Download Model of Human Behavior I - Educational Psychology Interactive

Educational Psychology
Part I
Provide an overview of the systems
model of human development presented
in class, describing how the behavioral,
cognitive, humanistic and learning/
development theories address different
factors in this model.
Developed by: W. Huitt, 1999
Is A Model Necessary?
All data are interpreted vis-à-vis a model.
The model is based on a paradigm.
The “Systems Model of Human Behavior” is
an attempt to make the model used in this
course explicit.
The model is used as a major organizing
construct for the course.
Basic Assumptions
Individuals grow, develop, and change over
time as a result of interaction between genetic
qualities and particular environment.
Human beings do not develop in isolation.
This approach has been labeled “systems,”
“organismic,” and “contextual/developmental”
and “transactional” among others.
Basic Assumptions
Model accepts the ancient perspective of a
human being:
• body,
• mind,
• soul/spirit.
Body can be considered in terms of three
components:
• genetics,
• physiological structure and functioning,
• overt behavior.
Basic Assumptions
Mind can be considered in terms of three
components:
• cognition,
• affect/emotion,
• conation/volition.
Basic Assumptions
There are a variety of ways of validating truth:
• Personal experience
• Intuition
• Social and/or cultural consensus
• Religious scripture and interpretation
• Philosophy and logical reasoning
• Science and the scientific method
Basic Assumptions
View dissonance resulting from using different
methods as opportunity to develop new
understandings or to integrate previous
understandings in new ways.
When you interpret data in a different way,
please state your viewpoint as clearly and as
concisely as possible, explaining how your
interpretation is just as valid, if not more so,
than that previously given.
The Basics of the Model
Based on Norman’s (1980) model of the
mind and mental functioning:
Cognitive
system
Encodes, processes, stores,
retrieves, processes
information; purpose is
manipulation of information
Norman, D. (1980). Twelve issues for cognitive science. Cognitive
Science, 4, 1-32.
The Basics of the Model
Based on Norman’s (1980) model of the
mind and mental functioning:
Affective
system
Connects the regulatory
system and cognitive system;
purpose is arousal
Norman, D. (1980). Twelve issues for cognitive science. Cognitive
Science, 4, 1-32.
The Basics of the Model
Based on Norman’s (1980) model of the
mind and mental functioning:
Regulatory
system
Biological structures that regulate
the processing of stimuli and
activation of responses; primary
purpose is maintenance of the
organism
Norman, D. (1980). Twelve issues for cognitive science. Cognitive
Science, 4, 1-32.
The Basics of the Model
The Basics of the Model
The regulatory system is redefined as the
aspect of the mental system that regulates
input and output functions (not just
biological functions).
Other modifications:
• mind receives information and displays
action through the body
• adds a biological and spiritual influence
• adds a feedback loop
The Basics of the Model
The Basics of the Model
There are therefore four major components
of the individual in this systems model of
human behavior:
Cognitive system
Perceives, stores,
processes, and
retrieves information
The Basics of the Model
There are therefore four major components
of the individual in this systems model of
human behavior:
Affective system
Can modify perceptions
and thoughts before
and after they are
processed cognitively
The Basics of the Model
There are therefore four major components
of the individual in this systems model of
human behavior:
Regulatory system
Directs and manages
input and output
functioning
The Basics of the Model
There are therefore four major components
of the individual in this systems model of
human behavior:
Behavioral system
Overt action of
organism (output of the
individual)
The Basics of the Model
It is hypothesized that an individual's thinking
(cognition), feeling (affect), and willing (conation)
as well as overt behavior develop as a result of:
• transactions among the various components of
mind as
• influenced by biological maturation, bodily
functioning and the spiritual dimensions,
• the environment or context of the
individual, and
• feedback from the environment as a result of an
individual's overt behavior.