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Chapter 2 - Theories

Chapter 2 - Theories. I. Questions/Controversies A. Nature vs. Nurture Nature = genetics Nurture = environment. Nature vs. nurture, cont. both are important most things are interactions. B. Continuity vs. Discontinuity Developmental changes are sudden or gradual

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Chapter 2 - Theories

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  1. Chapter 2 - Theories I. Questions/Controversies A. Nature vs. Nurture • Nature = genetics • Nurture = environment

  2. Nature vs. nurture, cont. • both are important • most things are interactions

  3. B. Continuity vs. Discontinuity Developmental changes are sudden or gradual • Gradual/continuous = quantitative • Sudden/discontinuous/discrete = qualitative

  4. Universal vs. Culturally Specific (Deficit vs. Difference) - Culturalists = context determines development • Active vs. Passive - tabula rasa ==> recipients - vs. seek information ==> creators

  5. II. Freud - Psychoanalytic Theory 1. Importance of early experiences - birth to age 5 2. Intrapsychic focus - development within the mind - biological basis

  6. 3. Structures • Id = present at birth - biological drives/instincts • Ego = develops in 1st year - how to satisfy id - practical & reality-based • Superego = develops in 3rd/4th year - incorporate sense of right & wrong from parents

  7. 4. Psychosexual stages - Develop by progressing through stages - Stages = “sexual” gratification in different body parts - Conflict to be resolved at each stage

  8. 5. Unconscious conflict • Between id & world/superego at each stage • Ego tries to satisfy both • Resolve conflict = progress through stages • No resolution = fixation at that stage => psychological problems

  9. Freud’s Stages AgePleasureDevelopment • Infancy - oral /sucking • Toddlerhood - anal/toileting -> Ego • Preschool - phallic/genitals -> Superego Oedipal/Electra complex • Elem. School - latency • Adolescence - genital

  10. III. Erikson- Psychosocial theory 1. Importance of social world 2. Focus is reality-oriented Ego - Development of ego within the social world 3. 8 developmental stages - Pass via resolving conflicts - conflicts are social, not instinctual

  11. Infant – Trust in caretaker & self • Toddler – Self-control & pride • Preschooler – Initiative • School-age child – Industry • Adolescent – Develop identity • Young adult – Intimate relationship • Mid-aged adult – Contribute to future • Older adult – Integrity in life review

  12. Erikson = Lifespan theory

  13. IV. Piaget’s Cognitive-Developmental Theory 1. Development = thought processes - stages of more advanced cognition 2. Biology plus experience - An interaction: maturation plus experience - children actively seek information

  14. Cognitive & social development - social behavior depends upon cognitive abilities -> cognitive development underlies all other development

  15. V. Learning Theory We learn & thus develop constantly - from constant input from the environment - same processes for all development - learn increasing amounts via those processes

  16. 1. Behaviorism - study only observable behavior - all behavior determined by outside forces 3 major behaviorists

  17. Watson - child = tabula rasa - environment determines person

  18. Pavlov - Classical Conditioning - learn to associate 2 things that happen together in time

  19. Unconditioned Stimulus (US) -> Unconditioned Response (UR) • Neutral stimulus does not evoke Response • If neutral stimulus always precedes US, neutral stimulus begins to evoke Response

  20. Neutral stimulus becomes Conditioned Stimulus (CS) • CS -> CR (Conditioned Response)

  21. Skinner - Operant/Respondent Conditioning - behavior is governed by rewards & punishments

  22. 2. Bandura - Social Learning - Learn by observing others, not just own experience (adds cognition) - imitate a model

  23. VI. Bronfenbrenner - Ecology Theory 1. Context determines development - development occurs differently depending upon the environment 2. Multiple contexts 3. Contexts interact and change each other

  24. Systems: 1st = Microsystem - immediate surroundings - interactions are bidirectional & reciprocal 2nd = Mesosystem - interaction among microsystems

  25. 3rd = Exosystem - other elements child is not part of, but is influenced by it indirectly 4th = Macrosystem - society as a whole 5th = Chronosystem - changes in systems over time - alter existing relationships

  26. VII. Vygotsky - Sociocultural Theory • How is culture transmitted

  27. Culture transmitted…. • Via interaction with adults & older children • Help children master culturally-meaningful tasks • Language/communication is critical -> children internalize dialogues & later use the language to help guide their own development

  28. Piaget vs. Vygotsky A. Piaget: focus on child - children’s own efforts to understand world vs. Vygotsky: development is socially mediated - requires others

  29. B. Piaget: children master same tasks vs. Vygotsky: cultures select different tasks C. Piaget: discrete stages vs. Vygotsky: development is continuous

  30. Small-group discussion: How does one’s theoretical view of development affect the kinds of behaviors one notices? What behaviors would be observed by Freud, Piaget, an information-processing theorist, Skinner, Bandura, an ethological theorist, Bronfenbrenner when watching 2 children interact on a playground?

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