1 / 30

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

charlesh
Télécharger la présentation

Chapter 2 - Theories

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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?

More Related