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The document discusses several theories of human development: 1) Psychoanalytic theory proposed by Freud focuses on unconscious drives and stages of psychosexual development. Erikson expanded on this with his eight stages of psychosocial development. 2) Behaviorism theory proposed by Watson emphasizes that all behavior is learned through conditioning principles like classical and operant conditioning. Bandura's social learning theory also notes the role of modeling and observing others. 3) Cognitive theory proposed by Piaget describes four stages of cognitive development and the processes of assimilation and accommodation to maintain cognitive equilibrium. 4) Sociocultural theory proposed by Vygotsky highlights the role of culture and social interaction in learning, including the zone of proximal development. 5
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The ecological model of Bronfenbremnner and the Kolb liner theory are considered in this paper.
These models are learning styles’ examples. They have been adopted widely in different systems
of education (Martin & Fabes, 2009). Learning styles refer to consistent ways of enabling
students to respond to any stimuli during the learning process. They are the basis of cognitive,
physiological as well as effective factors which indicate the way learners perceive, interact and
respond to any form of learning. The discussion of this paper focuses on external forces that
differentiate Brofenbrenner’s model from the Kolb’s linear model. The paper also outlines the
crucial Kolb’s model analysis with consideration of Bronfenbrenner’s model. The paper will also
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The ecological model of Bronfenbremnner and the Kolb liner theory are considered in this paper.
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of education (Martin & Fabes, 2009). Learning styles refer to consistent ways of enabling
students to respond to any stimuli during the learning process. They are the basis of cognitive,
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Child development, chapter 2, Caprice Paduano
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This chapter discusses major theories of child development including psychoanalytic, learning, cognitive, biological, and ecological perspectives. Freud's psychosexual stages and Erikson's psychosocial stages are described as foundational psychoanalytic theories. Learning theories covered include classical and operant conditioning. Cognitive theories include those of Piaget on cognitive development stages and Vygotsky on socio-cultural influences. Biological theories examine genetics and environment. Bronfenbrenner's bioecological systems theory views development in terms of relationships within different environmental systems. The chapter emphasizes using multiple theories for a comprehensive understanding of development.History & Approaches
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This document provides an overview of the key topics covered in an AP Psychology course, including major theories, approaches, figures, and areas of psychology. It discusses structuralism, functionalism, behaviorism, and other major schools of thought. Additionally, it outlines the nature vs nurture debate, levels of analysis, and biological, behavioral, cognitive, and other perspectives. Major areas of psychology like developmental, social, and clinical psychology are also summarized.1b. chapter 1 1
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This document provides an overview of key concepts in the study of human development, including:
1. The major domains and periods of development that are studied, such as physical, cognitive, and socioemotional development from prenatal stages through emerging adulthood.
2. Major theories that aim to describe and explain human development, including psychodynamic, behavioral, cognitive, and sociocultural perspectives.
3. Key research strategies used to understand development, such as observational studies, interviews, experiments, and longitudinal and cross-sectional designs.
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This document outlines four major perspectives in the study of human development: 1) learning paradigm, 2) socio-cultural theories, 3) ethology, and 4) systems approach. Each perspective is described, with examples and theorists provided. The learning paradigm focuses on interaction with the environment through observation, conditioning, rewards and punishment. Socio-cultural theories emphasize culture, language and social norms. Ethology accounts for genetics and adaptation. Finally, the systems approach aims to integrate all factors through a contextual lens.Psychology Essay Writing
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A Unified Theory of Development: A Dialectic Integration of Nature
and Nurture
Arnold Sameroff
University of Michigan
The understanding of nature and nurture within developmental science has evolved with alternating ascen-
dance of one or the other as primary explanations for individual differences in life course trajectories of suc-
cess or failure. A dialectical perspective emphasizing the interconnectedness of individual and context is
suggested to interpret the evolution of developmental science in similar terms to those necessary to explain
the development of individual children. A unified theory of development is proposed to integrate personal
change, context, regulation, and representational models of development.
The attention of philosophers and then scientists to
human development has always begun with a con-
cern that children should grow up to be good citi-
zens who would contribute to society through
diligent labor, moral family life, civil obedience,
and, more recently, to be happy while making these
contributions. The motivation for these concerns
was that there were many adults who were not.
