Developmental Psychology Theories PDF

DEVELOPMENTAL PSYCHOLOGY Ma. Andrea C. del Rosario, RPm THEORIES OF DEVELOPMENT Psychoanalytic Theories describe development as primarily unconscious (beyond awareness) and heavily colored by emotion behavior is merely a surface characteristic; development requires analyzing th...

DEVELOPMENTAL PSYCHOLOGY Ma. Andrea C. del Rosario, RPm THEORIES OF DEVELOPMENT Psychoanalytic Theories describe development as primarily unconscious (beyond awareness) and heavily colored by emotion behavior is merely a surface characteristic; development requires analyzing the symbolic meanings of behavior and deep inner workings of the mind early experiences with parents extensively shape development  thought that as children Freud’s convinced that client’s grow up, their focus of pleasure and sexual problems were the result of Theory experiences early in life impulses shifts from the mouth to the anus, and eventually to the genitals Adult personality is determined by the way we 5 stages of psychoSEXUAL resolve conflicts between development (pic below) sources of pleasure at each stage and the demands of reality  According to Freud’s Theory… Differences in personalities originate in childhood sexual experiences CHILDHOOD greatly influence PERSONALITY IN ADULTHOOD If child goes through a stage properly he will progress to the next stage. FAILURE to achieve this will lead to FIXATION - - > cause of Personality Disorders IMPORTANT CONCEPTS OF FREUD… FIXATION – inability to proceed to the next stage due to FRUSTRATION (under gratification) or OVER INDULGENCE (over gratification) LIBIDO – sexual and aggressive urge that transfers to one erogenous zone to another EROGENOUS ZONE – part of the body where the libido is centered; part of the body that NEEDS STIMULATION by engaging him/her in gratifying activities REGRESSION – coping with anxiety by manifesting a childhood behavior that was learned from the previous stages.  ORAL STAGE Age: Birth-1.5 y/o Focus: Mouth Gratifying Activities: NURSING - >responsive nurturing is the KEY.  ORAL STAGE ORAL-DEPENDENT PERSONALITY (too much stimulation = child may become very dependent, submissive)  ORAL STAGE ORAL-AGGRESSIVE PERSONALITY (too little gratification = child will be very aggressive and will get what he wants through force)  SYMPTOMS OF ORAL FIXATION SMOKING NAIL-BITING SARCASM VERBAL HOSTILITY ANAL STAGE Age: 1.5-3 y/o Focus: ANUS Gratifying Activities: TOILET TRAINING & URGE CONTROL ANAL STAGE ANAL-EXPULSIVE PERSONALITY TOO LENIENT = child will derive pleasure and success from the expulsion (reckless, careless) ANAL STAGE ANAL-RETENTIVE PERSONALITY EXCESSIVE PRESSURE= take pleasure in being able to withold (obsessively clean & orderly) PHALLIC STAGE Age: 4-5 y/o Focus: Genital Gratifying Activities: Play with genitals Sexuality identification PHALLIC STAGE Feelingof Attraction toward the parent of the opposite sex Envyand fear of the same-sex parent PHALLIC STAGE “Oedipus Complex” Castration Anxiety PHALLIC STAGE “Electra Complex” Penis Envy PHALLIC STAGE SUCCESS= control envy and hostility ---> identify with same- sex parent FAILURE= Mama’s boy; flirty girl with commitment issues LATENCY STAGE Age: 5-Puberty Time of Learning Adjusting to the social environment Form beliefs and values LATENCY STAGE “Sublimation Stage” Developing same-sex friendships GENITAL STAGE Age: Puberty + Focus: Genitals Gratifying Activities: Masturbation and Heterosexual relationships GENITAL STAGE Renewed sexual interest desire Pursuit of relationships No fixations Freud’s Theory (Critique) Contemporary psychoanalytic theories maintain that Freud overemphasized sexual instincts They argue that more emphasis should be placed on cultural experiences as determinants of an individual’s development Unconscious thought remains a central theme, but conscious thought plays a greater role than Freud envisioned Erikson’s Psychosocial Theory Argued that we develop in PSYCHOSOCIAL stages rather than PSYCHOSEXUAL Believed that developmental age occurs THROUGHOUT the life span Emphasized the importance of both early and later experiences This Photo by Unknown Author is licensed under CC BY-SA  BS: Hope CP: Withdrawal SR: The mothering one Trust versus mistrust -first psychosocial stage, which is experienced in the first year of life. - The development of trust during infancy sets the stage for a lifelong expectation that the world will be a good and pleasant place to live. This Photo by Unknown Author is licensed under CC BY-NC-ND  Autonomy versus shame and doubt -late infancy and toddlerhood (1 to 3 years). - After gaining trust in their caregivers, infants begin to discover that their behavior is their own. They start to assert their sense of independence or autonomy. They realize their will. - If infants and toddlers are restrained too much or punished too harshly, they are likely to develop a sense of BS: Will shame and doubt. CP: Compulsion SR: Parents This Photo by Unknown Author is licensed under CC BY-NC-ND  Initiative versus guilt -occurs