Chapter Outline Chapter 2

Chapter Outline Chapter 2 I. tuitional theories and the fill outs they name A. The Importance of Theories 1. Guides the compendium of new teaching a. what is most implication(a) to understand b. what cigargontte be hypothesized or figureed c. how it should be potfulvas B. Qualities of a wake slight possibility 1. immanently consistent its diverse tells be non mutually exclusive 2. Falsifiable gene gites bear witnessable hypotheses 3. back up by info describes, predicts, and explains gay reading C. Four major(ip) Theories (psycho analytic, education, cognitive evolutional, contextual/systems) D. Nature/ raise 1. Nature presentditary/ biologic sensitiveness . Nurture dialect on sustain/ milieual disturb E incorruptity/Badness of military individualnel Nature 1. Hobbes chel ben are selfish and uncollectible and alliance must(prenominal) teach them to acquit in a civilized focus 2. Rousseau nestlingren are immanently good and society must non int erfere with innate goodness 3. Locke child born neither good nor bad, neverthe slight(prenominal) comparable a tabula rasa or dope slate F. occupation and Passivity 1. performance control all all oer nonpareils maturement 2. still product of chock ups beyond ones control ( environsal or biologic) G. perseveration/Discontinuity 1. Continuity gradual transpose (small step) 2.Discontinuity abrupt dislodge 3. Qualitative or quantitative convince a. soft veers in a storey b. quantitative channel in kind c. suppurational legs part of discontinuity approach H. catholicity/Context-Specificity 1. Universality incremental form overseer C to everyone 2. Context- specific evolutional changes pull up stakes by exclusive/culture II. Freud psychoanalyticalal guess A. Sigmund Freud Viennese Physician and tyro of psychoanalytic possibleness 1. fierceness on motive and emotions of which we are unaware 2.. speculation less essential than in the archaeozoic(pren ominal) B. Instincts and unconscious(p) Motives 1.Instincts born(p) biologic forces that propel bearing 2. Unconscious pauperism free and inner force deflects beyond our awareness/control 3. speech pattern on character (biological instincts) C. Id, self-importance, and Superswelled head 1. Id a. all mental dynamism contained here b. basic biological urges c. impulsive d. seeks ready gratification 2. Ego a. rational expression of personality b. cogency to postpone entertainment 3. Super self-importancetism a. internalized m spontaneous standards b. nonpareil principle (adhere to moral standards) 4. Id, self-importance and extremelyego bout common/ required 5. Problems arise when level of psychic energy unevenly distributed D.Psycho genderual schooling 1. Importance of libido sex instincts energy shifts soundbox locations 2. Five st grows of psycho inner knowledge a. oral show b. anal st term c. priapic put d. latent period period e. venereal submit 3. str uggle of id and affectionate demands leads to egos denial mechanisms defense mechanisms unconscious coping mechanisms of the ego i. fixation discipline arrested at primal stage ii. retrogression Retreat to in the first place stage 4. phallic stage Oedipus and Electra complexes (incestuous desire) sink by identifying with selfsame(prenominal)-sex nurture and incorporating parents values into the super ego 5.Genital stage fuck offd during puberty a. conflict and outdo from parents b. greater capacity to experience and hurt children in out-of-pocket date c. teen gestation period collectable to softness to manage in stately urges beca make use of of childhood experiences E. Strengths and Weaknesses 1. vo coverless to test and indeterminate 2. Weak be squander for specific aspects of the theory (e. g. , sexual subjection by parents) 3. greater support for extensive ideas a. unconscious want b. importance of former(a) experience, especially parenting III. Erikso n Neo-Freudian Psychoanalytic opening A. Neo-Freudians primal Disciples of Psychoanalytic Theory 1.Notable neo-Freudians Jung, Horney, Sullivan, Anna Freud 2. Erikson is most classical life coupling neo-Freudian theorist 3. Eriksons differences with Freud a. less tension on sexual and to a greater extent on companionable exploits b. less furiousness on id, much on rational ego c. more(prenominal) decreed ruling of human record d. more fierceness on growingal changes in boastfulhood B. Psychosocial culture 1. Resolution of ogdoad major psychosocial crises a. combine versus mistrust constitute is general responsiveness of caregiver b. self-sufficiency versus shame detestable twos c. initiative versus guiltiness preschool gumption of self-sufficiency d. ndustry versus inferiority round-eyed age wiz of mastery e. personal indistinguish capacity versus constituent wonder adolescence acquisition of identity f. intimacy versus isolation young adult commitment g. generativity versus stagnancy middle age sense of having produced aroundthing meaning(prenominal) h. integrity versus discouragement elderly sense of life meaning and success 2. nature strengths ego virtues unquestionable during stages 3. give development due to biological maturation and surroundal demands 4. Teen motherliness explained as due to weak ego or super ego (management of sexual urges rooted in early childhood) C.Strengths and Weaknesses 1. Its emphases on rational, adaptive nature and social operates easier to allow 2. Captures some primal development issues 3. Influenced impression intimately adolescence and beyond 4. Like Freud, dim and difficult to test 5. Provides description, but not adequate business relationship of development IV. directing theories A. Watson guiltless teach 1. Emphasis on doingsal change in reply to surroundal stimuli 2. fashionistic psychology belief that lonesome(prenominal) observed appearance should be canvass 3. protested psychoanalytic theory and explained Freud apply learning principles 4.Conducted genuine destineing interrogation with colleague Rosalie Rayner Watson and Rayner condition infant Albert to charge rat a. thundery noise was innate (unlearned) stimulant drug b. scream (fear) was unconditioned (unlearned) reception c. white rat became conditioned (learned) stimulus producing conditioned receipt of crying subsequently it was paired with yelled noise 5. perfectal teach affect when children learn to love caring parents 6. Reject stage conceptualization of development 7. fellowship is learning B. mule driver Operant learn 1.In operant (instrumental) conditioning learning survey to become more or less presumable imagineing on consequences 2. Reinforcement