Developmental/Theorist I WorksheetName______Jessie Kichigin_________________ Person Number________50033866_____________Reference Chapter One of textbook. 1.) List the 5 major Developmental Perspectives_________Biologic_________________ __________Cognitive________________________Psycho Dynamic__________ _______Systems__________________________Behavioral________________2.) List the stages or components of stages each development theorist was known for (note you donot need to memorize these for the exam but you should have a general idea of the stages, and know which theorist it pertains to). Briefly describe each of the theories as well. Freud: Oral Anal Phallic (genitals) Latency (cognitive skills) Genital (partner)1. Much of human development is determined by unconscious processes, which is operated in the parts of the mind that we have no awareness of. 2. Behavior and awareness is determined by three mental/intrapsychic processes: the id which motivates an individual to seek pleasure or avoid pain; the superego which triggers guilt; and the rational and conscious part of the mind, known as the ego. 3. Personality is influenced by event from the first 5-6 years of life. 4. Overall, focuses on unconscious processes and psychosexual development. Erikson: Trust vs. Mistrust Autonomy vs. Shame and Doubt Initiative vs GuiltIndustry vs. Inferiority Ego Identity vs. Ego DiffusionIntimacy vs. Isolation Generativity vs. Self-absorption Integrity vs. Despair1. Ego identitity- basic sense of who we are as individuals in terms of self-concept and image.2. Autonomy vs. shame and doubt- self sustainability vs. lack of independence3. Initiative vs guilt- find new ways to initiate actions vs. guilt from thoughts and action4. Industry vs Inferiority- sense of competence vs. sense of inability5. Ego identity vs. diffusion- uniqueness vs. confusion of role in life6. Integrity vs despair- accomplishment vs. regret over opportunities not takenPiaget: Sensorimotor Preoperational Concrete Operational Formal Operational1. Cognitive development theorist; the mind grows, changes, and adapts to the world. 2. Studied children and how they solved problems; noticed it was different from adults.3. Schemas- mental categories in which knowledge is classified. 4. Sensorimotor- Learning by sensing (5 senses) and acting (motor skills)5. Preoperational- concept formation and symbolic reasoning (representation of ideas)6. Concrete operational- starts logic development and begins to problem solve7. Formal operational- abstract thinking, hypothetical reasoningDevelopmental/Theorist I WorksheetMaslow (Hierarchy of Needs): Physiological Safety Love and BelongingEsteem Self Actualization1. Most fundamental needs are at bottom. (Physical)2. Physiological are food, water, breathing, sleep, etc. 3. Safety is security of employment and resources; morality of family and health. 4. Love and Belonging for friendship, family, and intimacy. 5. Esteem- confidence, respect, achievement.6. Self actualization- Acceptance of facts, morality, creativity; full potential and the realization of it. Brofenbrenner (Ecological System): Microsystem MesosystemExosystem Macrosystem1. Each represent influences of a child.2. Microsystem- individual’s immediate environment; family, friends, neighborhood, school, church3. Mesosystem- provides connection of the child’s microsystem (parents and teacher, church and neighborhood, etc)4. Exosystem- relations between a microsystem and a system in which the individual is not directly involved; parent’s work schedule, 5. Macrosystem- culture in which someone lives; laws, customs social classVygotsky: What people learn is passed on through the shared meanings of objects, which children learn from interaction with others. Social interaction and learning from these interactions is what Vygotsky’s theory stresses. Pavlov: Developed theories based on classical conditioning (form of learning in which a naturally occurring reflex becomes associated with an environmental cue). Researched how enzymes insaliva break down food. He used dogs and gave them food to collect their saliva samples, but later noticed that they would start salivating before they were fed because they anticipated the food. 3.) Match the following terms with their definitions:Developmental/Theorist I Worksheet1. C 2. D 3. B 4. E 5. G 6. F 7. A4.) Answer the following questions with short responses or circling the correct answer, refer to examples used in class and your textbook. a.) In the process of change we define growth, maturation, learning, and involution, describe catabolic and anabolic growth giving examples of each. Anabolic growth can be characterized by rapid increase in size (growth), appearance of sex characteristics (maturation), development of skills (learning) and birth (involution). Catabolic growth can be characterized by organ degeneration (growth), decline of neurologic system (maturation), forgetfulness (learning), and death (involution). b.) What are the differences between linear, exponential and negative growth?Linear is a slow and steady growth, commonly seen in children and toddlers.Exponential growth is a rapid acceleration of growth, most commonly seen in fetuses, infants, and adolescents. Negative growth is mostly seen in elderly or people with severe illnesses, such as cystic fibrosis or marasmus. It’s characterized by a degeneration of the body rather than maturation.Developmental/Theorist I Worksheetc.) A ten year old boy weighs 70.4 pounds and is 51 inches this is an example of (nature). d.) The same ten year old boy lives in a middle class household and is a vegetarian, this is an exam-ples of his (nurture).e.) A child coloring is an example of (fine motor development) , if that same child then waves their arm this is an example of (gross motor development).f.) State the differences between verbal, nonverbal, and paradoxical language by giving examples of each.Verbal is spoken through words. An example would be telling a son he did something wrong.Nonverbal is usually read through body language. An example would be to raise your eyebrows,put your hands on your hips, and look down at the song to show him he did something wrong. Paradoxical language is when you use statements that put two ideas together, but cannot both betrue. An example is a “wise fool” or “save money by