2. 1 Term Project #4: How do I find a relevant theory? Here is how to find a relevant theory: Test-Based selection: Look up the topic in your text. What theories are addressed in the discussion of that topic? Professional literature-based selection: Find a chapter in a book or a review article in a journal that addresses your issue—and then read them. What theories are used to make sense of the issue in these works? Personal preferences: What theory do you want to learn about?. Suck-up selection: The professor is relatively informed about behavior theory, cognitive social theory, social information processing theory, and psychoanalytic theory. But it is important to note that he is a theoretical Neanderthal—with due apologies to the Neanderthals. Parental-dependence criterion: Ask your mother what you should do.

3. 2 Psychology 1230: Psychology of Adolescence Don Hartmann Fall 2005 Lecture 4: Introduction to Theory

4. 3 Administrative Announcements If you have added the class after 08-25 (Thursday), please let me know, for example, via email. My thanks to all of you who completed an application for class TA. The class TAs for this semester are as follows: Holly Ausbeck Michael Iwasaki Sean Paul Megan Rae Jessica Whipple

5. 4 Discussion Topic #1 #1 Choose your Theorist: Whippets I (Summary- Evaluation due on Monday, Sept. 12). Assume that you were teaching psychology to a group of high school sophomores, and you could only talk with them about a single theorist. Of the major theorists discussed in chapter 2 of our text, which theorist would you choose, and why? Also comment critically on at least one other discussant’s choice.

6. 5 Discussion Topic #2 #1b Being a Wise Consumer of Research on Adolescence: Hotties I (Summary-Evaluation due on Tuesday, Sept. 13th). Our text describes a variety of guidelines/caveats regarding media reports about adolescents. Take some story you have recently read or seen reported, and describe which of the cautions mentioned in the text apply. Be sure to describe the story in sufficient detail so that your reader will understand how the caution(s) applies. You also may want to reply to another discussant’s remarks.

7. 6 WEB Discussion Process Group#1 due#2 due#3 due#4 due#5 due Whippets09/12 Hotties09/13 ---------- Note: Anyone can contribute to any WEB discussion; group members are responsible to summarizing the discussion. The last day to contribute to any discussion is 3 days before the due date.

8. 7 Handout Summary Handout WEB Date Date 4. HO-Inform. Sheet*08/2408/05 5. HO-TA Application* 08/2408/05 6. Lect. #1b: How to succeed08/11 7. HO-Class Participation*08/2608/05 8. HO-WEB Discussions*08/05 9. HO-TA Rank Order08/14 10, HO-Term Paper*08/12 11. Lect. #2: Historical Perspect.08/12 12. HO-Suppl. Proj. #1*08/12 13. Lect. #3: Devel. Issues08/15 14. HO-Completing a Film Review*08/14 15. HO-Preparing a Book Review08/14 16. Completed Class Locator08/31 17. Lect. #4: Introduction to Theory08/31 ----- * Indicates handouts discussed in class.

9. 8 Overview Introduction to Theory: Lecture #4 Brief introduction to HO-Film Reviews Completion of Lecture #3 on Developmental Issues What is theory? The value of theory The Story of Dickie & Johnnie According to Piaget According to Freud According to Bandura Next: Bandura’s Social Cognitive Theory

10. 9 HO-Film Reviews: I Films on adolescence can be viewed, reported on, and reviewed for extra credit. A finely done review might garner up to 4 extra-credit points. To complete a review, view the film, complete the report/review and hand it in or email it to the instructor. Your paper should have most of the following components. Cover page: Your name, class for which review was conducted, date review was handed in, film title and date film was viewed. Body of review: Descriptive information on the film, including length, year of release, director, major players, and where available. Psychological information on the film including adolescent issues dealt with, implicit theory of adolescent behavior, and for whom film is appropriate. Your assessment of the value of the film on any and all dimensions you think appropriate. Films previously reviewed include Whale Rider, Saved, Thirteen, L.I.E., Antwone Fisher, &Brotherhood of Man. ------ Note: the handout on book reviews looks quite similar to the one on films.

11. 10 Film Reviews: II Tentative Evaluation Form for Film Reviews Name:_________________________ Date: _______________ Name of Film: __________________________________ __Cover sheet (0-.5) __Review (0-3.5) __Descriptive information (0-.5) __Psychological information (0-1) __Assessment (0-1) __Writing (0-1) __Total Comments:

12. 11 Ruth Benedict’s Cultural Commentary Importance of the structure and demands of a society Conflict over a behavior varies with degree to which the socialization practices enforce substantial discontinuities in expectations, and the degree to which these discontinuities are associated with unclear cues

13. 12 Early versus Continuous Development Is the course of development set during the formative years? OR Is development non-selective as to when it occurs? Related to Critical or Sensitive Period Hypothesis Examples: imprinting (Lorenz’s goslings) Freud’s theoretical notions about the formative years (1-3)

14. 13 Imprinting? Lorenz Who? When Imprinting Studies Go Awry !