Although attention was paid to the socialization
and education of children, it was ultimately in the
service of improving adult performance. The socie-
tal concern has always had a life-span perspective.
Without healthy, productive adults no culture
could continue to be successful. This concern
continues to be a major motivator for society to
support child development research. Although the
intellectual interests of contemporary develop-
mental researchers range widely in cognitive and
social–emotional domains, the political justification
for supporting such studies is that they will lead to
the understanding and ultimate prevention of
behavioral problems that are costly to society.
With these motivations and supports there have
been major advances in our understanding of the
intellectual, emotional, and social behavior of
children, adolescents, and adults. Moreover these
understandings have increasingly involved multi-
level processes cutting across disciplinary bound-
aries in the social and natural sciences. This
progress has forced conceptual reorientations as
earlier unidirectional views that biological or social
circumstance controlled individual behavior are
becoming multidirectional perspectives where indi-
vidual behavior reciprocally changes both biologi-
cal and social circumstance.
The models we use to understand how individ-
uals change over time have increased in complex-
ity from linear to interactive to transactive to
multilevel dynamic systems. Was this progression
in complexity an expression of empirical advances
in our developmental research or is it related to
more general progressions in the history of science
as a whole? Several years ago during a discussion
of a need for a critical social history of develop-
mental psychology by a number of distinguished
scientists (Bronfenbrenner, Kessel, Kessen, &
White, 198 ...Berger chapter one
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This document provides an introduction to developmental science, outlining five key characteristics:
1) It is multidisciplinary, drawing from many academic fields.
2) It studies people of all kinds, everywhere, seeking universal patterns as well as individual differences.
3) Development is studied across multiple contexts like family, culture, and history.
4) Developmental science recognizes cultural diversity and the social construction of concepts like race and ethnicity.
5) Human traits demonstrate plasticity and change over time rather than being fixed.
The scientific method is applied through hypotheses testing using methods like observation, experimentation, surveys and case studies.Chap2.scienceoflifespandevt
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This document provides an overview of theories of human development, including psychoanalytic theory, cognitive theories, behavioral and social cognitive theories, ethology, and ecological theory. It also discusses types of research in life-span development, including descriptive research, correlational research, experimental research, and the time span of research. Finally, it covers ethics guidelines and ways to minimize bias in research.Description of human behavior
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This lecture is more about effect of nature and nurture in the way human behave. As well as the adaptive Vs Maladaptive behavior in humanSkinner Vs Cognitivism
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The document discusses two influential learning theories - behaviorism and cognitivism. Behaviorism, proposed by theorists like Skinner and Pavlov, believes that learning is shaped by positive and negative reinforcement and conditioning. Cognitivism, developed by Piaget, focuses on how individuals mentally process information rather than just responding to external stimuli. The theories illustrate differences in how learning occurs but also share some similarities.More from Jenna Ave-Lallemant (10)
Berger ls 7e ch 4
Berger ls 7e ch 4Jenna Ave-Lallemant
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Prenatal development occurs in three periods: germinal (0-2 weeks), embryonic (3-8 weeks), and fetal (9 weeks until birth). During the germinal period, conception occurs and the placenta forms for nourishment. In the embryonic period, major organs develop by 8 weeks when the embryo is less than 2 inches. During the fetal period, all body parts are present by 9 weeks, brain development occurs significantly, and viability is usually reached at 22 weeks. Risks to the developing fetus include toxins, illnesses, certain agents, pollution, and maternal stress or depression which can cause birth defects or impair development. The birth process culminates with the newborn's first minutes assessed using the ApgarBerger ls 7e ch 3
Berger ls 7e ch 3Jenna Ave-Lallemant
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The document summarizes key concepts about genetics and heredity, including:
- Genes contain DNA instructions that determine traits like appearance and behavior. Humans have about 25,000 genes across 46 chromosomes.
- Development begins at conception when sperm and egg fuse to form a single cell called a zygote containing a full set of genes. This cell then differentiates and multiplies to form all the body's cells and tissues.
