Slide 1Slide 2Theories of DevelopmentTheories of DevelopmentTypes or “Levels” of TheoriesMeta-TheoryMECHANISTIC TheoriesMechanistic theories, cont.Organismic TheoriesOrganismic Theory cont.Theories of Development - OverviewPsychoanalytic TheoriesPsychoanalytic Theories - FreudPsychosexual StagesPsychosexual StagesPsychosocial TheoriesErikson’s Psychosocial StagesCognitive TheoriesPiaget’s Cognitive Developmental Theory Piaget’s Cognitive StagesVygotsky’s Sociocultural Cognitive Theory The Information-Processing Theory Behavioral & Social Cognitive TheoriesBehavioral TheoriesClassical ConditioningOperant ConditioningOperant ConditioningSlide 28Slide 29Slide 30Ethological TheoryEthological TheoryEcological TheoryEcological TheorySlide 35Want to increase your physical activity?Dr. Julie Patrick and members of the Healthy Aging Lab are recruiting adults to participate in a health coaching study. 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For more information, contact Dr. Patrick at [email protected] IRB acknowledgement is on fileDevelopmental TheoryTheories of Development•Scientific method - A four-step process•Conceptualize a process or problem to be studied•Collect research information •Analyze data•Draw conclusionsTheories of Development•Theory: An interrelated, coherent set of ideas that helps to explain phenomena and facilitate predictions•Hypotheses: Specific assumptions and predictions that can be tested to determine their accuracyTypes or “Levels” of Theories•Meta-Theory – world view - paradigm•Grand Theory•ex: behaviorism, psychodynamic, cognitive•General Theories•Ex: operant conditioning, classical conditioningMeta-Theory•Definition:▫schematic model to represent phenomena, a way of looking at things, philosophical system•Defines assumptions about development•More general than a grand theory•Differing world views are not compatible•Asks: ▫What is the metaphor for development?▫Development is like...MECHANISTIC Theories•Mechanistic Model: Passive•Locke: ‘tabula rasa’ : Children are ‘blank slates on which society writes’•Individuals are reactive, machinelike•All behavior is result of external effectsMechanistic theories, cont.•Mechanistic Model: Continuous•Focus on quantitative change; same processes are involved, just more or less of that process…like a ramp•Passive development “taking the punches”Organismic TheoriesOrganismic Model: Active (discontinuity) developmentRousseau: ‘noble savages’: Children set their own development in motion; people initiate events, don’t just reactOrganismic Theory cont.•Stages of change: Focus on qualitative change▫Different processes involved (stairs)Theories of Development - Overview•Psychoanalytic Theory•Psychosexual Stages•Psychosocial Theory•Cognitive Theory•Behavioral and Social Theory•Ethological Theory•Ecological TheoryPsychoanalytic TheoriesPsychoanalytic Theories - Freud•Development of the personality•Personality structure: 3 components, id, ego, superego▫Id•Instinctual urges – reservoir of psychic energy•Pleasure principle▫Ego•Structure built on regulation, inhibition of the id•Reality principle▫Superego•The conscience-structure built on standards/rulesPsychosexual Stages•All individuals go through psychosexual stages-where energy is directed:•Where sexual interest and pleasure is derived▫Oral (birth – 1/5 yrs)InfancyOral gratification leads to attachment to mother▫Anal (1.5 – 3 yrs)early childhood, toddlerhoodPressures of toilet training lead to ability to regulate/control physical selfPsychosexual Stages▫Phallic (3 – 6 yrs)preschool yearsOedipal complex starts▫Latent (6 yrs – puberty) school yearsFocus on social setting▫Genital (puberty onward)AdolescenceHow conflicts are resolves at each stage determines adult personalityPsychosocial TheoriesErikson•Dissatisfied by Freud’s rigid scheme of personality development•8 Normative crises▫Each stage unfolds depending on how one resolves each crisis▫Goal is to find a balanceErikson’s Psychosocial Stages•Trust vs. Mistrust•Infancy (First Year)•Autonomy vs. shame and doubt•Infancy ( 1 – 3 years)•Initiative vs guilt•Preschool years (3 – 5 years)•Industry vs. inferiority•Elementary school years (6 to puberty)•Identity vs. identity confusion•Adolescence (10 – 20 years)•Intimacy vs. isolation•Early adulthood (20-30)•Generativity vs. stagnation•Middle adulthood (40 – 50)•Integrity vs. Despair•Late adulthood (60+)Cognitive TheoriesPiaget’s Cognitive Developmental Theory •Children go through four stages of cognitive development •Actively construct their understanding of the world through:•Organization•adaptationPiaget’s Cognitive StagesVygotsky’s Sociocultural Cognitive Theory •Culture & social interaction guide cognitive growth ▫Cognitive development involves learning to use the inventions of society, such as language, mathematical systems, and memory strategies- The importance of mentoring adults and more skilled peersThe Information-Processing Theory ,•Studies how people•Manipulate•Monitor•Strategize information •Increasing capacity for processing information •Increasingly complex knowledge and skillsBehavioral & Social Cognitive TheoriesBehavioral Theories•Pure behavioral theories only focus on what is observed•Contiguity:Pairing of stimulus and response so that they occur often enough that experiencing one results in the otherS RClassical Conditioning•Unconditioned Stimulus -> Unconditioned Response •Neutral Stimulus •Unconditioned Stimulus & Neutral Stimulus-> Unconditioned Response •Conditioned Stimulus (the Neutral Stimulus) -> Conditioned Response (Unconditioned Response)Operant Conditioning•Skinner•Reinforcement Increases likelihood of behavior reoccurring▫Positive: giving a reward▫Negative: removing something aversiveOperant Conditioning•Punishment Decreases likelihood of behavior reoccurring▫Positive: adding something aversive▫Negative: removing something pleasantReinforcement (increase behavior)and Punishment (decrease