Mental Self Spatial
 Features the potential to recognize and manipulate
Memory It is the faculty of the mind
through which information is
acquired and retained for later
use. Memory is often likened to
a computer system, where the
process of encoding, storing,
and retrieving information
happens continuously. These
processes are employed in daily
life, when one learns something
new and one sees it as
something that will be useful,
this information is stored in
one’s memory that can be
accessed when the information
is needed.
Sensory Memory Is the level that allows
information from the external
environment to be perceived by
an individual through the
senses, usually in the form of
chemical and physical stimuli,
often with focus and intent.
Short-term Working memory is where
information is temporarily
stored, where information is
simultaneously remembered
and is in a readily-available
state, typically from 10 to 15
seconds, up to one minute. It
can store up to 5-9 items, after
which infofrmation is discarded
if there is no concious and
deliberate effort to retrain it.
Long-term memory A deliberate effort to store
information and it is done
consistently.
Intelligence
 The term refers to an individual’s capacity for
understanding, learning, planning, and problem-
solving with logic, creativity, and self-awareness. It is
characterized as the application of knowledge to be
able to adjust to the environment.
Linguistics
 Deals with sensitivity to the spoken and written
language, the ability to learn languages, and the
capacity to use language to accomplish certain goals.
Logical and Mathematical
 Refers to the capacity to analyze problems logically,
carry out mathematical operations, and investigate
issues scientifically.
the patterns of wide space (those used, for instance,
by navigators and pilots) as well as the patterns of
more confined areas, such as those of importance to
sculptors, surgeons, chess players, graphic artists, or
architects.
Bodily-Kinesthetic
 Bodily-kinesthetic intelligence is the potential to use
one’s whole body or parts of the body (like the hand
or the mouth) to solve problems or to fashion
products.
Musical
 People with musical intelligence, such as Beethoven
and Ed Sheeran, have an ability to recognize and
create musical oitch, rhythm, timbre, and tone.
Interpersonal
 Is the capacity to understand the intentions,
motivations and desires of other people and
consequently to work effectively with others.
Intrapersonal
 Is the capacity to understand oneself, to have an
effective working model of oneself-including own’s
desires, fears, and capacities–and to use such
information effectively in regulating one’s own life.
Naturalists
 Naturalistic intelligence involves expertise in the
recognition and classification of the of the numerous
species–the flora and fauna–of his or her
environment.
JEAN PIAGET’S THEORY OF COGNITIVE DEVELOPMENT
 Plaget’s (1936) theory of cognitive development
explains how a child constructs a mental modell of
the world. He disagreed with the idea that
intelligence was a fixed trait, and regarded cognitive
development as a process that occurs dueto
biological maturation and interaction with the
environment.
THE SENSORIMOTOR STAGE (BIRTH - 2 YEARS)
 The infant knows the world through their
movements and sensations.
 Children learn about the world through basic actions
such as sucking, grasping, looking, and listening.
 Infants learn that things continue to exist even
though they cannot be seen (object permanence).
THE PRE-OPERATIONAL STAGE (2-7 YEARS)
 Children begin to think symbolically and learn to use
words and pictures to represents objects.
 Children at this stage tend to be eocentric and
struggle to see things from the perspective of others.
While they are getting better with language and
 thinking, they still tend to think about things in very  Reverting to earlier, safer, or more secure patterns
concrete terms. of behavior.

THE CONCRETE OPERATIONAL STAGE (7-11 YEARS) Projection

 During this stage, children begin to think logically  The person attributes their unwanted thoughts and
about concrete events. They begin to understand feelings to an external object, usually another
the concept of conservation that the amount of person.
liquid in a short, wide cup is equal to that in a tall, Sublimation
skinny glass, for example. Their thinking becomes  Redirecting negative urges or emotions into socially
more logical and organized, but still very concrete. acceptable actions.
Children begin using inductive logic, or reasoning
from specific information to a general principle. Carl Jung
 The collective unconscious is mostly the same for
THE FORMAL OPERATIONAL STAGE (12 AND UP) people in all cultures and shape many attitudes
 At this stage, the adolescent or young adult begins behaviors and dreams. These collective unconscious
to think abstractly and reason about hypothetical images manifest in archetypes which are ancient
problems. Abstract thought emerges. Teens begin to images that originate from repeated experiences of
think more about moral, philosophical, ethical, man’s early ancestors shapes.
social, and political issues that require theoretical
and abstract reasoning. Begin to use deductive logic, Archetypes
or reasoning from the general principle to specific
information. 1. Persona
 The side of our personality that we show to
Sigmund Freud the world.
2. Shadow
3 Levels of Mental Self  Qualities we consider neative and we
attempt to hide from the world.
Unconscious 3. Amina
 Unconscious level bears all our drives and instincts  The feminine side of men believed to be
that are repressed and therefore are difficult to responsible for irrational moods and
retrieve feelings.
Conscious 4. Animus
 Holds all the things that we are aware of. It contains  The feminine side of men believed to be
the thoughts that we are currently aware of but we responsible for irrational moods and
deal with only a tiny percentage of all the feelings.
information stored in our mind. 5. Great Mother
Pre-Conscious  Represents the idealized qualities of the
 Carries the mental elements that are not conscious mother figure such as fertility, nourishment
but of which we can be aware if we choose to and compassion.
attend to them. It holds the information that are 6. Wise Old man
easily retrievable.  The archetype of wisdom, meanin and
experiences.
Defense Mechanisms 7. Hero
 The unconscious image of a powerful
Repression person who conquers evil but has tragic
 Negative feelings thoughts or memories are forced flaw.
into the unconscious. 8. Self
Reaction Formation  The most comprehensive of archetypes it
 The person adopts a feeling or behavior which is the unites the other archetypes represents the
opposite of an unacceptable feeling or thought. strivingsfor completeness and perfection.
Displacement
 Unacceptable urges are redirected to other people
or objects.
Regression