Psychology Terms Starting With 'P'

Browse through our collection of psychological terms and their definitions.

Terms Starting with "P"

2527 terms
Piagetian theory

Piagetian theory the theory proposed by Jean Piaget that a child’s cognitive development occurs in four major stages. In the sensorimotor stage (roughly 0–2 years of age), the child develops from a newborn capable only of basic reflexes (e.g., sucking, eye movements) to an infant with increasingly complex repetitive behavior (circular reaction) that eventually becomes goal directed; between 8 and 18 months of age, the child gradually develops the ability to recognize object permanence, and at around 18 months, the child begins to engage in problem solving and other forms of mental combination. During the preoperational stage (roughly 2–7 years), the child is both egocentric, showing little awareness of the perspective of others, and single-minded (see centration); language and rudimentary number-system abilities develop as the child becomes able to understand symbols and to represent experience symbolically through speech, movement, or other means (see symbolic function). The concrete operational stage (roughly 7–12 years) is characterized by the development of more logically and conceptually based thinking and by a move away from egocentrism toward a decentered understanding of others’ perceptions and of multiple aspects of a problem or situation (see decentration); children in this stage become capable of such mental operations as reversibility, categorization, and conservation. Finally, in the formal operational stage (roughly 12 years and beyond), abstract logical reasoning (i.e., hypothetico-deductive reasoning) and moral reasoning develop. According to this theory, each stage builds on the preceding one. Piaget held that although the age of onset for each stage might vary because of cultural and historical factors, the order of the stages (décalage) is the same for all cultures. He did not believe it was feasible to hurry children through the unfolding of these stages. Passage through them is facilitated by a balance of two processes: assimilation, in which new information is incorporated into an already existing cognitive structure (schema or scheme); and accommodation, in which already existing structures are changed to accommodate new information. Piaget also proposed a stage theory of moral development (see autonomous stage; heteronomous stage; premoral stage).

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play

play n. activities that appear to be freely sought and pursued solely for the sake of individual or group enjoyment. Play is a cultural universal and typically regarded as an important mechanism in children’s cognitive, social, and emotional development. Research on the topic abounds: Various types of play have been described—with locomotor play, object play, and social play generally considered to be the three basic forms—and numerous theories about the specific functions of play have been proposed. Advocates of the practice theory of play, for example, propose that play prepares children for activities or roles they will encounter as adults, whereas others suggest that it serves a more immediate function, such as exercise, establishing social relations among peers, or—according to the surplus energy theory—using up excess energy. Other theories include those of Sigmund Freud, who claimed that play is a means for children to deal with anxiety-producing events; Jean Piaget, who believed that play promotes cognitive competence by helping children incorporate new information into existing cognitive structures; Erik Erikson, who viewed play sequences as models by which children relive aspects of the past, represent aspects of the present, and anticipate aspects of the future; and Lev Vygotsky, who conceived of play as facilitating symbolic processes by providing children with opportunities to establish meaning. Although the preponderance of research on play focuses on the activities of children, the play behavior of nonhuman animals is also actively studied. Often including components of courtship, aggression, predation, and sexual behavior in contexts where these do not seem appropriate, animal play appears to serve several important developmental functions. These include fostering the acquisition of social skills and the formation of social relationships, enhancing confidence (e.g., by teaching a young animal the flexibility to respond to unexpected events such as being knocked off balance), and strengthening sensorimotor systems.

