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FSHD 117: THEORIES OF HUMAN DEVELOPMENT
Theory
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a set of ideas proposed to describe and explain certain phenomena.
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Ideas of Theory
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What is most important to study.
What can be hypothesized or predicted about it.
How it should be studied.
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Psychanalytic Theory
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Sigmund Freud's theory that emphasizes unconscious motives and conflicts and early development as a definitive part of the adult.
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Preconscious
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Freud's term for thoughts or motives that can be easily brought to mind.
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Conscious
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Freud's term for thoughts or motives that a person is currently aware of or is remembering.
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Unconscious
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Level of mind in which thoughts, feelings, memories, and other information are kept that are not easily or voluntarily brought into consciousness.
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Freudian Slips
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Slips of the tongue.
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Id |
The most primitive part of the personality; entirely unconscious and present at birth; the impulsive, irrational, and selfish part of the personality whose mission is to satisfy the instincts; completely immune to logic, values, morality, danger and the demands of the external world.
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3 basic structures of personality
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Id
Ego
Superego
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Eros
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The life instinct consisting of biological urges that perpetuate the existence off the individual and the species.
Hunger, thirst, physical comfort, sexuality (libido)
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Thantos
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The death instinct; destructive energy that is reflected in aggressive, reckless and life threatening behaviors, including self-destructive actions.
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Pleasure Principle
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The relentless drive toward immediate satisfaction of the instinctual urges, especially sexual urges with no regard for consequences.
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Ego |
Represents the organized, conscious, logical, rational and planning dimensions of personality; the pragmatic part of the personality that learns various compromises to reduce the tension of the id's instinctual urges.
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Reality Principle
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The capacity to postpone gratification until the appropriate time or circumstances exist in the external world.
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Superego |
An internal, parental voice that is partly conscious, a moral center; representation of parental and societal values evaluating the acceptability of behavior and thoughts, that either praises or admonishes.
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Psychological Defense Mechanisms
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In Freudian theory, the ego's protective method of reducing anxiety by distorting reality but reducing stress and anxiety.
Repression
Displacement
Sublimation
Projection
Reaction formation
Regression
Denial
Identification
Compensation (substitution)
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Repression
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The person refuses to consciously remember a threatening or unacceptable event, instead pushing those events into the unconscious mind.
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Displacement
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Redirecting feelings fro a threatening target to less threatening one.
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Sublimation |
Channeling socially unacceptable impulses and urges into socially acceptable behavior.
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Projection |
Unacceptable or threatening impulses or feelings are seen as originating with someone else, usually the target of the impulses or feelings.
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Reaction Formation
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A person forms an opposite emotional behavior reaction to the way he or she really feels to keep those true feelings hidden from self and others.
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Regression
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A person falls back on childlike patterns of responding in reaction to stressful situations.
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Denial |
The failure to recognize or admit to the existence or anxiety - provoking information or unacceptable impulses or qualities.
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Rationalization |
A person invents acceptable excuses for unacceptable behavior.
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Identification |
A person tries to become like someone else to deal with anxiety.
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Compensation (substitution)
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A person makes for inferiority in one area by becoming superior in another area.
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Psychological Stages of Development
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Age-related developmental periods in which sexual impulses are focused on different bodily zones and expressed through activities associated with those areas.
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Oral Stage
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During the first year of life, the infant derives pleasure through the oral activities of sucking, biting and chewing (autoerotic).
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Anal Stage
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(1-3) pleasure is derived through elimination and acquiring control over elimination.
Conflict: Potty training
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Phallic Stage
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(3-6) Child discovers sexual feelings and pleasure seeking is focused on the genitals; Realizing the differences between males and females becoming aware of sexuality.
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Oedipus/Electra Complex
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Freudian term: a child's unconscious sexual desire for the opposite sex parent, usually accompanied by hostile feelings toward the same-sex parent.
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Penis envy
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Little girl blames her mother for the fact that she does not have a penis, develops contempt and resentment toward her; in the attempt to take her mother's place with her father, she also identifies with her mother.
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Latency Stage
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(6-12) due to the Oedipus complex, sexual urges of boys and girls become repressed; psychic energy is invested in schoolwork and play with same-sex friends.
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Genital Stage
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(12-older) Puberty reawakens the sexual instincts as youths seek to establish mature sexual relationships and pursue the biological goal of reproduction.
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Fixation
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Arrested development in which part of the libido remains tied to an earlier stage of development.
Infant deprived of oral gratification can become stuck in the oral stage; can become a chronic thumb sucker, chain smoker, and depend on other people too much.
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Neo-Freudians
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Followers of Freud who developed their own competing psychodynamic theories.
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Inadequacy of Evidence |
Small number of patients and no notes.
