Download Life-Span Human Development, Fifth Edition, Carol K. Sigelman and

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Chapter 2
Theories of
Human Development
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
The Psychoanalytic Perspective
 Freud (1856-1939)
 Sex and
aggression
influence
personality
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
The Psychoanalytic Perspective
 Psychoanalysis
 unconscious motives and conflicts
 Techniques to expose and interpret unconscious
tensions
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Id, Ego and Superego
Id - Instinctual nature of humans
(anger and sex). - the pleasure
principle
Superego provides standards for
judgment (the conscience)
Largely conscious, ego - mediates the demands
of id and superego (reality principle).
5
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Chapter 3 – Personality
Which horse is the Id? Superego?
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Personality Structure
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Freudian slip – a slip of the tongue that reveals an
unconscious motive or thought
“Freud gave 5 pubic lectures here.”
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Exploring the Unconscious
•Feud asked patients to say whatever came to their
mind (free association).
http://www.english.upenn.edu
9
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Dream Analysis
interpreting the manifest and latent contents of
dreams.
The Nightmare, Henry Fuseli (1791)
10
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Rorschach Inkblot Test
10 inkblots - designed by Hermann Rorschach.
11
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Thematic Apperception Test
(TAT)
Developed by Henry Murray,
12
Chapter 2
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Freud’s Psychosexual Development
• Child moves through 5 stages
• Stages result from conflict between Id & Superego
• Conflict creates anxiety
• Ego defends against anxiety with defense
mechanisms
• Early experiences have long-term effects on
personality
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
• Oral stage - first year of life in which the
mouth is the erogenous zone and
weaning is the primary conflict. Id
dominated.
Menu
14
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
• Anal stage - second stage - about 2
years of age, the anus is the
erogenous zone and toilet training is
the source of conflict. Ego develops.
– Anal expulsive personality messy,
destructive, and hostile.
– Anal retentive personality - neat, fussy,
stingy, and stubborn.
15
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
• Phallic stage - 3 - 6 years of age, in
which the child discovers sexual
feelings. Superego develops.
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Oedipus Complex
A boy’s sexual desires toward his mother
and feelings of jealousy and hatred for the
rival father.
Electra complex for the girl’s desire for
the father.
17
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Identification
From the K. Vandervelde private collection
Through identification
their superego gains
strength incorporating
parents’ values.
18
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
• Latency - fourth stage occurring during
the school years, in which the sexual
feelings of the child are repressed while
the child develops in other ways.
• Genital – sexual feelings reawaken with
appropriate targets.
Menu
19
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
20
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
21
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Exploring the Unconscious
Freud asked patients to say whatever came to
their mind (free association) to tap the
unconscious.
http://www.english.upenn.edu
23
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Dream Analysis
Another method to analyze the unconscious
mind is through interpreting the manifest and
latent contents of dreams.
The Nightmare, Henry Fuseli (1791)
24
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Rorschach Inkblot Test
10 inkblots - designed by Hermann Rorschach.
25
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Thematic Apperception Test
(TAT)
Developed by Henry Murray,
26
Chapter 2
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Strengths and Weaknesses of Freud’s Theory
• Strengths
– Awareness of unconscious motivation
– Emphasized important early experience
– Neo-Freudians have been influential
• Weaknesses
– Ambiguous, inconsistent, not testable
– Not supported by research
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
When a student asked him what was the significance of
his cigar, Freud replied “sometimes a cigar is just a
cigar.”
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Erik Erikson (psycho-social theory)
• Most influential neo-Freudian
• Some differences with Freud
– Less emphasis on sexual urges
– More emphasis on rational ego
– More positive and adaptive view of human
nature
– Believed development continues through
adulthood
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Favorable outcomes at each stage - "virtues.“ Or, maladaptations
(too much positive) or malignancies (too much negative)
The virtues are:
1. hope
2. will
3. purpose
4. confidence
5. fidelity
6. love
7. care
8. wisdom
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Strengths and Weaknesses of Erikson
• Strengths
•
– Emphasis on rational and adaptive nature
– Interaction of biological & social influences
– Focus on identity crisis of adolescence still
most relevant
Weaknesses
– Sometimes vague and difficult to test
– Does not explain how development comes
about
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Classical Conditioning
 Ivan Pavlov
 1849-1936
 Russian physician/
neurophysiologist
 studied digestive
secretions
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Behavioral Approaches
Chapter 2
• Classical Conditioning - a type of learning in
which an organism learns to connect or associate
stimuli.
•
34
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Classical Conditioning
 Unconditioned Stimulus (UCS)

