Download PSYC 1040: Developmental Psychology

PSYC 1040:
Developmental Psychology
Week 4: September 28, 2011
Introduction to Developmental Psychology:
Theories of Development
Chapter 2
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Photovoice
The PhotoVoice Film (http://www.photovoice.org)
http://www.youtube.com/watch?v=ICTVdcvCUoU
What photovoice is:
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Community Based
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Allows people to document their lives
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Empowers people
Photovoice
Photovoice – Kaiser Permanente Community Health
Initiatives
http://www.youtube.com/watch?v=b5VDu8MWegg&feature=related
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To document the barriers to healthy eating and active
living in their communities.
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By creating a visual record of environmental conditions,
residents identify opportunities for community change,
help set priorities and act as advocates for change.
Photovoice
PhotoVoice Project from Maywood, IL
http://www.youtube.com/watch?v=gNLDRRz84o4&feature=related
Project by students (11 – 14 years old) from PAEC
Elementary School commenting on their community and
their lives.
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What do you see here?
What is really happening?
How does this relate to our lives?
Why does this problem or strength exist?
What can we do about it?
Photovoice
Photovoice, The Voice of the Unheard
http://www.youtube.com/watch?v=_RaIW_PSlUk&feature=related
The Voice of the Unheard is a documentary project where the
act of documentation is given to homeless teenagers. Using
photographs and audio material this film depicts their lives.
The Voice of the Unheard encourages the use of documentary
photography by enabling those that have traditionally been
the subject of such work to become its creator - to have
control over how they are perceived by the world. This film
captures the essence of their collective work.
Review of Chapter 1
What is developmental psychology?
The scientific study of age-related changes in our bodies,
behaviour, thinking, emotions, social relationships and
personalities.
Critical thinking and how it relates to the philosophical roots of
psychology: original sin, blank slate, innate goodness.
Psychology as a science: concept of developmental stages &
norms
Review of Chapter 1
Contemporary Developmental Psychology:
Lifespan Perspective: changes happen throughout the human
lifespan and are interpreted in terms of the culture and context in
which they occur
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Domains of Development:
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Physical: changes in size, shape, and characteristics of the body
Cognitive: changes in thinking, memory, problem-solving, and
other intellectual skills
Social: changes in variables that are associated with the
relationship between the individual and others
Review of Chapter 1
Contemporary Developmental Psychology:
Lifespan Perspective & Domains of Development
Thinking back to our class activity last week. How does our
physical, cognitive and social development impact our
experience with recreation and leisure through our lifespan?
Review of Chapter 1
Contemporary Developmental Psychology:
Interactionist Model of Development
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Response to the nature vs. nurture debate
Development results from complex reciprocal interactions
between multiple personal and environmental factors
Review of Chapter 1
Contemporary Developmental Psychology:
Continuity and Discontinuity in Development
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Is age related change a matter of amount or degree (continuity - quantitative) or the type or kind
(discontinuity - qualitative)
Looking at stages or distinct periods of development is qualitative
Universal Changes
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Group Specific Changes
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Linked to specific ages
Social clock – linked to age norms and sequence of life experiences
Shared by individuals growing up together in a particular group
Cultural specific
Cohort
Individual Differences
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Changes resulting from unique, unshared events
Critical period
Review of Chapter 1
Research Design and Methods:
Scientific Method used to: Describe, Explain, Predict &
Influence
Research Design: Cross-sectional, longitudinal, sequential
Methods: Descriptive (case study, naturalistic, survey),
Experiment, Ethnography
Ethics: guidelines to protect rights of research participants
Chapter 2: Theories of Development
What is theory?
Derives from Ancient Greek philosophy (theoria) to
mean looking at, viewing or beholding. The
concept of speculating or contemplating as
opposed to action, practice (praxis).
Chapter 2: Theories of Development
What is theory?
In arts and philosophy theories address ideas and
are not easily measurable
In science a theories are sets of statements that
propose general principles. They help us look at the
facts from different perspectives.
Theories produce predictions or hypothesis that
researchers can test. The terms verify and falsify
are often used when testing hypothesis.
Chapter 2: Theories of Development
Five major families of theories influential in human development:
1.
Psychoanalytic
Developmental change happens because of the interplay of internal drives and emotions with our
early life experiences.
2.
Learning
Human behaviour is seen as shaped by processes such as classical conditioning and operant
conditioning.
3.
Cognitive
Focus is on the mental aspects of development such as logic and memory.
4.
Biological
Human development is rooted in biological processes that have evolved to promote adaptation and
survival.
5.
Systems
Development is the result of the interaction of the individual and environmental contexts.
Chapter 2: Theories of Development
Psychoanalytic Theories:
Developmental change happens because of the interplay of internal drives and
emotions with our early life experiences.
Sigmund Freud (1856-1939)
http://www.youtube.com/watch?v=3q9IRY_VXPs
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Behaviour governed by both conscious and unconscious
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Libido motivating force behind most behaviour
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Instinctual drive for physical pleasure
Personality has three parts
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Id: Contains the libido and operates at unconscious level motivating a person to seek
pleasure and avoid pain (sexual & aggressive impulses)
Ego: Conscious, thinking part of our personalities. Keeps needs of the id satisfied and
personality in balance
Superego: Acts as the moral judge, the rule maker. Develops near the end of childhood.
Chapter 2: Theories of Development
Psychoanalytic Theories Continued:
Sigmund Freud (1856-1939)
Five Psychosexual Stages:
Oral Stage - Newborn: focus is on the mouth
Anal Stage
Phallic Stage - Age 3 – 4: Oedipus Complex boys desire their mothers
and jealous of their father, therefore adopting a defensive strategy and
identifying with the father. Electra Complex results in girls identifying
with their mothers
Latency Stage
Genital Stage - Focus on genitals and results in mature sexual intimacy
Chapter 2: Theories of Development
Psychoanalytic Theories Continued:
Erik Erikson (1902 – 1994)
Social forces are more important than unconscious drives as motives for
development.
