THEORISTS by TIFF Flashcards
THEORIST AREA of WORK/THEORY
1. 1856-1939 FREUD PSYCHOSEXUAL/PSYCHOANALYTIC (unconscious)
5 psychosexual stages (Pg21)
- 1896-1980 PIAGET COGNITIVE UNDERSTANDING (conscious thoughts)
4 Stages of Understanding (Pg 22) - 1896–1934 VYGOTSKY COGNITIVE SOCIOCULTURAL
Learning to use the inventions of society, such as language, math, and memory strategies
(Pg 23) - 1902–1994 ERIKSON PSYCHOSOCIAL & PSYCHOANALYTIC (unconscious)
8 Stages of Development (Pg 21)
5, 1903-1989 LORENZ ETHOLOGICAL
Studied the behavior of greylag geese & imprinting (Pg 26)
6. 1904-1990 SKINNER BEHAVIORAL CHILD DEVELOPMENT
Operant conditioning that rewards and punishments shape development (Pg 25)
- 1917–2005 BRONFENBRENNER ECOLOGICAL
5 Environmental Systems (Pg 27) - 1925–2021 BANDURA SOCIAL COGNITIVE and BEHAVIORAL
There are important links with the environment and behavior (Pg 26) - 1927-1987 KOHLBERG MORAL DEVELOPMENT (Cognitive Theorist)
3 Universal Levels of Moral Development (Pg 313) - 1943-__ GARDNER PSYCHOLOGY & INTELLIGENCE DEVELOPMENT aka Developmental Connection
Eight Frames of Mind (Pg 289) - 1949-__ STERNBERG SOCIAL COGNITIVE MODEL PSYCHOLOGY and INTELLIGENCE DEVELOPMENT
aka Developmental Connection
Triarchic theory of intelligence states that intelligence comes in three forms
(Pg 285)
Theorist Table - see attachment
Freud, Sigmund = PSYCHOANALYTIC DEVELOPEMENT
AKA Founder of Psychosexual Stages
Also, play helps children master anxieties and conflict, and because tensions are relieved in play, children can cope more effectively with life’s problems = PLAY THERAPY was used by him & Erikson, and then by other theorists.
This theorist listened to and analyzed his patients. He became convinced that their problems were the result of experiences early in life. He thought that as children grow up, their focus on pleasure and sexual impulses shifts from the mouth to the anus and eventually to the genitals.
As a result, he suggested individuals go through five stages of psychosexual development: oral, anal, phallic, latency, and genital. (OAPLG)
( Think phrase sounds like Oh-APL-Good)
- ORAL STAGE = Brith- 1 1/2 years old
Infant pleasure center = mouth - ANAL STAGE = 1 1/2 - 3 years old
Child pleasure center = anus - PHALLIC STAGE = 3-6 years old (preschool)
Child pleasure center = genitals - LATENCY STAGE = 6 years - Puberty
Child REPRESSES SEXUAL INTEREST and develops social and intellectual skills. - GENITAL STAGE = Purberty Onward
A time of sexual reawakening
The Source of sexual pleasure becomes someone outside of the family.
Freud claimed that our ADULT personality is determined by the way we resolve conflicts between sources of pleasure at each stage and the demands of reality.
According to Freud, feelings of anxiety and guilt are central to the account of moral development regarding Moral Feeling.
The psychoanalytic theory of gender stems from Freud’s view that the preschool child develops a sexual attraction to the opposite-sex parent. .
….This is the process known as the Oedipus (for boys) or Electra (for girls) complex. ……
….At 5 or 6 years of age, the child renounces this attraction because of anxious feelings.
…Subsequently, the child identifies with the same-sex parent, unconsciously adopting the same-sex parent’s characteristics.
Pg 20, 21, 181, 238, 241, 259, 266, 488
NOTE:
Psychoanalytic theories describe development as primarily unconscious (beyond awareness) and heavily colored by emotion.
Psychoanalytic theorists emphasize that behavior is merely a surface characteristic and that a true understanding of development requires analyzing the symbolic meanings of behavior and the deep inner workings of the mind.
Psychoanalytic theorists also stress that early experiences with parents extensively shape development.