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poststructuralism

poststructuralism n. a broad intellectual movement that developed from French structuralism in the late 1960s and 1970s. It is represented by the work of Jacques Derrida (1930–2004) in philosophy and criticism, Jacques Lacan (1901–1981) in philosophy and psychoanalysis, Michel Foucault (1926–1984) in the history of ideas, and Hélène Cixous (1937–  ) and Julia Kristeva (1941–  ) in feminist theory, among others. Although these thinkers are diverse, they share a starting point in the structuralist account of language given by Swiss linguist Ferdinand de Saussure (1857–1913), which holds that linguistic signs acquire meaning only through structural relationships with other signs in the same language system. Poststructuralism endorses the arbitrariness of the sign, but from this basis it proceeds to question the whole idea of fixed and determinate meaning. In the deconstruction of Derrida, structures and systems of meaning are found to be unstable, contradictory, and endlessly self-subverting. This skepticism extends to the idea of personal identity itself; according to Derrida, the self is merely another “text” to be deconstructed. In psychology, poststructuralism is mainly significant because of its influence on the radical psychoanalytical theories of the 1960s and 1970s. Lacan, who trained and practiced as a psychiatrist and psychoanalyst, rejected the idea of a stable autonomous ego and reinterpreted the Freudian unconscious in terms of Saussure’s structural linguistics. His unconventional ideas and methods led to his exclusion from the International Society of Psychoanalysts in 1963. Both Kristeva (another practicing psychoanalyst) and Cixous were deeply influenced by Lacan’s ideas of sexuality, consciousness, and language, which are given a radical feminist twist in their writings. The best known work of Foucault, who worked in a psychiatric hospital as a young man, is his Folie et déraison: Histoire de la folie à l’âge classique (1961; translated as Madness and Civilization: A History of Insanity in the Age of Reason, 1965), which gives a tendentious history of Western attitudes to insanity, arguing that the categories of madness and reason are themselves oppressive. —poststructuralist adj.

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preparedness

preparedness n. the biological predisposition to quickly learn associations between stimuli, responses, and reinforcers that can be explained by their fit with genetic traits that evolved to enhance the chances of a species’ survival. For example, it has been suggested that humans readily learn certain phobias (e.g., fear of snakes) because of a predisposition to fear anything that could pose a threat to their survival. Preparedness (or prepared learning) also has been proposed as an explanation for why both human and nonhuman animals readily learn to associate certain foods with gastric illness and are more likely to avoid such foods in the future. In experiments to establish conditioned taste aversion, for instance, rats readily learn to associate a distinctive taste with illness; it has been proposed that they have an inherent preparedness to make this association, whereas they do not easily learn to make an association between a tone or light stimulus and illness because such contraprepared learning is incompatible with their evolutionary history. Along the continuum of preparedness—with highly prepared, easily formed associations on one end and contraprepared, poorly formed associations on the other—unprepared associations are intermediate occurrences; these are associations formed through unprepared learning that occurs despite the lack of a biological predisposition to form them. See also principle of belongingness. [introduced by U.S. psychologist Martin E. P. Seligman (1942–  )]

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prolactin

prolactin n. a peptide hormone both synthesized and released into the bloodstream by specialized cells in the anterior pituitary gland called lactotrophs. Although generally known for its originally described role in initiating and maintaining lactation—prolactin levels rise significantly in women during pregnancy, stimulating the mammary glands to grow and subsequently produce milk—prolactin also performs many other essential reproductive, homeostatic, and behavioral functions in both sexes. These include such activities as preserving the corpus luteum and enhancing its secretion of progesterone, modulating sexual arousal and the orgasmic refractory phase, influencing spermatogenesis, regulating prostate gland development, regulating the immune response, regulating water and electrolyte concentrations (osmoregulation), modulating oligodendrocyte precursor production, and inhibiting fat metabolism. Prolactin also is associated with mammalian and avian parental behavior, with prolactin variation possibly explaining individual differences in parental choices and the initiation of parental interactions. Given such versatility of action, it is not surprising that prolactin receptors are found throughout the body, including within the hypothalamus, hippocampus, amygdala, and other areas of the central nervous system; the thymus and lymphocytes of the immune system; and the liver, kidney, prostate, testis, ovary, uterus, mammary glands, and numerous other organs. Also called lactogenic hormone; lactotropic hormone; lactotropin; luteotropic hormone (LTH); luteotropin.

