Textbook Notes (270,000)
CA (160,000)
U of G (10,000)
PSYC (3,000)
PSYC 2450 (200)
Chapter 2

PSYC 2450 Chapter Notes - Chapter 2: Social Learning Theory, Little Albert Experiment, Street Children


Department
Psychology
Course Code
PSYC 2450
Professor
Heidi Bailey
Chapter
2

This preview shows pages 1-3. to view the full 9 pages of the document.
Chapter 2: Theories of Human Development
Developmental Psychology
January 18th
Major Controversies About Human Development
1. Nature/Nurture Issue
Nature: Biological predispositions are most important
Nurture: Environmental influences are most important
2. Active/Passive Issue
Active: Children actively contribute to own development
Passive: Children are passive recipients of environmental influence
3. Continuous/Discontinuity Issue
Continuous: Development is additive and gradual
Discontinuity: Development is a series of discrete stages
Quantitative Change: incremental change in degree without sudden transformations
Qualitative Change: change in kind that makes individuals fundamentally different
than they were before; the transformation of paralinguistic infant into language user
is viewed as qualitative change.
Developmental stages: discontinuity theorists say we progress through
developmental stages, each with a distinct phase; a period characterized by a
particular set of abilities, motives, behaviours, or emotions that occur together and
from a coherent pattern.
Scientific Theories
Parsimony: a criterion for evaluating the scientific merit of theories- a parsimonious
theory is a theory with few principals that account for a large number of empirical
evidence.
Heuristic value: a criterion for evaluating the scientific merit of theories- a heuristic
theory is one that continues to stimulate new research and discoveries. Good
theories survive because they continue to stimulate new knowledge.
Falsifiability: a criterion for evaluating the scientific merit of theories- A theory is
falsifiable when it is capable of generating predictions that could be disconfirmed.

Only pages 1-3 are available for preview. Some parts have been intentionally blurred.

The Psychoanalytic Viewpoint
Freud’s Psychosexual Theory
- Freud’s theory that states that maturation of the sex instinct underlies stages
of personality development, and that the manner in which parents manage
children’s instinctual impulses determines the traits that children display.
- Freud relied on hypnosis, free association, and dream analysis because they
gave some indication of unconscious motives (feelings, experiences, and
conflicts that influence a person’s thinking and behaviour, but lie outside the
person’s awareness) that patients had repressed (forced out of their
conscious awareness)
- Freud concluded that human development is a conflictual process; as
biological creatures we have basic sexual and aggressive instincts that must
be served; yet society dictates that many of these drives are undesirable and
must be restrained. The way in which parents manage these sexual instincts
plays a major role in shaping children’s conduct and character.
Three Components of Personality
1. ID: the inborn component of the personality that is driven by instincts
2. Ego: the conscious, rational component of personality that reflects the child’s
emerging abilities to perceive, learn, remember and reason.
3. Superego: develops around the ages of 3 and 6 as children internalize the moral
values and standards of their parents.
Stages of Psychological Development
1. Oral: Birth 1 year Pleasure from sucking, chewing, biting
2. Anal: 1-3 years Pleasure from voluntary urination and defecation
3. Phallic: 3-6 years Pleasure from genital stimulation
Oedipus and Electra complex
4. Latency: 6-11 years Sexual conflicts repressed
Sexual urges rechanneled
5. Genital: age 12 onward Puberty reawakens sexual urges
Learn to acceptably express urges
Fixation: arrested development at a particular psychosexual stage that can prevent
movement to higher stages. i.e. punished for sucking thumb as a child might lead to
oral fixation in adulthood such as smoking or oral sex.

Only pages 1-3 are available for preview. Some parts have been intentionally blurred.

Contributions:
- Idea of unconscious motivation
- Focuses on later consequences of early experiences
- Studies emotion side of human development
Criticisms:
-Generalizability
-No real evidence of early conflicts affecting adult personality
Erikson’s Theory of Psychosocial Development
- Theory of psychosocial development- differed from Freud in 2 important
aspects:
o First Erikson stressed that children are active, curious explorers who
seek to adapt to their environments.
o Emphasizes sociocultural rather than sexual determinants of
development and posits of a series of 8 psychosocial conflicts that
people must resolve.
Contributions:
- Easier to accept than Freud’s
- Remains more popular than Freud’s theory; has had lasting impact
- Stages capture many central issues of life
Criticisms:
- Vague about the causes of development
STAGE
AGE
KEY SOCIAL AGENT
Basic Trust vs. Mistrust
Birth -1 year
Parents
Autonomy vs. Shame & Doubt
1 - 3 years
Parents
Initiative vs. Guilt
3 - 6 years
Family
Industry vs. Inferiority
6 - 12 years
Teachers, Peers
Identity vs. Role Confusion
12 - 20 years
Society of peers
You're Reading a Preview

Unlock to view full version