These characteristics are highlighted in the main psychoanalytic theory, that of Sigmund Freud.
Freud, Sigmund
Piaget, Jean (4 letters) = COGNITIVE DEVELOPMENT
This theorist stated that children go through 4 stages of cognitive development.
Two processes underlie this cognitive construction of the world: organization and adaptation
He said that children actively construct their understanding of the world using schemes.
How a child thinks—not how much the child knows—determines the child’s stage of cognitive development
- The sensorimotor stage, Brith = 2 years old
In this stage, infants construct an understanding of the world by coordinating sensory experiences (such as seeing and hearing) with physical, motoric actions—hence the term sensorimotor.
- The preoperational stage = 2 to 7 years old
In this stage, children begin to go beyond simply connecting sensory information with physical action and represent the world with words, images, and drawings.
However, according to Piaget, preschool children still lack the ability to perform what he calls operations, which are internalized mental actions that allow children to do mentally what they previously could only do physically.
For example, if you imagine putting two sticks together to see whether they would be as long as another stick, without actually moving the sticks, you are performing a concrete operation.
- The concrete operational stage = 7 to 11 y/o
In this stage, children can perform operations that involve objects, and they can reason logically when the reasoning can be applied to specific or concrete examples.
For instance, concrete operational thinkers cannot imagine the steps necessary to complete an algebraic equation, a task that is too abstract for individuals at this stage of development.
- The formal operational stage = 11-15 years old and continues through adulthood
In this stage, individuals move beyond concrete experiences and begin to think in abstract and more logical terms.
As part of thinking more abstractly, adolescents develop images of ideal circumstances.
They might think about what an ideal parent would be like and compare their parents to this ideal standard.
They begin to entertain possibilities for the future and are fascinated with what they can be.
In solving problems, they become more systematic, developing hypotheses about why something is happening the way it is and then testing these hypotheses
Pg 22, 23, 41, 42, 134, 140-148, 151, 153, 164-166, 207-213, 224, 229, 231, 235, 238, 239, 259, 264, 266, 280, 281, 296, 302, 304, 313-315, 362-364, 372, 407, 426, 427, 435, 436
Piaget, Jean
Vygotsky, Lev = COGNITIVE DEVELOPMENT
This Russian theorist proposed a sociocultural cognitive theory that emphasizes how culture and social interaction guide cognitive development.
He argued that children actively construct their knowledge. However, he gave social interaction and culture far more important roles in cognitive development than Piaget did.
He maintained that cognitive development involves learning to use the inventions of society, such as language, mathematical systems, and memory strategies. I.E Count with beads versus a computer.
In Vygotsky’s theory, the Information-Processing theory does not describe development as stage-like. Instead, according to this theory, individuals develop a gradually increasing capacity for processing information, which allows them to acquire increasingly complex knowledge and skills
Vygotsky (1962) also considered play to be an excellent setting for cognitive development. He was especially interested in the symbolic and make-believe aspects of play, such as when a child substitutes a stick for a horse and rides the stick as if it were a horse. For young children, the imaginary situation is real (Bodrova & Leong, 2015a, b). Parents should encourage such imaginary play because it advances the child’s cognitive development, especially creative though
Zone of proximal development (ZPD) is Vygotsky’s term for the range of tasks that are too difficult for the child to master alone but can be learned with guidance and assistance from adults or more-skilled children. Thus, the lower limit of the ZPD is the level of skill reached by the child working independently. The upper limit is the level of additional responsibility the child can accept with the assistance of an able instructor.
Vygotsky (1962) called these the “buds” or “flowers” of development, to distinguish them from the “fruits” of development, which the child already can accomplish independently.
Pg 23, 42, 164, 210 - 214, 224, 229, 231, 259, 260, 266
Vygotsky, Lev
Erikson, Erik = PSYCHOSOCIAL DEVELOPEMENT
This theorist proposed that 8 stages of development unfold as we go through life.
At each stage, a unique developmental task confronts individuals with a crisis that must be resolved.
This crisis is not a catastrophe but a turning point marked by both increased vulnerability and enhanced potential. The more successfully an individual resolves each crisis, the healthier development will be.