during the preschool years. - As preschool children encounter a widening social world, they face new challenges that require active, purposeful, responsible behavior. - Feelings of guilt may arise, though, if the child is irresponsible and is made to feel too anxious. BS: Purpose CP: Inhibition SR: Family This Photo by Unknown Author is licensed under CC BY-NC-ND  Industry versus inferiority - Occurring approximately during the elementary school years. - Children now need to direct their energy toward mastering knowledge and intellectual skills. - The negative outcome is that the child may develop a sense of inferiority— feeling incompetent and unproductive. BS: Competence CP: Inertia SR: Neighborhood, school This Photo by Unknown Author is licensed under CC BY-NC-ND  Identity Versus Identity Confusion - If adolescents explore roles in a healthy manner and arrive at a positive path to follow in life, then they achieve a positive identity; - if they do not, identity confusion reigns. BS: Fidelity CP: Role Repudiation SR: Peer groups This Photo by Unknown Author is licensed under CC BY-NC-ND  Intimacy versus isolation - individuals experience during early adulthood. - If young adults form healthy friendships and an intimate relationship with another, intimacy will be achieved; if not, isolation will result. BS: Love CP: Exclusivity SR: Sexual partners, friends This Photo by Unknown Author is licensed under CC BY-NC-ND  Generativity versus stagnation -occurs during middle adulthood. -By generativity Erikson means primarily a concern for helping the younger generation to develop and lead useful lives. -The feeling of having done nothing to help the next generation is stagnation. BS: Care CP: Rejectivity SR: Divided labor & shared household This Photo by Unknown Author is licensed under CC BY-NC-ND  Integrity versus despair - individuals experience in late adulthood. - If the person’s life review reveals a life well spent, integrity will be achieved; - if not, the retrospective glances likely will yield doubt or gloom (despair) BS: Wisdom CP: Disdain SR: All humanity This Photo by Unknown Author is licensed under CC BY-NC-ND Emphasize conscious thoughts 3 important cognitive theories: Jean Piaget’s cognitive development theory Lev Vygotsky’s sociocultural cognitive theory Information-processing theory Cognitive Theories Piaget’s Cognitive Developmental Theory 2 processes underlie this cognitive construction of Children go through the world: 4 stages of cognitive Organization – organizing development as observations and experience: to they actively make sense of our world construct their - ex. we separate important ideas from less important ideas, understanding of we connect one idea to another the world Adaptation – adjust to new environmental demands This Photo by Unknown Author is licensed under CC BY-SA-NC Piaget’s Cognitive Developmental Theory Preoperational vs. Concrete Operational  Vygotsky’s Sociocultural Cognitive Theory Argued that children actively construct their knowledge Gave social interaction and culture far more important roles in cognitive development than Piaget did SOCIOCULTURAL COGNITIVE THEORY – emphasize how culture and social interaction guide cognitive development This Photo by Unknown Author is licensed under CC BY-SA-NC Portrayed the child’s development as inseparable from social and cultural activities The Information-Processing Theory Emphasizes the individuals manipulate information, monitor it, and strategize about it Does not describe development as stage-like (same with Vygotsky) Instead, individuals develop a gradually increasing capacity for processing information, which allows to inquire increasingly complex knowledge and skills  The Information- Robert Siegler (2006, 2017) – thinking is information Processing Theory processing when individuals perceive, encode, represent, store, and retrieve information, they are thinking an important aspect of development is learning good strategies for processing information the best way to understand how children learn is to observe them while they are learning emphasized the importance of using the microgenetic method to obtain detailed information about This Photo by Unknown Author is licensed under CC BY-SA-NC processing mechanisms as they are occurring from moment to moment seeks to discover not just what children know but the cognitive processes involved in how they acquired the knowledge The Information-Processing Theory often uses describe the physical brain as the computer’s hardware, and cognition the as its software computer as the sensory a perceptual systems provide an “input channel”, like the an analogy to way data are entered into the computer help explain as input/information come into the mind, mental processes/operations the act on it, just as the computer’s software acts on the data connection between the transformed input generates information that remains in memory cognition much in the way a computer stores what it has worked on and the brain finally, the information is retrieved from