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Chapter 2

Chapter 2. Theories of Development. The Psychoanalytic Tradition. Structures of the mind: The Id—Pleasure Principle The Ego—Reality Principle Superego—Conscience The Developing Personality: Stages: Oral, Anal, Phallic, Latency, Genital Fixation can occur at any stage

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Chapter 2

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  1. Chapter 2 Theoriesof Development

  2. The Psychoanalytic Tradition • Structures of the mind: • The Id—Pleasure Principle • The Ego—Reality Principle • Superego—Conscience • The Developing Personality: • Stages: Oral, Anal, Phallic, Latency, Genital • Fixation can occur at any stage • Defense Mechanisms help us cope with anxiety

  3. The Psychoanalytic Tradition • Erikson’s Psychosocial Interpretation: • Eight Psychosocial Stages— • Trust vs. mistrust • Autonomy vs. Shame and Doubt • Initiative vs. Guilt • Industry vs. Inferiority • Identity vs. Identity Confusion • Intimacy vs. Isolation • Generativity vs. Stagnation • Integrity vs. Despair

  4. The Cognitive Developmental Approach • Jean Piaget: Assimilation and Accommodation in Equilibrium • Four Stages: • Sensorimotor Stage (0-2 ys.) • Pre-Operational Stage (2-7 ys.) • Concrete Operational Stage (7-11 ys.) • Formal Operational Stage (11+ ys.)

  5. The Cultural Framework Approach • Lev Vygotsky’s Theory: • Elementary Processes=biological, psychological, and sociocultural intertwining • External speech + Inner speech guide behavior • Internalization of speechthought

  6. The Cultural Framework Approach • Vygotsky’s Theory: Zone of Proximal Development • Difference between child’s actual developmental level and potential level • Scaffolding=Adult help to enable child to learn new information

  7. The Behavioral Approach • Skinner and Operant Conditioning: • Environment reacts to behavior and either reinforces itincrease in that behavior or punishes itdecrease in that behavior • Extinction=elimination of the behavior due to ignoring

  8. The Behavioral Approach • Bandura and Social Cognitive Learning: • Observation of others (models) leads to learning of new responses • Observation of models can strengthen or weaken existing responses • Observation of models may cause previously-forgotten behaviors to reappear • Rewarded or unpunished behaviors will more likely be learnt and modeled by observers

  9. Developmental Theory • Interactions Among Levels of Development: • Genetic, Neural, Behavioral, Environmental • Multidirectional interrelationship • Developmental Contextualism: • Physical Setting—home, class, workplace • Social Influences—family, peers • Individual Personal Characteristics — temperament • Influence of Time—time of our lifespan

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