Chapter 2 THEORIES OF HUMAN DEVELOPMENT

Name: Chapter 2 THEORIES OF HUMAN DEVELOPMENT
Uploaded: 2017-07-28T01:05:03+00:00
Duration: PTM17S59
Channel: Merry Rogers
Description: Chapter 2 THEORIES OF HUMAN DEVELOPMENT

Chapter 2 THEORIES OF HUMAN DEVELOPMENT

THE NATURE OF SCIENTIFIC THEORIES
Theory – set of concepts and propositions that describe and explain observations Parsimonious: concise Falsifiable: capable of making specific predictions which can be disconfirmed Heuristic: build on existing knowledge by generating testable hypotheses

Figure 2.1 The role of theory in scientific investigation.

THEMES IN THE STUDY OF HUMAN DEVELOPMENT
The Nature/Nurture Theme Genetics versus environment Both interact to produce change The Active/Passive Theme Children are active, determining how society treats them Children are passive, being molded by society

The Continuity/Discontinuity Theme Change occurs gradually and continuously Quantitative changes: change in degree or amount Change occurs with abrupt changes or stages (discontinuous) Qualitative changes: changes in form or kind

Figure 2.2 The course of development as described by continuity and discontinuity (stage) theorists.

The Holistic Nature of Development Issue Are the different aspects of development separate, or are they interrelated and influence each other?

Figure 2.3 Psychologists attempt to tease apart the biological (red), cognitive (yellow), social (blue), and contextual (white) factors that influence human development. However, development is holistic and at a very early age the variables that we choose to study have already begun to interact. A single domain or variable never influences development independently of other factors. The chosen variable’s effect is modified and modulated by the influences of other domains and their variables, just as they are modified and modulated by it. Like the colors in this illustration, influences from the four domains interact to produce confluent effects that are not easily traced to a single, or even a handful, of variables.

THE PSYCHOANALYTIC VIEWPOINT
Freud’s Psychosexual Theory Unconscious motives are repressed Development is a conflictual process Sexual and aggressive instincts that must be served, yet society dictates restraint

Freud’s Psychosexual Theory Three Components of Personality Id: satisfy inborn biological instincts, now Ego: conscious, rational, finds a realistic means of satisfying instincts Superego: seat of the conscience, develops between ages 3-6 as morals of parents are internalized

Freud’s Psychosexual Theory Stages of Psychosexual Development Sex instinct, broadly defined, was most important Focus of sex instinct shifts during development – shifts = stages Fixation – arrested development due to excess or a lack of gratification of needs

Table 2.1 Freud’s Stages of Psychosexual Development

Freud’s Psychosexual Theory Contributions and Criticisms Little evidence that oral, anal and genital conflicts predict adult personality Contributions Unconscious motivation Impact of early experiences Emotional side of development

Erickson’s Theory of Psychosocial Development Comparing Erickson with Freud Children are active explorers, not passive slaves to biological urges Emphasis on cultural influences, less on sexual urges

Erickson’s Psychosocial Theory Eight Life Crises (Psychosocial Stages) Emerge at a time dictated by biological maturation and social demands Must be resolved successfully for satisfactory resolution at next stage Extend throughout life

Table 2.2 Erickson’s and Freud’s Stages of Development

Table 2.2 Erickson’s and Freud’s Stages of Development (continued)

Erickson’s Psychosocial Theory Contributions and Criticisms Stresses rational, adaptive nature Emphasizes social conflicts that we can anticipate and observe in others Vague about causes of development Descriptive, not explanatory

Psychoanalytic Theory Today Largely rejected because propositions are difficult to falsify or confirm Most hypotheses can only be tested through interviews or the clinical method Time consuming Expensive Least objective

THE LEARNING VIEWPOINT
Watson’s Behaviorism Conclusions based on observations of overt behavior Development is continuous Habits develop from learning experiences Development depends on environment

Skinner’s Operant Learning Theory Repeat acts if outcomes are favorable, suppress acts if outcomes are unfavorable Operant – initial voluntary act Reinforcer – increases probability of act Punisher – decreases probability of act Development is passive Development depends on external stimuli

Bandura’s Cognitive Social Learning Theory People are active information processors Observational learning – observing models Rejects Watson’s environmental determinism – passive recipients Proposed reciprocal determinism – interaction between person, behavior, and the environment (bidirectional links)

BOX 2.1 FOCUS ON RESEARCH: AN EXAMPLE OF OBSERVATIONAL LEARNING
Bandura’s classic “Bobo Doll” Study Demonstrated importance of observational learning Demonstrated no-trial learning Distinguished learning from performance

Box 2.1 Average number of aggressive responses imitated during the performance test and the learning test for children who had seen a model rewarded, punished, or receive no consequences for his actions. ADAPTED FROM BANDURA, 1965.

Figure 2. 4. Bandura’s model of reciprocal determinism
Figure 2.4. Bandura’s model of reciprocal determinism. ADAPTED FROM BANDURA, 1978.