Success with crisis = Healthier Development!
Pg 21, 22, 31, 42, 177, 179, 181, 192, 259, 266, 306, 317, 377, 379, 338, 402, 404, 445, 468, 469, 499, 519, 519, 583, 604
Erikson, Erik
Lorenz, Konrad = ETHOLOGICAL THEORY and BIOLOGICAL DEVELOPMENT
Think ends in Z like Zoology. He was a Zoologist. Also, think the sound of the letter Z the sounds like GEESE.
Ethology stresses that behavior is strongly influenced by biology, is tied to evolution, and is characterized by critical or sensitive periods.
This theorist helped bring ethology to prominence.
He observed how greylag geese could “imprint” on him as if he were their mother when he separated eggs in an incubator. When they hatched, they followed him, Whereas the eggs that were left with the Mother Goose, were attached to the goose.
This helped demonstrate the importance of biology and evolution in development.
Ethology is characterized by critical and sensitive periods of development.
Pg 7, 26, 27, 42, 99
Lorenz, Konrad
Skinner, B.F. = OPERANT CONDITIONING
Think Skinner - Stimulus
This theorist argued that through operant conditioning, the consequence of behavior will change the probability of the behavior’s reoccurrence.
For example, a behavior followed by a rewarding stimulus is more likely to recur,
whereas a behavior followed by a punishing stimulus is less likely to recur
Pg 25, 26, 42
Skinner, B.F.
Bronfenbrenner, Urie = ECOLOGICAL THEORY
Bronfenbrenner’s ecological theory holds that development reflects the influence of several environmental systems.
Bronfenbrenner subsequently added biological influences to his theory, describing it as a bioecological theory.
…Nonetheless, it is still dominated by ecological, and environmental contexts…
His theory emphasizes the importance of both micro and macro dimensions of the environment in which the child lives.
It consists of 5 ENVIRONMENTAL SYSTEMS:
- microsystem =
The setting in which the individual lives
includes parents, peers, family, school, and neighborhood and is considered to help construct the setting. Therefore they are NOT a Passive Recipient of the experience.
This is where the MOST DIRECT INTERACTIONS with social agents take place - mesosystem =
Involves relations between microsystems or connections between contexts.
Examples are the relation of family experiences to school experiences, school experiences to religious experiences, and family experiences to peer experiences
For example, children whose parents have rejected them may have difficulty developing positive relationships with teachers.
- exosystem =
Consists of links between a social setting in which the individual does NOT have an active role and the individual’s immediate context.
For example, a husband’s or child’s experiences at home may be influenced by a mother who’s working more because of a promotion at work.
- macrosystem =
Involves the culture in which individuals live.
Also includes a cross-cultural, comparison of 1 culture or more cultures, also provides generality of development - chronosystem
Consists of the patterning of environmental events and transitions over the life course, as well as sociohistorical circumstances.
For example, divorce is one transition.
Pg 27, 28, 42
Bronfenbrenner, Urie
Bandura, Albert = SOCIAL COGNITIVE and BEHAVIORAL DEVELOPMENT
Think Bandana removed to see and observe & imitate.
This theorist developed the social cognitive model which suggests how cognitive processes are linked to the environment and behavior.
He focused on learning that occurs through observation learning (aka imitation or modeling) of what others do.
For example, a young boy might observe his father yelling in anger and treating other people with hostility; with his peers, the young boy later is very aggressive, showing the same characteristics as his father’s behavior
The belief that one can master a situation and produce favorable outcomes is called self-efficacy. Albert Bandura states that self-efficacy is a critical factor in whether or not students achieve.
Pg 26, 41, 42, 52, 72, 72, 239, 242, 310, 336, 338, 365, 429, 493, 601
Bandura, Albert
Kohlberg, Lawrence = MORAL DEVELOPMENT
(Cognitive Theorist)
Think 3 E’s in his name = E in each of his 3 Universal Levels (A total of 3 E’s in those 2 words). Levels are P-C-P ends like E sound.
A key concept in understanding progression through the levels is that the person’s morality gradually becomes more internal or mature.
