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Dev Psych Theories
PSY 2503 Lecture 1 Theories
| Term | Definition |
|---|---|
| Psychoanalytic Theories | Theories surrounding unconscious motives, drives, and early childhood experiences and how they impact one. Founded by Freud and adapted by Erikson |
| Freud's Psychoanalytic Theory | Emphasized the importance of unconscious thought and early childhood experience. Believed in three process levels (conscious, preconscious, and unconscious), three mind structures (Id, Ego, and Superego), and five stages of conflict |
| Erikson's Psychosocial Theory | Built on top of Freud's theory but placed greater emphasis on the Ego and eight stages of crisis instead of five. The first life-span theory. |
| Cognitive Theories | Theories surrounding mental development and learning. Important theories are Piaget, Vygotsky, and information-processing |
| Piaget's Cognitive Developmental Theory | Believed that humans began with no knowledge and gained it through individual experimentation and development of schemas that could be organized and adapted. Reorganization of schemas result in four stages of thinking |
| Id | Freud structure with primative desire such as lust, self-gratification, and destruction. It is purely unconscious, contradictory, and animalistic |
| Ego | Freud structure that covers unconscious, preconscious, and conscious. Tries to fulfill Id's desires |
| Superego | Freud structure mostly covering preconscious and unconscious. Detached from reality and reasoning. Strives for perfection. |
| Piaget's Sensorimotor phase | Occurs from 0-2 years. Construct understanding by coordinating sensory experiences with motor skills |
| Piaget's Preoperational phase | Occurs from 2-7 years. Begin representing world through symbols but lack capacity to "operate" |
| Piaget's Concrete-Operational phase | Occurs from 7~11 years. Able to perform and perform concrete mental operations |
| Piaget's Formal-Operational phase | Occurs from 11+. Able to use mental operations on ideas and possibilities, problem solve, and abstract think |
| Vigotsky's Sociocultural Theory | Agreed with Piaget that humans began with no knowledge but gained it through a sociocultural environments and cooperative learning. |
| Vygotsky's cooperative learning | Skillful tutor accurately identifies zone of proximal development (ZPD), tutor provides scaffolding for pupil's development, and pupil internalizes scaffolding and develops schemas to guide them. |
| Information-Processing Theory | Largely equates human mind to a computer and emphasizes development in processing speeds, attention, memory, etc. |
| Behavioral & Social Cognitive Theories | Theories that explain development and learning through external stimuli, consequences, and mental processes. Important theories are Skinner and Bandura. |
| Skinner's Behaviorism Theory | Views child as passive organism whose behavior is solely in response to environment, deemphasizing emotions/cognition. Behavior is caused by random action that is then conditioned. |
| Bandura's Social Cognitive Theory | Opposed Skinner and believed that individuals learn by observing behavior. Placed emphasis on relationship between environment, behavior, and cognition for development. This allows for learning with direct reinforcement and self-efficacy |
| Ecological Theories | Theories that examine the complex, interconnected systems influencing human development and behavior, or the dynamics of natural ecosystems. Established by Bronfenbrenner and adapted by Garcia-Coll. |
| Bronfenbrenner's Ecological Theory | Defines 'environment' as a set of nested structures existing within each other (microsystem, mesosystem, exosystem, macrosystem, chronosystem). |
| Microsystem | Bronfenbrenner's system in which an individual lives |
| Mesosystem | Bronfenbrenner's system of relationships between microsystems |
| Exosystem | Bronfenbrenner's systems that may indirectly impact the individual even though they are not involved |
| Macrosystem | Bronfenbrenner's system of larger cultural contexts |
| Chronosystem | Bronfenbrenner's system of time and transitions over the life course |
| Garcia-Coll's Integrative Model | Developed from Bronfenbrenner's theory to understand experiences of ethnic/racial minorities in the US. Acknowledges intersectionality and systems of social stratification |
| Ethological & Evolutionary Approach | Emphasizes the influence genes and evolutionary past has on development. Traces back to Darwin's theories of survival and reproduction |
| Mechanisms | Solutions to forces of nature. May be physical or psychological and specific to a particular place, climate, food source, and way of life |
Created by:
juangon
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