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Psychology 11 – Chapter 2: Theories of Development Lecture Guide Theories of Development • Psychoanalytic • • • Behaviorism Social Learning Theory • • Cognitive Sociocultural Epigenetic Systems Theory Questions to Ask • Do early experiences (breast feeding, bonding, abuse) linger into adulthood, even if seemingly forgotten? • How important are specific school experiences in human intelligence? • Can a person develop moral values without being taught them? • Do a person’s chances of becoming a violent adult depend on whether he or she grows up in, say, Chile or Cambodia or Canada? • If your parents or grand parents suffer from depression, schizophrenia, or alcoholism, will you develop the same condition? (Why or why not, when and how, so what?) What Theories Do • Developmental theory - systematic statement of principles and generalizations that provides a coherent framework for studying development – Connects facts and observations Three Ways Theories are practical • • Insight and guidance regarding human development Basis for hypotheses NOTES Psychology 11 – Chapter 2: Theories of Development Lecture Guide • Provide a summary of our current knowledge about development What Theories Do • Grand theories -comprehensive, traditional theories – Psychoanalytic, Cognitive, Behaviorism • Minitheories -theories that focus on specific area of development • Emergent theories - new, comprehensive groupings of minitheories (theories of tomorrow) • Sociocultural, epigenetic GRAND THEORIES Psychoanalytic • Sigmund Freud – Psychosexual Theory • • • Irrational, unconscious drives and motives Many originate in childhood Underlie human behavior Psychoanalytic: Freud • Stages • • • Oral ( 0-1 ) • Anal (1-3) • Phallic ( 3-6) • Latency (7 – 11) Genital ( 11+) Sexual interest/pleasure centered on a part of the body. Freud The 3 systems of personality: 1. Id: • • • Unconscious, psychic energy Satisfaction of basic urges: Survival, aggression, reproduction NOTES Psychology 11 – Chapter 2: Theories of Development Lecture Guide • Governs infants (Present at birth) 2. • Ego: • • • Tries to make rational choices • Begins to accommodate the world’s demands. Copes with the reality of daily life Keeps the id’s unconscious lust & superego under control. 3. • • Superego: The strict, moral judge: Moral Structure • Emerges around 4 –5 years of age – (The emotionally healthy person develops a strong ego, able to cope with the urges of both the id and the superego.) GRAND THEORIES Psychoanalytic: Erikson • Erik Erikson (“son of myself”: Erik, Erik’s son) – Each stage has a challenge – Resolution depends on the social environment – Person’s relationship to the family • • • • • Trust vs. Mistrust ( 0-1) Autonomy vs. Shame & Doubt ( 1-3) Initiative vs. Guilt (3-6) Industry vs. Inferiority (7-11) Identity vs. Role Confusion (Adolescence) • Intimacy vs. Isolation • Generativity vs. Stagnation • Integrity vs. Despair NOTES Psychology 11 – Chapter 2: Theories of Development Lecture Guide Grand Theories: Behaviorism • Watson-founder of behaviorism • Behaviorism is built on laws of behavior and processes by which behavior is learned – Focus: Ways we learn specific behaviors that can be described, analyzed, and predicted with scientific accuracy • “Learning Theory” Laws of Behavior • Conditioning – Classical conditioning - Pavlov • stimulus and response (respondent) Dogs – Operant conditioning - Skinner • Reinforcement • (instrumental) Social Learning Theory • • • • • • Albert Bandura An application of behaviorism Identification / Motivation Behaviors are learned through observation & imitation Modeling Self- efficacy Grand Theory: Cognitive Theory • Jean Piaget • Focuses on the structure and development of thought processes, which shapes perceptions, attitudes, and actions. NOTES Psychology 11 – Chapter 2: Theories of Development Lecture Guide • Cognitive equilibrium: State of mental balance – Cognitive adaptation – assimilation, accommodation of ideas Emergent Theory • Sociocultural Theory: Lev Vygotsky – Seeks to explain growth of individual knowledge, development, and competencies in terms of guidance, support, and structure supplied by the society Sociocultural theory • • • Guided participation: Tutor engages learner in joint activities, providing instruction and direct involvement in learning Apprenticeship in thinking: Mentor provides instruction and support needed by novice Zone of proximal development- range of skills learner can do with assistance but not independently Sociocultural Theory The Magic Middle or ZPD: • • 1. Between boring and impossible 2. Teacher/learner result is newly understood knowledge, new skills • Intellectual excitement: the joy of instruction and study. Emergent Theory: Epigenetic Theory • Emphasizes the interaction between genes and the environment -- the newest developmental theory NOTES Psychology 11 – Chapter 2: Theories of Development Lecture Guide – Each human has a genetic foundation that is unique – Environment is very important and may cause a person to follow one path or another from their genetic bases, depending upon conditions • Adaptation of the genes – Selective adaptation means that genes for the traits that are most useful will become more frequent, thus making survival of species more likely Ethology • The study of the evolutionary origins and species survival • Study of patterns of animal behavior • This perspective has particular relevance for human infants Comparisons and Controversies • Psychoanalytic theory has made us aware of importance of early childhood experiences • Behaviorism has shown effect of immediate environment on behavior • Cognitive theory helps us understand how intellectual process and thinking affect actions • Sociocultural theory has reminded us that development is embedded in a rich and multifaceted context • Epigenetic systems theory emphasizes inherited forces that affect everyone within each particular context Eclecticism and you Eclectic perspective Approach taken by most developmentalists in which they apply aspects of each of the various theories rather than staying with just one NOTES