Five Theories (Perspectives) of Development Psychological Psychoanalytic (Freud) Cognitive Behavioral Other Ethological Ecological

Psychoanalytic theory (by Dr. Sigmund Freud) Early experiences with parents extensively shape human development Freud believed personality has 3 structures Id - with Ego Super Ego

Id – personality that consists of instincts( it is totally unconscious) No contact with reality Ego – the freudin structure of personality that deals with the demands of reality. Allows to make rational decisions. Super Ego – the moral branch of personality that takes into acco unt what’s right or wrong( conscience)

Freudian Stages of development

Psychoanalytic Theory: Erik Erikson (1902-1994) Eight psychosocial stages in the lifespan Trust v. mistrust Autonomy v. shame/doubt Initiative v. guilt Industry v. inferiority Identity v. confusion Intimacy v. isolation Generativity v. stagnation Integrity v. despair

Ericson’s stages Developmental stage characteristics Trust vs mistrust Infancy (1st year) Sense of trust requires a feeling of physical comfort & minimal amount of fear Autonomy vs shame and doubt Infancy (2ndyear) Develop a healthy independence. Try to express their will Initiative vs guilt Early child hood( pre school years age 3-5) Develop active purposeful behavior to cope with challenges. Develop a sense of responsibility Initiate tasks Industry vs inferiority Middle and late childhood(age 6-11 years or puberty) Directing their energy to mastering knowledge and intellectual skills

Identity vs identity confusion Adolescence(10-20years) Face the task of finding out who they are, what they are all about& where they are going in life Intimacy vs isolation Early adulthood Developmental T ask of forming intimate relationship with others Generativity vs stagnation Middle adulthood Concern to assist the younger generation and leading useful lives Integrity vs despair Late adulthood Individuals look back evaluate what they have done with their lives

Cognitive Theories (1960s) Emphasize thinking, reasoning, language Jean Piaget: Swiss (1896-1980) Children actively construct understanding Four stages Lev Vygotsky: Russian Knowledge is constructed through interaction with other people Information Processing Analogy between human brain & computer

Piaget’s Stages According to Piaget, children progress through four distinct cognitive stage Sensorimotor (0-2 years) Preoperations (2-7 years) Concrete Operations (7-12 years) Formal Operations (12 and up) As a child progresses to a new stage, his/her thinking is qualitatively different

Piaget’s Stages cont.. Sensorimotor Understand the world through senses and motor actions Develop object permanence – the idea that an object still exists even if it can’t be seen Preoperative (“before logic”) Symbolic thought – ability to use words, images, and symbols to represent the world Thinking is egocentric (the inability to take another person’s perspective)

Cont…. Concrete Operations Can do logical operations Understand reversibility Can do conservation – two equal quantities remain equal even if the appearance of one has changed Formal Operations: Can do abstract & hypothetical reasoning

Piaget’s Four Stages of Cognitive Development

Information-Processing Theory OUTPUT INPUT math history religion culture science literature

Ivan Pavlov: Classical Conditioning Behavioral Theories Ivan Pavlov: Classical Conditioning Pair a neutral stimulus (CS)with a stimulus (UCS) that automatically produces a response (UCR). John B. Watson: Emotional responses can be classically conditioned (Little Albert). B. F. Skinner: Operant Conditioning Behavior followed by a reward is more likely to occur again; punished behavior is less likely to occur again.

Unconditioned Stimulus (UCS or US) Key terms Unconditioned Stimulus (UCS or US) Biologically relevant stimulus, that without prior learning elicits an…. Unconditioned Response (UR or UCR) Conditioned Stimulus (CS Conditioned Response (CR)

Ethological Theory Based on study of animal behavior Considers the influence of biology/evolution Considers critical or sensitive periods Konrad Lorenz: imprinting-rapid, innate learning John Bowlby: attachment

Ecological Theory Urie Bronfenbrenner Emphasizes environmental concepts Microsystem: daily life Mesosystem: relates microsystems Exosystem: influences from other social systems Macrosystem: culture Chronosystem: (time) personal/social history