Chapter 1 (Part 2) Theories – Flashcards

Describe development as primarily unconscious (beyond awareness) Are heavily colored by emotion Emphasize that behavior is merely a surface characteristic A true understanding of development requires analyzing the symbolic meanings of behavior and the deep inner workings of the mind Early experiences with parents extensively shape development The characteristics above are highlighted in the psychoanalytic theory of Sigmund Freud (1856-1939)

Has been significantly revised by a number of psychoanalytic theorists. Many contemporary psychoanalytic theorists maintain that Freud overemphasized sexual instincts. Today, more emphasis is placed on cultural experiences as determinants of an individual's development. Unconscious thought remains a central theme, but thought plays a greater role than Freud envisioned.

Erikson (1902-1994) recognized Freud's contributions but believed that Freud misjudged some important dimensions of human development: We develop in psychosocial rather than psychosexual stages Primary motivation for human behavior is social and reflects a desire to affiliate with other people Erikson emphasized that developmental change occurs throughout the life span with eight stages of human development, each posing a unique developmental crisis to be resolved.

Integrity Versus Despair (Late Adulthood), Generativity Versus Stagnation (Middle Adulthood), Intimacy Versus Isolation (Early Adulthood), Identity Versus Identity Confusion (Adolescence), Industry Versus Inferiority (Middle and late childhood), Initiative Versus Guilt (Early Childhood), Autonomy Versus Shame and Doubt (Infancy 1-3 years), Trust Versus Mistrust (Infancy first year)

A lack of scientific support, too much emphasis on sexual underpinnings (Freud's theory), too much credit given to the unconscious mind, and an image of children that is too negative (Freud's theory).

Whereas psychoanalytic theories stress the importance of the unconscious, cognitive theories emphasize conscious thoughts.

Piaget's cognitive developmental theory Vygotsky's sociocultural cognitive theory Information-processing theory

Children actively construct their understanding of the world. We go through four stages of cognitive development. Organization and adaptation — underlie the FOUR STAGES of development in Piaget's theory 1) Sensorimotor (birth-2) 2) Preoperational (2-7) 3) Concrete Operational (7-11) 4) Formal Operational Stage (11-adulthood) We organize our experiences. We separate important ideas from less important ideas. We connect one idea to another. We adapt, adjusting to new environmental demands. Each stage: is age-related, consists of a distinct way of thinking, consists of a different way of understanding the world

Children actively construct their knowledge gave social interaction and culture far more important roles in cognitive development than Piaget did; emphasized how culture and social interaction guide cognitive development Portrayed child's development as inseparable from social and cultural activities

Too little emphasis on cognition in Skinner's view and giving inadequate attention to developmental changes and biological foundations.

Stresses that behavior: is strongly influenced by biology is tied to evolution is characterized by critical or sensitive periods The European zoologist, Konrad Lorenz (1903-1989), helped bring ethology to prominence.

identified imprinting - as the rapid, innate learning within a limited critical period of time that involves attachment to the first moving object seen (defined by Lorenz/ethological theory)

There is too much emphasis on biological foundations and a belief that the critical and sensitive period concepts might be too rigid.

Does not follow any one theoretical approach, but rather selects from each theory whatever is considered its best features