An example story of Moral Development and Thought is the story of a husband asking the doctor to charge less for a cancer medication for the man’s wife. The doctor said no. So, the husband broke into the doctor’s office and stole the medication.
This theorist suggested that there are three universal levels of moral development:
- pre-conventional = Birth - 9 years old
- conventional = Early Adolescence
- post-conventional = Early Adulthood
FIRST: Occurs BEFORE 9 YEARS OLD
Preconventional reasoning is the lowest level of moral reasoning in Kohlberg’s theory. At this level, children interpret good and bad in terms of external rewards or punishments.
SECOND: Occurs in EARLY ADOLESCENCE
Conventional reasoning is the second, or intermediate, level in Kohlberg’s theory of moral development. In conventional reasoning, individuals develop expectations about social roles. Individuals abide by certain standards (internal), but they are the standards of others, such as parents or the laws of society
THIRD: Occurs by EARLY ADULTHOOD
Postconventional reasoning is the third and highest level in Kohlberg’s theory. At this level, morality involves flexible thinking and is more internalized. Also, in post-conventional reasoning, individuals engage in deliberate checks on their reasoning to ensure that it meets high ethical standards.
Pg 313,
Kohlberg, Lawrence
Gardner, Howard = Eight Frames of Mind
PSYCHOLOGY and INTELLIGENCE DEVELOPMENT aka Developmental Connection
Think Garden = natural = think garden a frame of mind = 8 sections
This theorist proposed that there are eight types of intelligence or “frames of mind.”
He named these frames of mind,
1. verbal = ability to think in words and use language to express meaning.
Occupations: authors, journalists, speakers
- mathematical = ability to carry out mathematical operations.
Occupations: scientists, engineers, accountants. - spatial = ability to think three-dimensionally.
Occupations: architects, artists, sailors. - bodily-kinesthetic = ability to manipulate objects and be physically adept.
Occupations: surgeons, craftspeople, dancers, athletes - musical = a sensitivity to pitch, melody, rhythm, and tone.
Occupations: composers and musicians. - interpersonal = ability to understand and interact effectively with others.
Occupations: successful teachers, mental health professionals. - intrapersonal = ability to understand oneself.
Occupations: theologians, psychologists. - naturalist = ability to observe patterns in nature and understand natural and human-made systems.
Occupations: farmers, botanists, ecologists, landscapers.
Gardner and Sternberg stimulated teachers to think more broadly about what makes up children’s competencies and they have motivated educators to develop programs that instruct students in multiple domains and not just a numerical IQ value.
Pg 289, 290, 293, 302, 304, 308
Gardner, Howard
Sternberg, Robert = SOCIAL COGNITIVE MODEL
PSYCHOLOGY and INTELLIGENCE DEVELOPMENT aka Developmental Connection
Think ACP easy as 1, 2, 3, and 3 as in TRI-archicy and wears his “Thinking CAP”
He developed the triarchic theory of intelligence which states that intelligence comes in three forms:
- analytical intelligence = which refers to the ability to analyze, judge, evaluate, compare, and contrast
- creative intelligence = which consists of the ability to create, design, invent, originate, and imagine
- practical intelligence = which involves the ability to use, apply, implement, and put ideas into practice
He believed that Intelligence is the ability to solve problems and to adapt and learn from experiences. Interest in intelligence has often focused on individual differences and assessment
Pg 285, 286, 289, 290, 291, 292, 294, 295, 302, 304, 322, 445, 446, 468, 560,
Sternberg, Robert
COGNITIVE THEORIES =
Cognitive theories emphasize conscious thoughts.
Three important cognitive theories are:
- Jean Piaget’s cognitive developmental theory
- Lev Vygotsky’s sociocultural cognitive theory
- The information-processing theory
Pg 22
COGNITIVE THEORIES
A COMPARISON OF THEORIES AND ISSUES IN LIFE-SPAN DEVELOPMENT
LOOK AT ATTACHMENT
CHAPTER 1 OVERVIEW OF THEORISTS IMAGE = CIRCLE/WHEEL WITH BRAIN
IMAGE FOR CHAPTER 1