Eight Stages of Personality Development:
1.
2.
3.
4.
5.
6.
7.
8.
Trust vs. mistrust (Birth – 1 yr)
Autonomy vs. shame and doubt (1 – 3 yr)
Initiative vs. guilt (3 – 6 yr)
Industry vs. inferiority (6 – 12 yr)
Identity vs. role confusion (12 – 18 yr)
Intimacy vs. isolation (18 – 30 yr)
Generativity vs. stagnation (30 – old age)
Integrity vs. despair (old age)
Chapter 2: Theories of Development
Psychoanalytic Theories Continued:
Humanistic Alternatives:
Jean-Jacques Rousseau premise of innate goodness
Abraham Maslow concept of self-actualization to describe ultimate goal of
human life
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Motives: internal factors that initiate, direct or sustain behaviour
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Deficiency motives: physical and emotional
Being motives: understand or give to others
Carl Rogers concept of personal growth
Chapter 2: Theories of Development
Learning Theory
Human behaviour is seen as shaped by processes such as
classical conditioning and operant conditioning, or by our
environment and accumulated experiences.
Behaviourism: Development is defined in terms of behavioural
changes caused by environmental influences
Chapter 2: Theories of Development
Learning Theory
Ivan Pavlov (1849 – 1936) Concept of Classical Conditioning
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Learning results from association of stimuli
Stimulus response connection or reflex
Conditioned (learned) response
http://www.youtube.com/watch?v=hhqumfpxuzI&feature=related
B.F. Skinner (1904 – 1990) Concept of Operant Conditioning
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Learning to repeat or stop behaviours due to consequences
Reinforcement vs. Punishment
Shaping is changing behaviour through the reinforcement of intermediate
steps
http://www.youtube.com/watch?v=I_ctJqjlrHA&feature=related
Learning Theory
Thomas’ Snowsuit by Robert Munsch
http://www.youtube.com/watch?v=W28r0SGc2gg&feature=related
Using the principles of learning theory describe
what happened, what went wrong and how it could
have been handled.
Chapter 2: Theories of Development
Cognitive Theory:
Focus is on the mental aspects of development such as logic and
memory.
Jean Piaget (1896 – 1980) Cognitive – Developmental Theory
“How does thinking develop?”
Set of Schemes & Stages developed to explain age differences
and sequence of discoveries
Chapter 2: Theories of Development
Cognitive Theory:
Jean Piaget (1896 – 1980) Cognitive – Developmental Theory
Scheme – a procedure to follow in a specific circumstance
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Assimilation: process of applying schemes to make sense of events or
experiences
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Accommodation: changing a scheme as a result of new information
acquired
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Equilibration: balancing assimilation and accommodation to create a
new scheme
Chapter 2: Theories of Development
Cognitive Theory:
Jean Piaget (1896 – 1980) Cognitive – Developmental Theory
Stages – evolution of logical thinking
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Sensorimotor (birth – 18 months) – infants use sensory and motor
schemes to act on the world around them
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Preoperational (18 months to 6 yrs) – children acquire symbolic
schemes such as language and fantasy, that they use for thinking and
communicating
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Concrete operational (6 – 12 yrs) – children begin to think logically
and become capable of solving problems logically
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Formal operational (12 +) – adolescents learn to think logically about
abstract ideas and hypothetical situations
http://www.youtube.com/watch?v=TRF27F2bn-A&feature=related
Chapter 2: Theories of Development
Cognitive Theory:
Information-Processing Theory:
How the mind manages information using the computer as a
model for human thinking.
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Input – how information enters
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Throughput – how information is transformed
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Output – information used to perform actions
Chapter 2: Theories of Development
Cognitive Theory:
Sociocultural Theory
Complex forms of thinking have their origins in social
interactions rather than in an individuals private explorations.
Lev Vygotsky believed that a child’s learning experience is
guided by what he called scaffolding.
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Need to gain and keep attention
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Model best strategy
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Adapt process to child’s development level
Chapter 2: Theories of Development
Cognitive Theory:
How can scaffolding be applied to various educational settings?
Parents helping with homework?
Teachers in a classroom?
In a recreation setting?
Chapter 2: Theories of Development
Cognitive Theory:
How can scaffolding be applied to various educational settings?
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Provide opportunities for active exploration
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Assisted discovery (zone of proximal development)
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Questions, demonstrations, explanations
Chapter 2: Theories of Development
Cognitive Theory:
Social-Cognitive Theory – Albert Bandura
The importance of psychological modelling in shaping our thoughts, emotions,
and behaviour. That we exert influence over the events in our lives.
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Learning by Observation
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We learn by watching others
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Influenced by attention, memory, maturation, our own goals, expectations & judgments
Reciprocal Determinism
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Interaction of personal, behavioural and environmental factors
Affected by circumstances but also able to exert influence over our situation.
Chapter 2: Theories of Development
Cognitive Theory:
Social-Cognitive Theory – Albert Bandura
The importance of psychological modelling in shaping our thoughts,
emotions, and behaviour. That we exert influence over the events in our
lives.
Bandura’s 1961 Bobo Doll Experiment
http://www.youtube.com/watch?v=eqNaLerMNOE&feature=related
What are some examples of observational learning from your own
experience?
Test #1
Reminder that our first test is next Wednesday, October 5th.
Please confirm with me if you need special testing
arrangements.
The test will be open book and will focus on the material from
Chapter 1 & 2 in your text book.
The format will be multiple choice and short-answer
questions.
You will have one hour to take the test.