15. 14 Supplementary References Thomas, R. M. (2001). Recent theories of human development. Thousand Oaks, CA: Sage Publications. Miller, P. H. (1993). Theories of developmental psychology (3 rd ed.). New York: W. H. Freeman & Company. Title in italic Edition in brackets City of publication Initials only

16. 15 And some theories are more important than others…

17. 16 What are Theories? Kurt Lewin: “Nothing is so practical as good theory” (1951, p. 169). What are they? Stories (explanations) of how the facts fit together Indicate which facts are important… Which sorts of relationships among the facts are most important for producing understanding… Theories give facts meaning…“Without theory, facts remain a clutter of disorganized specks on the canvas, unconnected spots that form no picture of how and why children grow up as they do”…

18. 17 Life Without Theories

19. 18 Life With Theories

20. 19 A Vignette Illustrating the Value of Theory: Little Johnnie Little Johnnie takes his fluffy, stuffed doll to bed with him, hugs and kisses it, and says "Dickie loves Johnnie" (the stuffed doll loves him).

21. 20 Piaget: Dickie loves Johnnie Important facts? Piaget has not much to say about sexual behavior or affection. Would focus on: the child has language; child confuses self with object How do the facts inter ‑ relate? Piaget would state that actions (verbal behavior) reflects stage of thinking ‑‑ in this case, egocentric thought

22. 21 Freud: Dickie loves Johnnie Facts of interest? Eros: affect ional and/or sexual behaviors Same sex of agent and recipient Interrelation? Child distinguishes between self and others, but only incompletely (ego is not completely formed) Evidence of projection (I don't love you; you love me), one of classic defense mechanisms Child has NOT had libido suppressed by punishment for affection

23. 22 Bandura: Dickie Loves Johnnie Facts? Object taken to bed Affectional responses Language use Agent ‑ recipient relationship Inter ‑ relate? What has Johnnie been observing in his home ‑‑ affection (imitation) What has Johnnie been reinforced for? Acting affectionately. Johnnie perhaps thinks of himself as an affectionate person (self ‑ concept)

24. 23 The MAN!

25. 24 Introduction to the Man 4 th most influential psychologist of the 20 th century (see my bulletin board) Distinguished Professor at Stanford Past President of the American Psychological Association (APA) On this campus, mentor of Donna Gelfand & Don Hartmann An important advocate and developer of Social Learning Theory, which has been transformed into Social Cognitive Theory

26. 25 The Characteristics of Bandura’s (early) Theory with Emphasis on Learning Early version (Social Learning Theory) emphasized the means by which we acquire behavior: Learning… Operant Conditioning—behavior controlled by its consequences Classical (Pavlovian) Conditioning (Why we salivate when we hear bells.) But especially, IMITATION

27. 26 More on Imitation as a Process Basic rather than derived process More efficient alternative to shaping— response acquisition mechanism emphasized by Skinnerians Has elaborate theory of the process of imitation learning.

28. 27 The Process of Imitation involves… Attending to the “model” Coding the behavior into memory Retrieving the behavior from memory Performance of the modeled behavior, and The role of incentives

29. 28 Imitation May Not Always Be Desirable

30. 29 More on the Characteristics of Bandura’s (early) Theory with Emphasis on Learning Distinguished between learning & performance We often, and incorrectly, infer what an individual knows from what that person does

31. 30 Learning Vs. Performance

32. 31 Still More of the Characteristics of Bandura’s (early) Theory with Emphasis on Social Context Both early version (Social Learning Theory) and later version (Social Cognitive Theory) emphasized the social context in which learning occurred Social variables are important in determining what we learn, how much, etc.

33. 32 Bandura: Nurture over Nature From Bandura: In lower mammalian species, for example, sexual activities are completely regulated by gonadal hormones; among primates sexual behavior is partially independent of physiological stimulation; while human eroticism is exceedingly variable and essentially independent of hormonal regulation....thus, one would induce sexual behavior in a rodent Don Juan by administering androgen, whereas presenting him lascivious pictures of a well ‑ endowed mouse would have no stimulating effects whatsoever. By contrast, one would rely on sexually ‑ valenced social stimuli, rather than on hormonal injections for producing erotic arousal in human males.

34. 33 Summary Theory The value of theory Dickie & Johnnie Introduction to Bandura Early Social learning theory Next: More on Bandura (#5) Go in Peace!