nature VS nurture continuity VS discontinuity universal VS context specific

BiologicalGenetics/Familial habits

PsychologicalCognitive/Emotional/Perceptual

SocioculturalSchema/Milieu

Four Interactive forces

Life Span

Timing/Experience

We adapt differently

PSYCHANALYTICAL THEORY

Based off psychosexual development

Pleasure principle

reality principle

Stages: oral, anal, phallic, latency, genital

The “id”, unconscious and is the source of psychic energy derived from instinctual needs and drives. Based off the “pleasure principle”.

“Ego”, the balance between our own selfish impulses/desires and the values/morals our parents/society have imposed on us. It is a “SENSE OF SELF” = what the individual desires and values. It is our ability to put someone else’s needs above our own.

The “super ego”. It is the morality and values that are instilled by our parents. This results in our conscience.

It is what controls (or doesn’t) our behavior through guilt, fear, and self recrimination which can be the result of LOVE (we don’t want to disappoint them).

BEHAVIORISM:Watson

neo-Freudian, referred to as PSYCHODYNAMIC

Internal, unconscious drives/motives (intrapsychic)

that are biologically FIXED

De-emphasizes the role of biology/nature

Erickson expanded to include” psychosocial” dimension

Interaction of internal maturation and external societal demands=CRISIS

Epigenetic principle, each conflict has it’s own special time, in an order=continuity

and the resolution is BALANCE

eight stages

GenerativityVS stagnation

Identity VS identity confusion

Initiative VS guilt

Trust VS mistrust

Internalconflict

Autonomy VS Shame/doubt

Industry VS inferiority

Intimacy VS isolation

Integrity VS despair

Operant conditioning B.F. Skinner Reinforcement –a result/consequence that increases the future likelihood that

the preceding behavior will occur again. Positive reinforcement– the administration of a pleasant, desirable reward Negative reinforcement- the removal of an unpleasant event Punishment- This is NOT reinforcement. It is the administration of PAIN and

suffering. It is meant to decrease the likelihood of a behavior. Positive punishment is when the aversive (unpleasant) event is added after

the behavior. Example: A child receives a spanking (added) every time they say “no”

Negative punishment is when something pleasant is removed after an undesirable behavior. Example: A child looses TV privileges Successive approximation, “Baby steps” Modeling – behavior that is the result of watching others Schedules of reinforcement: RATIO: WHEN, how many responses before a reinforcement is delivered. INTERVAL: The amount of TIME before a reinforcement is delivered Fixed VS variable ratio Fixed VS variable Interval*****Thinking, individual solves the problem and then decides to cooperate or not

(the screw you effect).

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Behaviorists; 1st is Watsonall behavior is learnedTabula Rasa – we are a blank slate

 PAVLOV:

PAIRED a natural reflex with a neutral stimulus

1. Reflex is automatic

2. Neutral, does not elicit a response, it occurs naturally

3. Stimulus – causes arousal or reaction/reflex, it is “hardwired” into our survival instinct

4. Response – the arousal or reaction

UCS- unconditioned stimulus (meat powder), pre-existing neutral stimulus (natural reflex)

UCR- unconditioned response (salivation), pre-existing natural reaction

CS- conditioned stimulus (bell), it is attached to neutral stimulus intentionally or unintentionally and acquires a VALUE of it’s own (no longer neutral)

CR- Conditioned response (salivation to bell), it is a reaction or form of arousal that has been “elicited” (INTENTIONALLY created)

Extinction- eliminating the pairing

Spontaneous Recovery- the temporary reappearance of CR

Generalization- a response is generalized to similar circumstances and/or things

****Expectancy theory of classical conditioning- Is it really AUTOMATIC? Subject learns to predict and prepare for the occurrence of an event.

Based of the premise of imitation/observational learning = modeling (operant conditioning) and reciprocal determinism

Bandura , Social Cognitive Theory Cognitive – people try and understandSocial – other people are an important source of informationSelf-efficacy – the result of experience which results in a person’s belief about their own abilities/talents. This sense of self esteem will significantly affect interaction, resulting in the “self-fulfilling prophecy” and reflects CONTINUITY

The construction of knowledge and how that changes over timeThis approach reflects discontinuity Piaget believed children THOUGHT about the world1. this becomes increasingly more complex as their brain develops2. He broke it down into four stages:

Sensorimotor Preoperational Concrete operational Formal operationalSenses/motor symbols logic in the here and now abstract/hypothetical 0-2 2-6 7-early adolescence adolescence -decay

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Scaffolding – a style in which teachers gauge the amount of assistance they offer the learner’s needs

The theoretical framework is that social interaction plays a fundamental role in the development of cognition; consciousness as the end product of socialization through observation and imitation

Zone of proximal development - a level of development attained when children engage in social behavior. This range of skill can be obtained with adult guidance or peer collaboration which exceeds what can be attained alone

Private speech (talking to yourself) –comments that are not intended for others but are designed to help children regulate their own behavior

Contextual Perspective –development is understood only in social context• Bioecological theory1. Microsystem-everyday and face-face2. Mesosystem-interlocking of microsystems3. Exosystem-pre-existing links and institutions=external rules/laws/limits4. Macrosystem-political/social/economic/dominant beliefs5. Chronosystem-the dimension of time; CHANGE; personal and environmental

Evolutionary/sociobiological perspective-explains adaptive or survival VALUE of behavior for an individual

.based off Darwin’s theory of evolution a. survival of the fittest b. natural selection c. evolved mechanisms-behaviors developed to solve problems to an earlier environment but may have lost their value

Ethology-study of distinctive adaptive behaviors of animal behavior a. Conrad Lorenz b. Bowlby- attachment Emotional ATTACHMENT to an adult increased survival This is gradual process that is elicited by infant behavior

Evolutionary psychology-Darwin applied to individual behavior a. strive for personal survival and perpetuation of the species b. seeking to maximize children with similar characteristics c. places emphasis on bidirectional: interaction between person and environment