HDFS REVIEWTheoriesPsychoanalytic Theories: Freund’s Theory, Erikson’s Psychosocial TheoryCognitive Theories: Piaget’s Theory, Vygotsky’s Sociocultural Theory, Information-Processing TheoryBehavioral and Social Cognitive Theories: Skinner’s Operant Conditioning, Bandura’s Social Cognitive Theory, Ecological Theories: Bronfenbrenner’s Ecological TheoryPsychoanalytic Theories- Describe development in terms of unconscious processes that are heavily weighed on emotion.- They say early experiences with Parents shape developmentFreund’s Theory- Said talking to patients would restore their psychological health called Psychoanalysis- Convinced that patient’s problems were the result of early life experience- Said we pass through 5 stages of pshycho-sexual development 1) oral, 2) anal, 3) phallic, 4) latency, 5) Genital- Say’s our basic personality is shaped in first 5 yearsErikson’s Psychological Theory- Played off Freund’s Theory- Said we develop in psychosocial stages rather than Psychosexual.- Said our basic personality is changing throughout life- Believed in importance of both early and later life experience- Said there are 8 staged of development we go through in life- Says development comes after there is some sort of a “crisis”Stages1) Trust v Mistrust: age 1. Babies learn it is okay to trust someone. They learn world is a safe place if they have good parents. Children develop hope. 2) Autonomy v Shame and Doubt: age 1-3. Kids learn independence. They develop will, ex. They want to play with a toy. They learn behavior is their own. If pushed or punished too much they will develop shame and doubt.3) Initiative v Guilt: age 3-5. Kids learn responsible behavior. If child is irresponsible they will feel guilty4) Industry v inferiority: age 6. Kids gain knowledge and try to learn. Negative outcome is inferiority if they cannot learn something well. 5) Identity v Identity confusion: 10-20 years. Find out who they are and what they are about. 6) Intimacy v isolation: age 20 – 30. Develop task of forming relationships. Intimacy must be achieved or else isolation will develop.7) Generativity v stagnation: 40’s-30’s. Generativity – adults want to help the younger generation to develop useful life skills. Stagnation – The feeling of adults not leaving anything behind.8) Integrity v despair: age 60. A person reflects on the past. If they think they lived a good life, integrity will be achieved, if not, despair. Cognitive Theories- Emphasis conscious thoughts- Focus on complex thinking skillsPiaget’s Cognitive Developmental Theory- Says children go through four stages of cognitive development as they understand the world. - Organization and adaption help us understand the world- We organize our experiences (ex. Separate important ideas from less Important. And connect ideas). And we adapt according to new environmental changes. - Says we learn through conducting experiments – no one is born with knowledge.- Schemes – organization of knowledge (The way you do things)- Assimilation – when you get new info and out it into existing scheme- Accommodation – when you get new info and change entire schemeStages1) Sensorimotor stage: birth-2 years. Say infants construct understanding of world by seeing and hearingthings and coordinating those things with motor skills. 2) Preoperational stage: 2-7 years. Kids learn to represent the world with words. He says, however, that kids this age still can’t perform operations. Meaning they can’t do something mentally that they could do physically. Ex. Imagining putting two sticks together to see how long they would be without actually physically doing it. 3) Concrete operational stage: 7-11 years. Kids can now reason logically without physically doing something. Ex, they will know how long two sticks would be if they were put together without actually doing it. 4) Formal operational stage: 11- 15. They begin to understand things easier. They think more logically, ask more questions. Make hypothesis. Vygotsky’s Sociocultural Cognitive Theory- Gives social interaction more important role in development than Piaget. - Says social cultural interactions guide development - A society who uses computers will raise their children to use computers to learn. Information-Processing Theory- Says that people manipulate, monitor and strategize information to learn it. Behavioral and Socio Cognitive Theories- Development is described through behaviors learned. Skinner’s Operant Conditioning- Uses Rewards and punishments to teach behaviorBandura’s Social Cognitive Theory- Focuses heavily on observation learning. - His module of learning has three parts : behavior, person/cognition, environment- Ex. “Bobo doll experiment” allowed children to watch an adult beat up a blown up clown with a bat. When adult left room, the child then beat up the clown too. Bandura’s Ecological Theory- Identifies 5 environmental systems: Microsystem, mesosystem, exosystem, macrosystem, chronosystem.- Says kids need social factors to show how they develop- Microsystem: Immediate family.- Mesosystem: school/home interaction. Children whose parents rejected them might have difficulty developing positive relations with a teacher- Exosystem: Links between kids and things they don’t interact with but are still affected by. I.e. Parent’s job.- Macrosystem: Cultural norms like religion- Chronosystem: Patterning of environmental events and transitions over life’s course.Chapter 16 NotesErikson’s Theory of Integrity v Despair: adults will reflect on the past and either feel good about the things they accomplished or feel despair over the things they didn’t accomplish.Activity Theory: the more active adults are in their life, the more satisfied they will be.Socioemotional Selectivity Theory: Older adults have smaller social networks than younger adults. Theyspend more time with familiar individuals with whom they have rewarding relationships with. Selective optimization with compensation theory: successful aging is linked with three main factors: selection, optimization, and compensation. Selection: older adults have a reduced capacity and loss in function. Optimization: suggests that it is possible to maintain performances in some areas through continued practice and the use of technology. Compensation: comes relent when life’s tasks require a level of activity that is higher than the current level of the adult’s performance