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Theories of Development
- Domains of Development:
- physical
- maturation of brain & CNS
- motor
- sensory/perceptual
- language
- cognition
- emotional
- social
- personality
- moral
- physical
- Behaviourism
- (Watson)
- development
observed via
overt BH
- development
from learned
associations /
responses in
environment
- Little Albert -
conditioned
fear response
to rat
- Little Albert -
conditioned
fear response
to rat
- development
from learned
associations /
responses in
environment
- development
observed via
overt BH
- (Bandura 1977)
- Social-learning
Theory
- Operant AND
Observational Learning
- People are cognitive,
info-processing
beings
- Anticipation/belief
of/in outcome
shapes DEV
- Observational
learning = learning
from observing
BH of others
- Observational
learning = learning
from observing
BH of others
- Anticipation/belief
of/in outcome
shapes DEV
- People are cognitive,
info-processing
beings
- Operant AND
Observational Learning
- Social-learning
Theory
- (Skinner 1953)
- Operant Learning
Theory
- Development
shaped by
external stimuli
- consequences
= reinforcers
or punishers
- consequences
= reinforcers
or punishers
- Development
shaped by
external stimuli
- Operant Learning
Theory
- Precise & Testable
- aids Bh modification techs
- gives info about all
dev aspects
- (Watson)
- Psychoanalytic Theories
- (Erikson)
- 8 Psychosocial Stages
- Oral: trust vs
mistrust
- Anal: autonomy vs
shame
- Phallic:initiative
vs guilt
- Latency: industry vs
inferiority
- Genital:identity vs role
confusion
- Young Adulthood:
intimacy vs isolation
- Adulthood: generativity
vs stagnation
- Maturity: ego
integrity vs despair
- Maturity: ego
integrity vs despair
- Adulthood: generativity
vs stagnation
- Young Adulthood:
intimacy vs isolation
- Genital:identity vs role
confusion
- Latency: industry vs
inferiority
- Phallic:initiative
vs guilt
- Anal: autonomy vs
shame
- Oral: trust vs
mistrust
- 8 Psychosocial Stages
- (Freud)
- Sexual
- Sexual
- (Erikson)
- Cognitive Development
- (Piaget 1960's)
- CHildren active
explorers=Schemas
- 4 DEV Stages
- 1. Sensorimotor
- 2. Preoperational
- 3. Concrete Operations
- 4. Formal Operations =
- assimilation &
accommodation =
resolving disequilibriums
- = adaptation to environment
- = adaptation to environment
- assimilation &
accommodation =
resolving disequilibriums
- 4. Formal Operations =
- 3. Concrete Operations
- 2. Preoperational
- 1. Sensorimotor
- 4 DEV Stages
- CHildren active
explorers=Schemas
- (Piaget 1960's)
- Information Processing
- Mind = Computer
- Info flows in-->operated
on-->output - answers,
inferences, solutions
- Cognitive DEV = age-related
changes in mind's hardware
(brain) & software (mental
processes eg attention,memory)
- Brain-maturation = faster info
processing
- influenced by experiences, ie
the problems presented to
children
- Probs = not naturalistic eg lab
conditions, underestimates
diversity of cognition
- Probs = not naturalistic eg lab
conditions, underestimates
diversity of cognition
- influenced by experiences, ie
the problems presented to
children
- Brain-maturation = faster info
processing
- Cognitive DEV = age-related
changes in mind's hardware
(brain) & software (mental
processes eg attention,memory)
- Info flows in-->operated
on-->output - answers,
inferences, solutions
- Mind = Computer
- BIological/Evolutionary
- (Bowlby 1973)
- humans born with adaptive attributes thru
natural selection
- adaptive attributes = DEV = survival
- humans influenced by experiences
- 'sensitive periods' = times
when certaiin adaptive
characteristics arelikelyto
DEV, provided environ
supports DEV
- biologically-influenced
attributes affect the type of
learningexperiences
received
- biologically-influenced
attributes affect the type of
learningexperiences
received
- 'sensitive periods' = times
when certaiin adaptive
characteristics arelikelyto
DEV, provided environ
supports DEV
- humans influenced by experiences
- adaptive attributes = DEV = survival
- (Bowlby 1973)
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