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prolonged exposure therapy

prolonged exposure therapy a form of cognitive behavior therapy for posttraumatic stress disorder in adults. Based on emotional processing theory, it is a brief treatment, involving 9 to 12 sessions of 60 to 90 minutes each conducted once or twice weekly. The first two sessions are devoted to information gathering, explanation of treatment rationale, treatment planning, and breathing retraining. During the remaining sessions, clients relive their traumatic experiences by imagining them as vividly as possible and describing them aloud in the present tense (i.e., imaginal exposure), including their thoughts, feelings, and physical sensations at the time. These narratives are recorded, and clients are instructed to listen to the recordings as homework. They are also instructed to confront, as homework, situations and stimuli that trigger distressing memories and thoughts and thus have been avoided (i.e., in vivo exposure). The homework assignments and imaginal exposure are reviewed in session: Clients discuss their emotions, cognitions, and other responses to the activity, while the therapist uses nondirective statements to validate and normalize the clients’ experiences and reactions. The exposure exercises are intended to teach clients that trauma memories are in fact not harmful and that they can cope with them; the in-session discussion seeks to help clients change their erroneous beliefs about the trauma and reevaluate their feelings about it. Ultimately, this method aims to habituate clients to the traumatic event so that it no longer evokes the excessive anxiety, fear, and other distressing emotions that it previously did. [developed in the 1980s by U.S. psychologist Edna B. Foa (1937–  ) and colleagues]

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psychiatric nursing

psychiatric nursing a specialty within the field of nursing that provides holistic care to individuals with mental disorders or behavioral problems so as to promote their physical and psychosocial well-being. It emphasizes the use of interpersonal relationships as a therapeutic agent and considers the environmental factors that influence mental health. Thus, psychiatric nurses not only provide physical care but also socialize and communicate with their patients to create a safe, comfortable environment that promotes positive change. Their specific responsibilities often include assisting patients with activities of daily living, administering psychotropic medication and managing side effects, assisting with crisis management, observing patients to evaluate their progress, offering guidance and other forms of interpersonal support to patients, participating in recreational activities with patients, educating patients and their families about mental health issues and lifestyle choices, and conducting group therapy. Registered nurses wishing to become psychiatric nurses complete additional training in pharmacology and the behavioral and social sciences. They practice in a variety of settings—including general and psychiatric hospitals, assisted living facilities, long-term care centers, physicians’ offices, correctional facilities, community mental health centers, rehabilitation centers, and private homes (see home care)—in conjunction with psychiatrists, psychologists, social workers, and other mental health professionals. Psychiatric nurses are distinct from psychiatric nurse practitioners, who have obtained master’s or doctoral degrees and more advanced training to practice privately and perform additional assessment, diagnostic, and therapeutic functions, including conducting individual psychotherapy and prescribing medication. Also called mental health nursing.

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psychoanalysis

psychoanalysis n. an approach to the mind, personality, psychological disorders, and psychological treatment originally developed by Sigmund Freud at the beginning of the 20th century. The hallmark of psychoanalysis is the assumption that much mental activity is unconscious and that understanding people requires interpreting the unconscious meaning underlying their overt, or manifest, behavior. Psychoanalysis (often shortened to analysis) focuses primarily, then, on the influence of such unconscious forces as repressed impulses, internal conflicts, and childhood traumas on the mental life and adjustment of the individual. The foundations on which classical psychoanalysis rests are (a) the concept of infantile sexuality; (b) the Oedipus complex; (c) the theory of instincts or drives; (d) the pleasure principle and the reality principle; (e) the threefold structure of the psyche into id, ego, and superego; and (f) the central importance of anxiety and defense mechanisms in neurotic reactions. By contrast, contemporary psychoanalysis and other forms such as object relations theory, self psychology, and relational psychoanalysis share a belief in a dynamic unconscious but with minimal or no attention directed to drives or to structural theory. Psychoanalysis as a therapy seeks to bring about basic modifications in an individual’s personality by investigating his or her transference with the analyst or therapist and thereby eliciting and interpreting the unconscious conflicts that have produced the individual’s neurosis. The specific methods used to achieve this goal are free association, dream analysis, analysis of resistances and defenses, and working through the feelings revealed in the transference and countertransference process. Also called Freudian approach; Freudianism. See also analytic psychology; ego psychology; individual psychology; neo-Freudian. —psychoanalytic adj.

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