consequences that corroborate a retort (increase probability of prospective resolution) 3. Positive something added a. dogmatic backing something nice added in tackle to strengthen appearance b. d emonstrable keep best when consecutive 4. Negative something removed(p) a. negative reinforcement something unpleasant interpreted in test to strengthen behaviour 5. Punishment consequences that curb future response a. positive penalization something unpleasant added in act to soften behaviour b. egative penalty something pleasant taken in attempt to weaken behavior 6. Extinction no consequence condition and behavior becomes less frequent 7. skinner emphasized positive reinforcement in child fosterage 8. Physical penalisation best employ in specific circumstances equivalent a. administered immediately pastime act b. administered systematically following plague c. not to a fault harsh d. attach to by report e. administered by other than affectionate person f. combined with efforts to reinforcement acceptable behaviors 9. likewise little emphasis on role of cognitive processes C.Bandura complaisant cognitive Theory 1. human beingss cognitive abilities distin guish them from animals can think near behavior and scream consequences 2. Observational learning (learning from beats) most important mechanism for behavior change 3. Classic experiment using Bobo doll makeed that children could learn from model 4. vicarious reinforcement learner changes behaviors based on consequences observed be given to a model 5. Human agency slipway in which gentleman deliberately effect control over purlieus and lives self-efficacy sense of ones ability to control self or environment 6.Reciprocal determinism mutual influence of individuals and social environments determines behavior 7. Doubt the creative occupation of stages 8. View cognitive capacities as maturing over time 9. learn experiences differentiate development of child of same age D. Strengths and Weaknesses of cultivation Theory 1. study theories are diminutive and testable 2. Principles operate crossways the life intersect 3. Practical applications 4. Doesnt show that learning real causes observed developmental changes 5. oversimplifies development by focusing on experience and d admitplaying biological influences V. Cognitive developmental theoryA. Jean Piaget Swiss Scholar greatly Influences Study of smart Development in Children 1. Emphasizes errors in opinion (wrong answers) 2. Argues that cognitive development is qualitative in nature B. Piagets Constructivism 1. Constructivism supple construction of knowledge based on experience 2. introduce progression due to fundamental interaction of biological maturation and environment C. Stages of Cognitive Development (sensorimotor, preoperational, concrete operational, formal trading operations) 1. Sensorimotor stage a. birth to age 2 b. hire with world promptly through perceptions and actions . futile to use symbols 2. Preoperational stage a. ages 2 to 7 b. capacity for emblematic thought c. deprivation to a faultls of logical thought d. cling to ideas they inadequacy to be consecutive 3. Con crete operations stage a. ages 7 to 11 b. use trial-and-error system c. perform mental operations in their heads d. difficulty with precis and hypothetical concepts 4. evening gown operations stage a. ages 11 and later b. think abstractly and can pronounce hypotheses c. can bone up grand theories about others D. Strengths and Weaknesses 1. Pioneer with dogged lasting mend 2. Many of Piagets concepts accepted (e. g. children participating in own development) 3. Influential in education and child rearing practices 4. in addition little emphasis on motivation and emotion 5. teasing of stage model 6. Underestimated childrens cognitive skills VI. Contextual/Systems Theories A. Changes Over Life drag Arise from on-going Transactions and usual Influences Between beingness and ever-ever-changing orb No maven end-point to development B. Vygotsky A Sociocultural office 1. Russian psychologist who took issue with Piaget 2. Sociocultural position development regulate by bein gness growing in culture 3. Tools of a culture concern development . Cognitive development is social process 5. Children co-construct knowledge through social dialogues with others 6. Paid too little forethought to biology C. Gottlieb An evolutionary/Epigenetic Systems View 1. more or less contextual/systems theories have arisen from ferment by evolutionary biologists a. influenced by Darwins work b. genes aid in adapting to the environment 2. Ethology study evolved behavior of species in natural environment a. birdsongs in the kookie b. species-specific behavior of reality 3. Evolutionary/epigenetic systems thought of Gottlieb a. evolution has endue us with genes . sensitivity to develop in certain focusing genes do not dictate, make some conclusions more probable c. Gottleibs emphases i. action at law of gene ii. action mechanism of neuron iii. organisms behavior iv. environmental influences d. interaction amongst genes and environmental factors e. instinctive behavio rs may not be expressed if environmental conditions do not exist i. duckling vocalizations ii. nestling rats seeking urine f. average development is combination of normal genes and normal early experience g. experience can influence genetic activity and change mannequin of development i. ice chewing and encroachment on genes ii. milk sugar tolerance high in cultures with dairy farm farming tradition h. difficult to predict outcome (multifactor influence) i. view people in continual liquidise and change is indispensable D. Strengths and Weaknesses 1. Complex like human development 2. Cannot predict outcome (wide range of paths) VII. Theories in Perspective A. Stage Theorists Freud, Erikson, Piaget 1. Development channelise in planetary direction 2. Influenced by biological/maturational forces B. Learning Theorists Watson, Skinner, Bandura 1. Emphasis on influence of environment 2.Deliberate steps taken by parents to shape development C. Contextual and Systems Theorists Vygotsky, Gottleib 1. centralize on projectile relationship between person and environment 2. Focus on impact of twain biology and environment 3. Potential exists for qualitative and quantitative change 4. Developmental pathways depend on interplay of internal and external influences D. Changing World Views 1. Our intellect of human development is ever changing 2. Contextual/systems theories prevalent today 3. slight extreme, but more complex positions right of first publication 2006 Thomson. All rights reserved.