Contributions of Learning Theories Wealth of information Very precise and testable Clinical insights and practical applications including behavior modification

Criticisms of Learning Theories Oversimplified, ignores contribution of biological influences Children must be studied in their natural settings to understand how environments influence development Too little attention on cognitive influences on development

COGNITIVE-DEVELOPMENTAL VIEWPOINT
Piaget’s View of Intelligence Intelligence: a process that helps an organism adapt to its environment Scheme: organized pattern of thought or action used to cope with or explain experience Children actively construct understandings of the world through experience

Piaget’s View of Intelligence Disequilibrium: contradictions between understanding and facts Assimilation: interpretation of new experiences in terms of existing schemes Accommodation: alter existing schemes to account for new experiences

Piaget’s View of Intelligence Four Stages of Cognitive Development Sensorimotor (0-2) Preoperational (2-7) Concrete-operational (7-11/12) Formal operational (11/12 – beyond) Invariant developmental sequence

Table 2.3 Piaget’s Stages of Cognitive Development

Piaget’s Viewpoint Contributions Legitimized study of children’s thinking Contributed to new area of social cognition Strong impact on education

Piaget’s Viewpoint Criticisms Underestimated young children’s intellectual capacities Training can improve performance on tasks, challenging assumption that individualized discovery learning is best

Sociocultural Influences: Vygotsky’s viewpoint How is culture transmitted from generation to generation? Cognitive growth is a socially mediated activity Not all children progress through same stages of cognitive growth, some are culturally specific

The Information-Processing Viewpoint The mind is like a computer, information flows in, is operated on, and is converted to output (answers etc.) Cognitive development Changes in brain and mental processes Due to both maturation and experience Is continuous, NOT stagelike

Information-Processing Viewpoint Contributions Insights on growth of cognitive abilities Filled gaps in Piaget’s theory Know how children approach problems Know why they make errors Can suggest strategies to improve performance

Information-Processing Perspective Criticisms May not reflect thinking in everyday life Computer model may underestimate the richness/diversity of cognition Both are being addressed by researchers

THE ETHOLOGICAL (OR EVOLUTIONARY) VIEWPOINT
Ethology: scientific study of evolutionary basis of behavior and the contributions of evolved responses to survival and development Assumptions of Classical Ethology: Born with biologically programmed behaviors (through natural selection) Products of evolution Adaptive to survival

Assumptions of Ethology Focus on instinctual responses that All members of species share May steer individuals along similar developmental paths Study subjects in natural environment

Ethology and Human Development Crying (for example) Ensures infant’s basic needs are met Ensures sufficient contact to form primary emotional attachments Critical periods: limited time span when biologically prepared to display adaptive patterns of development, given right input

Ethology and Human Development Sensitive periods: Optimal time for emergence of behaviors Particularly sensitive to environmental influences Development can occur outside a sensitive period, but is more difficult

Contributions Children have adaptive, genetically preprogrammed characteristics that influence development Value of studying human development in normal, everyday settings Value of comparing human development with that of other species

Criticisms Difficult to test Is a retrospective explanation of development, little ability to predict Learning tends to modify most biological predispositions

THE ECOLOGICAL SYSTEMS VIEWPOINT
Bronfenbrenner – ecological systems theory: a detailed analysis of environmental influences Contexts for Development Natural environments are the major source of influence for development Environment is a set of nested structures

Figure 2.5. Bronfenbrenner’s ecological model of the environment as a series of nested structures. The microsystem refers to relations between the child and the immediate environment, the mesosystem to connections among the child’s immediate settings, the exosystem to social settings that affect but do not contain the child, and the macrosystem to the overarching ideology of the culture. BASED ON BRONFENBRENNER, 1979.

Bronfenbrenner’s Contexts for Development Microsystem: activities/interactions in the immediate surroundings Mesosystem: connections between microsystems Exosystem: contexts children are not a part of but which may influence development

Bronfenbrenner’s Contexts for Development Macrosystem: context in which other systems are imbedded Chronosystem: changes in the child or any of the other systems can affect the direction of development

Contributions Rich description of environment Need to study development in natural settings Suggests ways to optimize development Criticisms Little on specific biological contributors Lack of focus on normative development

THEORIES AND WORLD VIEWS
World View – broader philosophical assumptions Mechanistic model: people are machines Collections of behaviors that can be decomposed Passive – change due to outside influences Change is gradual or continuous

Organismic Model People are like other living organisms Whole beings who are more than a collection of parts Active in development Developing through discontinuous stages

Contextual Model Development is a result of the interplay between person and environment People and the environment are active There are universal and unique aspects Change is qualitative AND quantitative Development can take different paths Today: eclectic – use many theories

Table 2.4 A summary of the Philosophies Underlying Seven Major Developmental Perspectives

Chapter 2 THEORIES OF HUMAN DEVELOPMENT

Similar presentations

Presentation on theme: "Chapter 2 THEORIES OF HUMAN DEVELOPMENT"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Chapter 2 THEORIES OF HUMAN DEVELOPMENT

Similar presentations

Presentation on theme: "Chapter 2 THEORIES OF HUMAN DEVELOPMENT"— Presentation transcript:

Similar presentations

About project

Feedback