memory and “printed out/displayed” as an observable response  computers provide a logical and concrete, but oversimplified, model of the mind’s processing The Information- of information Processing Theory inanimate computers and human brains function quite differently in some respects computers can do some things better than humans perform complex numerical calculations much faster and more accurately than humans it can also apply and follow rules more consistently and with fewer errors than humans can represent complex mathematical patterns better  The Information-Processing Theory still, the brain’s extraordinary although a computer can improve human mind is aware of capabilities will probably not be its ability to recognize patterns or mimicked completely at any time in use rules of thumb to make itself; no computer is likely the near future decisions, it does not have the to approach the richness of means to develop new learning human consciousness goals This Photo by Unknown Author is licensed under CC BY-SA The Information- the computer’s role in cognitive and developmental psychology Processing Theory continues to increase Hope is to build robots that are as much like humans as possible in order to gain a better understanding of human development Artificial Intelligence (AI) – focuses on creating machines capable of performing activities that require intelligence when they are done by people The Information-Processing Theory Developmental robotics – an emerging field that examines various developmental topics and issues using robots, such as: Motor development Perceptual development Information processing Language development  Behavioral and Social Cognitive Theories Behaviorism essentially holds that Out of the behavioral tradition grew Emphasize continuity in we can study scientifically only what the belief that development is development and argue that can be directly observed and observable behavior that can be development does not occur in measured learned through experience with stage-like fashion the environment  Skinner’s Operant Conditioning The consequences of a behavior produce changes in the probability of the behavior’s occurrence A behavior followed by a rewarding stimulus is more likely to recur, whereas a behavior followed by a punishing stimulus is less likely to recur * Such rewards and punishments shape development Key aspect of development is behavior, not thoughts and feelings Development consists of a pattern of behavioral changes that are brought about by rewards and punishments * This Photo by Unknown Author is licensed under CC BY-NC-ND  Bandura’s Social Cognitive Theory Behavior, environment, and cognition are the key factors in development Emphasizes that cognitive processes have important links with the environment and behavior Observation learning/imitation/modeling Learning that occurs through observing what others do This Photo by Unknown Author is licensed under CC BY-SA-NC Ethology Theory Stresses that behavior is strongly influenced by biology, is tied to evolution and is characterized by critical or sensitive periods These are specific time frames during which, the presence or absence of certain experiences has a long-lasting influence on individuals This Photo by Unknown Author is licensed under CC BY-NC-ND Ethology Theory  Ethology Theory John Bowlby Stressed that attachment to a caregiver over the first year of life has important consequence throughout the life span If attachment is positive and secure, the individual will likely develop positively in childhood and adulthood If attachment is negative and insecure, life-span development will likely not be optimal Sensitive period – related to imprinting; ex. Time during infancy, when attachment should occur in order to promote optimal development of social relationships This Photo by Unknown Author is licensed under CC BY-SA-NC  ECOLOGICAL THEORY Emphasizes environmental factors Bronfenbrenner’s ecological theory Development reflects the influence of several environmental systems Identifies 5 environmental systems: Microsystem Mesosystem Exosystem Macrosystem Chronosystem  an orientation that does not follow any one theoretical approach but rather selects from each theory whatever is considered the best in it Eclectic Theoretical selects from each theory whatever is considered its best features Orientation development as it actually exists – with different theorists making different assumptions, stressing different empirical problems, and using different strategies to discover information  IN A NUTSHELL Psychoanalytic theory Best explains the unconscious mind Psychosocial theory Best describes the changes that occur during adult development Piaget’s, Vygotsky’s, and Information- Provide the most complete description of cognitive Processing theories development Behavioral, Socio-cognitive, and Most adept at examining the environmental determinants Ecological theories of development Ethological theory Highlighted biology’s role and the importance of sensitive periods in development