- Genes interact with each other and the environment to determine a person's phenotype, or observable characteristics. While genes influence traits, environmental factors also play a role.Berger ls 7e ch 20
Berger ls 7e ch 20Jenna Ave-Lallemant
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Senescence is a gradual physical decline related to aging that affects every body part at varying rates. The five senses become less sharp over time, with eyesight declining most noticeably after age 60. Overeating combined with lack of exercise is a leading cause of premature death from obesity and related conditions like diabetes. While aging rates vary between individuals, factors like gender, genes, socioeconomic status, and lifestyle can impact the speed of senescence, with women and those of higher SES tending to age more slowly and live longer on average.Berger ls 7e epilogue
Berger ls 7e epilogueJenna Ave-Lallemant
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1) The document discusses various topics related to death and dying, including thanatology (the study of death), cultural and religious views of death, the dying process, and bereavement.
2) It describes how views of death change throughout the life span from childhood to late adulthood, and discusses end of life issues like hospice care, palliative care, advance directives, and debates around euthanasia.
3) Theories of grief and mourning are presented, noting how cultural traditions and social support can help the bereaved cope with the normal yet intense emotions following a death.Berger ls 7e ch 25
Berger ls 7e ch 25Jenna Ave-Lallemant
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1) The document discusses various theories of late adulthood development, including Erikson's integrity versus despair stage and selective optimization with compensation.
2) It also covers coping with retirement, the importance of social relationships and marriage, and caring for the frail elderly population.
3) Key topics include disengagement theory, continuity theory, widowhood challenges, elder abuse factors, and long-term care options like assisted living.Berger ls 7e ch 24
Berger ls 7e ch 24Jenna Ave-Lallemant
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This document discusses cognitive development in late adulthood. It describes the usual age-related declines in information processing seen after age 65, including worsening memory storage and retrieval. However, it also notes that secondary aging factors like illness can greatly impact cognitive ability. The document also examines dementia, its main causes like Alzheimer's and strokes, and stages of decline. Finally, it discusses potential for new cognitive development in areas like wisdom that may be more common in the elderly.Berger ls 7e ch 23
Berger ls 7e ch 23Jenna Ave-Lallemant
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The document discusses several topics related to late adulthood and aging, including ageism, gerontology, changes in sensory abilities and physical appearance, theories of aging like wear and tear and genetic adaptation, and centenarians who live to be 100 or older. Some key points are that ageism is prejudiced based on age, gerontology studies aging, the brain and muscles change with age, and cellular aging and telomeres may limit lifespan while centenarians attribute long life to diet, attitude and lifestyle factors.Berger ls 7e ch 22
Berger ls 7e ch 22Jenna Ave-Lallemant
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The document discusses various stages of adulthood development from ages 25-65, including marriage, parenthood, divorce, and midlife transitions. It notes that midlife crises are more influenced by personal history than age alone. Personality is shaped by genes, parenting, culture, and experiences, and influences the social contexts and lifestyles adults choose. In adulthood, intimacy needs are met through relationships, and generativity involves being productive through work and parenting. Challenges can include caring for children and aging parents simultaneously.Berger ls 7e ch 21
Berger ls 7e ch 21Jenna Ave-Lallemant
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The document discusses cognitive development in adulthood. It describes research showing that fluid intelligence peaks in young adulthood while crystallized intelligence increases with age and experience. Experts in a field rely more on intuition and past experience than novices and perform complex tasks automatically through extensive practice. The theory of selective optimization with compensation proposes that adults focus on maintaining skills in areas they excel while finding ways to compensate for other cognitive losses.Berger ls 7e ch 20
Berger ls 7e ch 20Jenna Ave-Lallemant
Ìý
Senescence is a gradual physical decline related to aging that affects every body part at varying rates. The five senses become less sharp over time, with eyesight declining most noticeably after age 60. Overeating combined with lack of exercise is a leading cause of premature death from obesity and related conditions like diabetes. While aging rates vary between individuals, factors like gender, genes, socioeconomic status, and lifestyle can impact the speed of senescence, with women and those of higher SES tending to age more slowly and live longer on average.Berger ls 7e ch 2
- 1. Part I Heredity and Environment Prepared by Madeleine Lacefield Tattoon, M.A. Chapter Two What Theories Do Grand Theories Emergent Theories What Theories Contribute