 stimulus that unconditionally--automatically and
naturally--triggers a response
Unconditioned Response (UCR)
 unlearned, naturally occurring response to the
unconditioned stimulus
 salivation when food is in the mouth
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Classical Conditioning
 Conditioned Stimulus (CS)

 originally irrelevant stimulus that, after association
with an unconditioned stimulus, comes to trigger a
conditioned response
Conditioned Response (CR)
 learned response to a previously neutral
conditioned stimulus
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Acquisition
The CS needs to come half a second before
the US to cause acquisition.
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Classical Conditioning: An Example
Flash of camera (UCS)
Camera (NS)
causes
+
Blinking (UCR)
Flash of camera (UCS)
=
Camera (CS)
Camera (CS)
Chapter 2
causes
Copyright © Allyn & Bacon 2006
Blinking (CR)
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Nausea Conditioning in Cancer Patients
UCS
(drug)
UCR
(nausea)
CS
(waiting
room)
UCS
(drug)
UCR
(nausea)
CS
(waiting
room)
CR
(nausea)
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
•
•
•
•
•
Nancy is a cancer patient who chose radiation to treat her
breast cancer. The radiation treatments, which she gets at
the local hospital always leave her feeling nauseous, weak
and tired. After three months of treatment, she finds that the
mere sight of the hospital causes her to feel nauseous.
What is the unconditioned stimulus (US)?
_________________________________
What is the unconditioned response (UR)?
_________________________________
What is the conditioned stimulus (CS)?
___________________________________
What is the conditioned response (CR)?
___________________________________
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
•
•
•
•
•
Bill always has a cigarette when he gets home from work to
help him relax. This has been his routine for years. Now, as
soon as he enters his house, he experiences a strong
craving for a cigarette.
What is the unconditioned stimulus (US)?
_________________________________
What is the unconditioned response (UR)?
_________________________________
What is the conditioned stimulus (CS)?
___________________________________
What is the conditioned response (CR)?
___________________________________
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Behavioral Approaches
Skinner’s Operant Conditioning
Operant Behavior - operates (acts) on environment
produces consequences
Consequences (rewards and punishments)
Reinforcement (reward) increases
the probability that a behavior will occur.
Punishment decreases the probability
that a behavior will occur.
42
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
•
•
•
Types of Reinforcement
Positive reinforcement – giving something that the
person wants that increases the behavior
Examples:
– Praise
– Teacher attention
– Rewards
Negative reinforcement – taking away something
that the person does not want that increases the
behavior
– Taking away chores
– Taking away time-out
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Types of Punishment
•
•
Presentation Punishment (type I or positive
punishment) – giving something that the person
does not want that decreases the behavior
– Detention
– Extra work
Removal Punishment (type II or negative
punishment) – taking away something that the
person wants that decreases the behavior
– Loss of recess
– Loss of playing video games
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Social Cognitive Approaches
to Learning
Bandura’s Social Cognitive Theory
•Social, Cognitive, and Behavioral
factors play important roles in learning.
•
Self-efficacy: The belief that
•
one can master a situation and
•
produce positive outcomes.
•
•Observational Learning occurs when
a person observes and imitates
someone else’s behavior.
45
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Social Cognitive Approaches
to Learning
Bandura’s Contemporary Model
Attention
Students are more likely to
be attentive to high status
models (teachers).
Production
Poor motor ability inhibits
reproduction of the model’s
behavior. Help improve skills.
Retention
Student retention will be
improved when teachers give
logical and clear
demonstrations.
Motivation
When given a reinforcement,
modeling increases.
46
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Bandura: Social Cognitive Theory
• Formerly called social learning theory
– Humans think, anticipate, believe, etc.
• Cognitive emphasis: observational learning
– BoBo doll studies
– Model praised or punished
– Child learned to imitate rewarded model
– Vicarious reinforcement
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
LO 5.21
Bandura’s classic Bobo doll study
Menu
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Modeling Violence
Children modeling after pro wrestlers
Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 2
Learning Theory: Strengths & Weaknesses
• Strengths
– Precise and testable theory
– Carefully controlled experiments
– Practical applications across lifespan
• Weaknesses
– Inadequate account of lifespan changes
– Ignored genetic and maturational
processes