives human behaviour at both the individual and
collective levels.
https://www.google.co.za/books/edition/Psychology_for_Teachers/95YTEAAAQBAJ?hl=en
&gbpv=1&printsec=frontcover
References
Maslow, A. H. (1943). A Theory of Human Motivation. Psychological Review, 50(4), 370-396.
Maslow, A. H. (1954). Motivation and Personality. Harper & Row.
Maslow, A. H. (1968). Toward a Psychology of Being. D. Van Nostrand.
Neher, A. (1991). Maslow’s Theory of Motivation: A Critique. Journal of Humanistic
Psychology, 31(3), 89-112.
Wahba, M. A., & Bridwell, L. G. (1976). Maslow Reconsidered: A Review of Research on the
Need Hierarchy Theory. Organizational Behaviour and Human Performance, 15(2), 212-
240.