- 2. What Theories Do developmental theories a systematic statement of principles and generalizations that provides a coherent framework for understanding how and why people change as they grow older lead to pivotal hypotheses generate discover offer practical guidance
- 3. What Theories Do developmental theories grand theories describe universal processes and development throughout the entire life span offers a framework for interpreting and understanding…change and development of all individuals some are emergent theories – new systematic and comprehensive theories of the future
- 4. Psychoanalytic Theory a grand theory of human development that holds that irrational, unconscious drives and motives, often originating in childhood, underlies human behavior
- 5. Psychoanalytic Theory Freud 1856-1936 development in the first six years has three stages, each characterized by sexual pleasure… infancy – the mouth – the oral stage early childhood – the anus – the anal stage preschool years – the penis – the phallic stage beginning of adolescence through death – latency – genital stages
- 6. Psychoanalytic Theory Erikson – 1902-1994 a follower of Freud, interested in culture diversity social change psychological crises described eight developmental stages Trust vs. Mistrust Autonomy vs. Shame and Doubt Initiative vs. Guilt Industry vs. Inferiority Identity vs. Role Confusion Intimacy vs. Isolation Generativity vs. Stagnation Integrity vs. Despair
- 8. Behaviorism Theory Watson 1878 – 1958 all behavior is learned specific laws of learning apply to conditioning
- 9. Behaviorism Theory Law of Behavior - learning theories … all behavior is learned step by step conditioning the processes by which responses become linked to particular stimuli classical conditioning - respondent conditioning a person or animal is conditioned to associate a neutral stimulus with a meaningful stimulus operant conditioning - instrumental conditioning learning process by which a particular action is followed by something desired – the person will repeat the action reinforcement A technique for conditioning behavior where behavior is followed by something desired
- 10. Behaviorism Theory Social Learning Theory an extension of behaviorism that emphasizes the influence that other people have over a person’s behavior modeling The central process of social learning by which a person observes the actions of others and then copies them
- 11. Cognitive Theory The third grand theory emphasized the structure and development of thought processes
- 12. Cognitive Theory Jean Piaget’s 4 Stages sensorimotor preoperational concrete operational formal operational
- 13. Cognitive Theory
- 14. Cognitive Theory Cognitive equilibrium — state of mental balance. If threatened, how do we achieve equilibrium again? Assimilation : incorporate new events into existing schemas Accommodation : change schema
- 15. Sociocultural Theory an emergent theory that holds that development results from the dynamic interaction between each person and the surrounding social and cultural forces Lev Vygotsky
- 16. Sociocultural Theory cultural variation adult responses are shaped by culture society provides not only customs but also the tools and theories guided participation a technique in which skilled mentors help novices lean not only by providing instruction, but also by allowing direct, shared involvement in the activity
- 17. Sociocultural Theory Zone of proximal development skills, knowledge, and concepts that the learner is close to acquiring but cannot master without help
- 18. Zone of proximal development
- 19. Epigenetic Theory An emergent theory of development that considers both the genetic origins of behavior (within each person and within each species) and the direct, systematic influences that environmental forces have over time on genes
- 20. Genetic Adaptation Selective adaptation the process by which humans and other organisms gradually adjust to their environment genes for the traits that are most useful will become more frequent, thus making survival of species more likely.
- 21. What Theories Contribute Psychoanalytic theory has made us aware of the importance of early childhood experiences. Behaviorism has shown effect of the immediate environment on learning. Cognitive theory shows how intellectual process and thinking affect actions. Sociocultural theory has reminded us of the importance of culture in learning. Epigenetic theory reminds us of the power of genes and their interaction with the environment.
- 22. The Nature-Nurture Controversy Nature The genes that people inherit Nurture To all the environmental influences
- 23. The Nature-Nurture Controversy Nature and Nurture Always interact Heredity vs. Environment How much of any characteristic, behavior, or pattern of development is the result of genes and how much is the result of experience?
- 24. Theoretical Perspectives on… Hyperactivity Nature They are usually boys who have male relatives with the same problem They are overactive in every context, home as well as school They are often calmed by stimulants, such as Ritalin, Adderall, and even coffee Nurture The rapid increase in ADHA (from 1 to 5 percent of all U.S. children within the past 50 years) cannot be genetic, since selective adaptation takes centuries Many environmental factors correlate with ADHD, including crowded homes, television, lead, food additives, and rigid teaching