Role of Maturation versus and Experience

The Active Versus Passive Role of the Child

The Role of Stages

The Breadth of Focus

FOUR DEVELOPMENTAL THEMES

PreconsciousEgo

Conscious

Id

Unconscious

Superego

Freud's Psychosexual Stages

Psychosexual Stage Approximate Age

Oral

Anal

Phallic

Latency

Genital

Birth - 1 year

1 - 3 years

3 - 6 years

6 - 12 years

12 - adulthood

Description

The mouth is the focus of stimulation and interaction; feeding and weaning are central.

The anus is the focus of stimulation and interaction; elimination and toilet training are central.

The genitals (penis, clitoris, and vagina) are the focus of stimulation; gender role and moral development are central.

A period of suspended sexual activity; energies shift to physical and intellectual activities.

The genitals are the focus of stimulation with the onset of puberty; mature sexual relationships develop.

• Trust vs. Mistrust

• Autonomy vs. Shame and Doubt

• Initiative vs. Guilt

• Industry vs. Inferiority

• Identity vs. Role Confusion

• Intimacy v. Isolation

• Generativity vs. Stagnation

• Ego Integrity vs. Despair

ERIKSON’S PSYCHOSOCIAL STAGES

Birth – 1 year

1 - 3 years

3 - 6 years

6 - 12 years (Latency Period)

12 - 19 years (Adolescence)

19 – 25 years (Early Adulthood)

25 – 50 years (Adulthood)

50 years and older

Illustration of Classical Conditioning

BEFORE CONDITIONING:

(A) Place a nipple in baby's mouth:

Touch of nipple (US) — — — —elicits — — — — — > Sucking reflex (UR)

(B) Show baby a bottle with a nipple:

(C) Show baby the a bottle and place its nipples in baby's mouth. Repeat a number of times:

Touch of nipple (US) — — — —elicits — — — — — > Sucking reflex (UR)

(paired with)

Sight of bottle — — — —elicits — — — — — — > Sucking reflex (UR)with nipple (CS)

DURING CONDITIONING:

Sight of bottle — — — — — —elicits — — — — — > No sucking (UR)with nipple (CS)

(D) Show baby the bottle with nipple:

Sight of bottle — — — —elicits — — — — — > Sucking reflex (UR)with nipple (CS)

AFTER CONDITIONING

Rate of responseIncreases Decreases

Positive reinforcement(Increases behaviorby delivering a desired stimulus)

Example:Infant says, "cookie:Mother gives praise

Positive punishment(Decreases behaviorby delivering an aversive stimulus)

Example:Toddler throws toysFather yells, "Stop it"

Negative reinforcement(Increases behaviorby removing an aversive stimulus)

Example:Child cleans messy roomParent stops "nagging"

Negative punishment(Decreases behaviorby removing a desired stimulus)

Example:Teenager out past curfewParent grounds teenager

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PIAGET’S COGNITIVE STAGES

Sensorimotor

Preoperational

Concrete Operational

Formal Operational

Birth - 2 years

2 – 7 years

7 – 11 years

11 years - adulthood

Child develops schemes primarily through sense and motor activities

Child can think symbolically; holds egocentric view of the world

Child becomes able to manipulate logical relationships among concepts but only by generalizing from concrete experiences

Child is able to deal with abstractions, form hypotheses, solve problems systematically

PIAGET’S COGNITIVE STAGES

Sensorimotor

Preoperational

Concrete Operational

Formal Operational

Birth - 2 years

2 – 7 years

7 – 11 years

11 years - adulthood

Child develops schemes primarily through sense and motor activities

Child can think symbolically; holds egocentric view of the world

Child becomes able to manipulate logical relationships among concepts but only by generalizing from concrete experiences

Child is able to deal with abstractions, form hypotheses, solve problems systematically

PIAGET’S BASIC PRINCIPLES OF COGNITIVE DEVELOPMENT

SCHEME: Organized pattern of thought or behavior

ASSIMILATION: Person interprets new ideas or experiences to fit existing schemes

ACCOMODATION: Person changes existing schemes to fit new ideas or experiences

ADAPTION: Interplay between assimilation and accomodation, resulting in development

EQUILIBRIUM: Harmonious balance of a person’s schemes and experiences with the environment

An Information-Processing Model of Learning

Environmentalstimuli(input)

Sensoryregister(SR)

Control processes

Attention

Recognition

Short-termmemory(STM)

Rehearsal

Organization

Meaningfulness

Long-termmemory(LTM)

Response(output)

InRev1 APPROACHES TO PSYCHOLOGY

Characteristics

Emphasizes activity of the nervous system,especially of the brain; the action of hormones and otherchemicals; and genetics.

Emphasizes the ways in which behavior andmental processes are adaptive for survival.

Emphasizes internal conflicts, mostly unconscious, which usuallypit sexual or aggressive instincts against environmental obstaclesto their expression.

Emphasizes learning, especially each person’s experiencewith rewards and punishments.

Emphasizes mechanisms through which peoplereceive, store, retrieve, and otherwise process information.

Emphasizes individual potential or growth and the role of uniqueperceptions in guiding behavior and mental processes.

Approach

Biological

Evolutionary

Psychodynamic

Behavioral

Cognitive

Humanistic