CHAPTER 2 THEORIES OF HUMAN DEVELOPMENT

2. Learning Objectives What are the five basic issues in human development? Where does each major theorist � Freud, Erikson, Skinner, Bandura, Piaget, and Gottlieb � stand on each of these issues?

3. Theories of Human Development Theory: Ideas proposed to describe/explain certain phenomena Organizes facts/observations Guides collection of new data Should be internally consistent Falsifiable: Hypothesis can be tested Supported by data

5. Other Assumptions About Human Nature Nature/Nurture: Heredity or environment most influential? Goodness/Badness: Underlying good or evil Active/Passive Development: Self determination or by others Continuity/Discontinuity: Stages or gradual change Quantitative/Qualitative Changes: Degree or transformation Universal or Context Specific Development

6. Learning Objectives What are the distinct features of Freud�s psychoanalytic theory? What are the strengths and weaknesses of the theory?

7. Freud: Psychoanalytic Theory Instincts and unconscious motivation Id, Ego, and Superego formed from psychic energy (Libido) Id: Instinctual nature of humans Ego: Rational and objective Superego: Internalized moral standards Dynamic system: Regular conflicts within

8. Freud�s Psychosexual Development Child moves through five 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

10. Strengths and Weaknesses of Freud�s Theory Strengths Awareness of unconscious motivation Emphasized important early experience Weaknesses Ambiguous, inconsistent, not testable Not supported by research

11. Learning Objectives How does Erikson�s psychoanalytic theory compare to Freud�s theory? What crisis characterizes each of Erikson�s psychosocial stages?

12. Erik Erikson Most influential neo-Freudian Some differences with Freud Less emphasis on sexual urges More emphasis on rational ego More positive, adaptive view of human nature Development continues through adulthood

13. Erikson�s Stages: Approximate Ages Trust vs. Mistrust: Importance of responsive caregiver Autonomy vs. Shame & Doubt: Preschool Initiative vs. Guilt: Preschool Industry vs. Inferiority: School-age children Identity vs. Role Confusion: Adolescence Intimacy vs. Isolation: Young adult Generativity vs. Stagnation: Middle age Integrity vs. Despair: Old Age

16. Strengths and Weaknesses of Erikson Strengths Focus on identity crisis of adolescence still most relevant Emphasis on rational and adaptive nature Interaction of biological & social influences Weaknesses Sometimes vague and difficult to test Does not explain how development comes about

17. Learning Objectives What are the distinct features of the learning theories covered in this chapter: Watson�s classical conditioning, Skinner�s operant conditioning, and Bandura�s social-cognitive theory? What are the strengths and weaknesses of the learning theories?

18. Learning Theories: Classical Conditioning Behaviorism: Conclusions should be based on observable behavior only Tabula Rasa - Environmental view Association Learning UCS: Built-in, unlearned stimulus UCR: Automatic, unlearned response CS: Stimulus causes learned response CR: Learned response

19. The three phases of classical conditioning

20. Learning Theories: Operant Conditioning Probability of behavior based on environmental consequences Reinforcement Pleasant consequence Increases probability Punishment Decreases probability Unpleasant, aversive

21. Possible consequences of whining behavior. Moosie comes into the TV room and sees his father talking and joking with his sister. Lulu, as the two watch a football game. Soon Moosie begins to whine, louder and louder, that he wants them to turn off the television so he can play Nintendo games. If you were Moosie�s father, how would you react?

22. 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

23. 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

24. Learning Objectives What is Piaget�s perspective on cognitive development? What are the strengths and weaknesses of Piaget�s theory?

25. Piaget: Cognitive Developmental Theory Intelligence: Ability to adapt to environment Constructivism: Understanding based on experience Interactionist Both biological maturation and experience required for developmental progress At each new stage, children think in a qualitatively different way

27. Cognitive Developmental Theory Strengths Well-accepted by developmentalists Well-researched, mostly supported Influenced education and parenting Weaknesses Ignores motivation and emotion Stages not universal especially the last one

28. Learning Objective How do systems theories, in general, conceptualize development?

29. Contextual/Systems Theories Lev Vygotsky: Sociocultural perspective Cognitive development is a social process Problem solving aided by dialogues Gottlieb: Evolutionary/Epigenetic Systems Genes, neural activity, behavior, and environment mutually influential Normal genes and normal early experiences most helpful

30. Learning Objectives What are the essential elements of Gottlieb�s epigenetic psychobiological systems perspective of development? What are the strengths and weaknesses of the systems approaches to development?

31. Gottlieb � Developmental Psychobiology Interaction: Biological & environmental influences Individual programmed through evolution Current behavior results from past adaptation Ethology: Behavior adaptive to specific environments E.g., food scarcity creates nomadic behaviors Species-specific behavior of animals & humans

32. Gottlieb: Epigenesis Instinctual behavior may or may not occur Depends on early physical and social environments Genes alone don�t influence behavior A system of interactions People develop in changing contexts Historical Cultural

33. Strengths and Weaknesses Strengths Stresses the interaction of nature and nurture Weaknesses Only partially formulated and tested No coherent developmental theory

34. Learning Objective How can we characterize the theories in general?

35. Participation Question 1 (from Box 2.1) Directions: Choose one option for each statement and write down the corresponding letter. Biological influences and learning experiences are thought to contribute to development. Overall: a. Biological factors contribute far more b. Biological factors contribute somewhat more c. Both biological and environmental factors contribute equally d. Environmental factors contribute somewhat more e.Environmental factors contribute far more

36. Audience Participation Question 2 Children are innately: a. Mostly bad; they are born with basically negative, selfish impulses b. Neither good nor bad; they are tabula rasae (blank slates) c. Both good and bad; they are born with predispositions that are both negative and positive d. Mostly good; they are born with many positive tendencies

37. Audience Participation Question 3 People are basically: a. Active beings who are the prime determiners of their own abilities and traits b. Passive beings whose characteristics are molded either by social influences (parents, other significant people, and outside events) or by biological changes beyond their control.

38. Audience Participation Question 4 Development proceeds: a. through stages so that the individual changes rather abruptly into a different kind of person than s/he was in an earlier stage b. In a variety of ways � some stage-like, and some gradual or continuous c. Continuously � in small increments without abrupt changes or distinct stages

39. Audience Participation Question 5 When you compare the development of different individuals, you see: a. Many similarities: Children and adults develop along universal paths and experience similar changes at similar ages b. Many differences: Different people often undergo different sequences of change and have widely different timetables of development