Theories & Theorist Paige Runkles & Meredith Holley

Psychodynamic

Theory on how personality develops and about emotional problems

Sigmund Freud Born 6 May 1856  Died 23 September 1939 Began career as a medical doctor He believes people have three basic drives; sexual drive,

survival instincts, drives for destructiveness Sexual drives start with oral birth to 2 – sucking, biting,

teething Anal 2 to 3 – toilet training and bowel movements Phallic 3 to 6 – Identification of sex role Latency 6 to 12 – energy put in to school work and sports Genital 12-18 – genitals for pleasure, stimulation, and

satisfaction from relationships All are linked to major challenges for that age

Erick Erickson Born 15 June 1902 Died 12 May 1994 Has had a lifelong interest in children and learning First child analyst in Boston He proposes 8 stages of development Trust vs. Mistrust – newborn – its important to our

development of our trust with others Autonomy vs. Doubt – 2 to 3 – learns to manage as well as

control impulses. Also to learn to use both mental and motor skills

Industry vs. Inferiority – 6 to 12 – mastering life by adapting to laws and society

Group Identity vs. Alienation – 12 to 18 – strong group identity, ready to plan for furture

Erick Erickson Continued Individual Identity vs. Identity Confusion – 18 to 22 –

strong moral identity, ready for intimate relationships Intimacy vs. Isolation – 22 to 34 – forming close

relationships and sharing with others Generativity vs. Stagnation – 34 to 60 – helping the next

generation or nurturing young children Integrity vs. Despair – 60 to 75- A sense of fulfillment

about life, sense of unity with self and others Immortality vs. Extinction – 75 to death - Life review,

Accept death with a sense of integrity and without fear

http://www.vtaide.com/png/Erikson.html

Behaviorist

Is based on the proposition that behavior can be researched scientifically without recourse to inner mental states

Ivan Pavlov

Russian physiologist Found his theory through watching dogs digest their food Found dogs would anticipate their food and called this

form of learning Respondent Conditioning Born 26 September 1849 Died 27 February 1936

John B. Watson American theorist that studied Ivan Pavlov theories Translated his findings of animals into human terms He believed that you should discourage emotional ties

between parents and children Born January 9, 1878 Died September 25, 1958

Edward L. Thorndike Studied conditions of learning Known as the “godfather” of standardized testing Created what we know as standardized testing Set fourth the famous stimulus-response Born August 31, 1874 Died August 9, 1949

B. F. Skinnner Created the doctrine of the “empty organism” Says that there is no behavior that cannot be modified All behavior is under the control of one or more aspects

of the environment Born March 20, 1904 Died August 18, 1990

Albert Bandura

He developed a theory called social learning From this arose a new concept called modeling Born December 4, 1925

Cognitive

Describes the structure and development of human thought processes and how those processes affect the way a person understands and perceives the world

Jean Jacques Piaget Born: August 9, 1896 Died: September 17, 1980 Four major stages of cognitive development Sensorimotor 0 to 2 Preoperational 2 to 6 Concrete Operational 6 to 12 Formal Operational 12 to adulthood

Sociocultural

Focuses on the child as whole and incorporates ideas of culture and values into child development

Lev Vygotsky Born November 17, 1896 Died June 11, 1934 was a Soviet Belarusian psychologist founder of a theory of human cultural and biosocial

development commonly referred to as cultural-historical psychology

posited a concept of the Zone of Proximal Development the range of tasks that a child is in the process of

learning to complete

http://en.wikipedia.org/wiki/Lev_Vygotsky#Zone_of_proximal_development

Ecological • Divided into 5 systems; microsystem, mesosystem,

exosystem , macrosystem , and chronosystem

Ecological Systems Theory (5) Microsystem - the immediate environment in which a person is

operating, such as the family, classroom, peer group, neighborhood, etc.

Mesosystem - the interaction of two microsystem environments, such as the connection between a child’s home and school

Exosystem - the environment in which an individual is not directly involved, which is external to his or her experience, but nonetheless affects him or her

Macrosystem - the larger cultural context, including issues of cultural values and expectations

Chronosystem - events occurring in the context of passing time. These events may have impact on a particular birth cohort

http://faculty.weber.edu/tlday/human.development/ecological.htm

Theorist- Urie Bronfenbrenner Born April 29, 1917. Died September 25, 2005 bachelors in psychology and music from cornell, a master's in

education from Harvard, and a doctorate in developmental psychology from Michigan.