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Lack of Testability
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Concepts are vague, predicts past behavior instead of future behavior.
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Sexism |
Theories are based on male prototype; women are viewed as a deviation from the norm of masculinity.
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Psychosocial Stages
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A theory of psychosocial development consisting of eight stages of life, each of which is associated with a particular psychosocial conflict that can be resolved in either a positive or negative direction.
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Trust vs. Mistrust
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(birth-1 year)
Infants must learn to trust their caregivers to meet their needs; responsive parenting is critical.
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Autonomy vs. Shame & Doubt
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(1-3 years) Children must learn to be autonomous- to assert their wills and do things for themselves or they will doubt their abilities.
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Initiative vs. Guilt
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(3-6 years) Preschoolers develop initiative by devising and carrying out bold plans, but they must learn not to impinge on the rights of others.
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Industry vs. Inferiority
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(6-12 years) Children must master important social and academic skills and keep up with their peers; otherwise, they will feel inferior.
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Identity vs. Role Confusion
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(12 to 20 years) Adolescents ask who they are and must establish social and vocational identities; otherwise, they will remain confused about the roles they should play as adults.
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Intimacy vs. Isolation
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(20 to 40 years) Young adults seek to form a shared identity with another person, but may fear intimacy and experience loneliness and isolation.
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Generativity vs. stagnation
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(40-65 years) Middle-aged adults must feel that they are producing something that will outlive them, either as parents or as workers; otherwise, they will become stagnant and self-centered.
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Integrity vs. Despair
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(65 years and older) Older adults must come to view their lives as meaningful to face death without worries and regrets.
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Learning Theories
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Classical Conditioning
Operant Conditioning
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Ivan Pavlov
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Russian physiologists who won Nobel Prize for his work in medicine and physiology and made an accidental discovery of conditioning that would make him famous.
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Classical Conditioning
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Learning to make an involuntary (reflex) response to a stimulus other that normally produces the reflex.
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John Watson
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Believed children have no inborn tendencies and that how they turn out depends entirely on the environment in which the y grow up and the ways in which their parents and others in their lives threat them.
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Operant Conditioning
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The learning of voluntary behavior through the effects of pleasant and unpleasant consequences to responses.
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Albert Bandura
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Believed that observational learning is the result of cognitive processes that are actively judgmental and constructive not merely mechanical copying.
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Bo-Bo Doll Experiment
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Children who didnt normally display aggression. Had them watch videos of same gender people displaying aggressive behavior against Bo-Bo doll and either being rewarded or punished. More likely to display aggression if same sex and male.
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Cognitive Theory
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A theory that focuses on changes in how people think over time.
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Constructivism
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Children actively construct new understandings of the world based on their experiences.
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Jean Piaget
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believed that children mature through a series of distinct stages in intellectual development; children's thinking is less abstract than adults, based on particular examples and objects they can see or touch; children use fewer generalizations, categories, and principles
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Motor Skills
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The learned abilities to move some part of the body, in actions ranging from a large leap to a flicker of the eyelid.
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Gross Motor Skills
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Physical abilities involving large body movements, such as walking and jumping.
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Fine Motor Skills
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Physical abilities involving small body movements, especially of the hands and fingers, such as drawing and picking up a coin.
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Sensorimotor Stage
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Piaget's first stage; schemas are developed through sensory and motor activities.
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Preoperational Stage
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Piaget's 2nd stage; characterized by the ability to employ significant language and to think symbolically, through the child lacks operations (reversible mental processes), and thinking is egocentric and animistic.
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Animism
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The belief that all things are living.
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Centration
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The tendency to focus or center on only one aspect of a situation, usually a perceptual aspect and ignore other relevant aspects of the situation; the inability to understand conservation which holds that two equal quantities remain equal even if the appearance of one is changed, as long as nothing is added or subtracted.
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Concrete Operational Stage
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Piaget's 3rd stage; the child can perform mental operations on concrete objects and understand reversibility and conservation, though abstract thinking is not yet present; the ability to think logically about concrete objects and situations.
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Formal Operational Stage
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Piaget's 4th stage; characterized by abstract and hypothetical thinking; the ability to think logically about abstract principles and hypothetical situations.
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Systems Theories
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Contextual theories because they emphasize interactions between humans and the contexts in which they develop.
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Bronfenbrenner's Biological Model
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Microsystem
Mesosystem
Exosystem
Macrosystem
Chronosystem
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Ethology
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the study of the evolved behavior of various species in their natural environments.
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Evolutionary Psychology
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the application of evolutionary theory to understanding why humans think and behave as they do.
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Gilbert Gottlieb
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Believed our development takes place in the context of our evolutionary history as a species and arises from our ongoing interactions between biological and environmental influences.
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Epigenesis |
Genes co-act to bring forth particular developmental outcomes.
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