Sought a joint function between a person and there environment. “His theory states that there are many different levels of

environmental influences that can affect a child's development, starting from people and institutions immediately surrounding the individual to nation-wide cultural forces”

Invented the ecological systems theory as described in the slide before.

http://en.wikipedia.org/wiki/Urie_Bronfenbrenner

Multiple Intelligence Theory

Intelligence- ability to solve a problem to create a product that is in a culture.

the ability to create an effective product or offer a service that is valued in a culture

a set of skills that make it possible for a person to solve problems in life;

the potential for finding or creating solutions for problems, which involves gathering new knowledge

9 intelligences

The Intelligences

Linguistic Intelligence: the capacity to use language to express what's on your mind and to understand other people

Logical/Mathematical Intelligence: the capacity to understand the underlying principles of some kind of causal system, the way a scientist or a logician does; or to manipulate numbers, quantities, and operations, the way a mathematician does.

Musical Rhythmic Intelligence: the capacity to think in music; to be able to hear patterns, recognize them

Bodily/Kinesthetic Intelligence: the capacity to use your whole body or parts of your body (your hands, your fingers, your arms) to solve a problem, make something, or put on some kind of production

Spatial Intelligence: the ability to represent the spatial world internally in your mind Naturalist Intelligence: the ability to discriminate among living things (plants, animals) and sensitivity

to other features of the natural world (clouds, rock configurations). Intrapersonal Intelligence: having an understanding of yourself; knowing who you are, what you can

do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward.

Interpersonal Intelligence: the ability to understand other people Existential Intelligence: the ability and proclivity to pose (and ponder) questions about life, death, and

ultimate realities.

http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html

Theorist- Howard Gardner

Born- July 11, 1943. Still alive today psychologist and professor of neuroscience from Harvard University Completed PhD in 1971 from Harvard Argued whether intelligence is a single broad ability or is a set if

specific abilities.

http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/

Maturation

Gesell based his theory on three major assumptions: (a) development has a biological basis, (b) good and bad years alternate, and (c) body types (endomorph, ectomorph, mesomorph) are correlated with personality development

Process of physical and mental growth determined by heredity Sequence occurs in stable and orderly ways Genetically determined by conception Describes quality of growth

http://www.education.com/reference/article/child-development-changing-theories/

Theorist- Arnold Gesell

Born June 21,1880. Died may 29, 1961psychologist and pediatriciandirector of the Yale Clinic of Child

DevelopmentEstablished typical behaviors throughout

childhood. Typical behavior categorized by gradients of

growth http://www.education.com/reference/article/arnold-gesell-child-learning-development-theory/

Gradients of Growth

1.Motor characteristics- bodily activity, eyes, and hands. 2.Personal hygiene-eating, sleeping, elimination, bathing and dressing, health

and somatic complaints, and tensional outlets. 3.Emotional expression- affective attitudes, crying, assertion, and anger. 4.Fears and dreams 5.Self and sex 6.Interpersonal relations- mother-child, child-child, and groupings in play. 7.Play and pastimes- general interests, reading, music, radio, and cinema. 8.School life- adjustment to school, classroom demeanor, reading, writing,

and arithmetic. 9.Ethical sense- blaming and alibiing; response to direction, punishment,

praise; response to reason; sense of good and bad; and truth and property. 10.Philosophic outlook- time, space, language and thought, war, death, and

deity.

Humanistic Theory

individual's inherent drive towards self-actualization and creativity. our actions are motivated in order achieve certain needs “Hierarchy of Needs”- 5 levels

http://psychology.about.com/od/humanist-personality/

The Five Levels of Maslow's Hierarchy of Needs

Theorist- Abraham Maslow Born April 1, 1908. Died June 8, 1970 American psychologist Created Maslow's hierarchy of needs Professor Stressed the importance of focusing on positive qualities in people

http://en.wikipedia.org/wiki/Abraham_Maslow

Nature vs. Nurture This debate within psychology is concerned with the

extent to which particular aspects of behavior are a product of either inherited (i.e. genetic) or acquired (i.e. learned) characteristics.

Nature is that which is inherited / genetic. Nurture which refers to all environmental influences after

conception, i.e. experience.

http://www.simplypsychology.org/naturevsnurture.html