...Freud Psychosexual Development In Freudian psychology, psychosexual development is a central element of the psychoanalytic sexual drive theory, that human beings, from birth, possess an instinctual libido (sexual energy) that develops in five stages. Each stage – the oral, the anal, thephallic, the latent, and the genital – is characterized by the erogenous zone that is the source of the libidinal drive. Sigmund Freud proposed that if the child experienced sexual frustration in relation to any psychosexual developmental stage, he or she would experience anxiety that would persist into adulthood as a neurosis, a functional mental disorder. Stages of Development Stage | Age Range | Erogenous zone | Consequences of psychologic fixation | Oral | Birth–1 year | Mouth | Orally aggressive: chewing gum and the ends of pencils, etc. Orally Passive: smoking, eating, kissing, oral sexual practices[4] Oral stage fixation might result in a passive, gullible, immature, manipulativepersonality. | Anal | 1–3 years | Bowel and bladderelimination | Anal retentive: Obsessively organized, or excessively neat Anal expulsive: reckless, careless, defiant, disorganized, coprophiliac | Phallic | 3–6 years | Genitalia | Oedipus complex (in boys and girls); according to Sigmund Freud.Electra complex (in girls); according to Carl Jung. | Latency | 6–puberty | Dormant sexual feelings | Sexual unfulfillment if fixation occurs in this stage. | Genital | Puberty–death | Sexual interests mature...
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...Using the Habituation Technique to Evaluate a Piagetian Hypothesis The purpose of this paper is to use the habituation technique in young infants to evaluate one hypothesis derived from Piaget’s theory of cognitive development. I will compare 5-month olds in a task that involves possible and impossible outcomes. Piaget’s theory specifies the cognitive competencies of children of this age. 1a. According to Piaget, children in the sensorimotor stage experience the world and develop cognitively by using their five senses, sight, sound, smell, taste and touch. 1b. Until an infant is 8 months of age, Piaget believes that infants do not comprehend object permanence. This means that until they are 8 months, when an object disappears from their view, they do not believe it exists anymore. As their brain develops, and their memories become less fragile, they are able to understand that even when an object is taken out of their view, it still will continue to exist. 1c. Stranger anxiety begins when a child is 8 months of age, and is caused when a child sees a face they are not familiar with, causing anxiety and distress. Object permanence and stranger anxiety may develop in children both at 8 months due to the child being able to recognize when people or things are not in their view, they still continue to exist. As memory becomes stronger in infants they can distinguish adults they are familiar with and those that are “strangers.” 1d. Koleen McCrink and Karen Wynn believe that...
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...Personality Our personality requires a mix of characteristic patterns of thinking, feelings and actions. There are four perspectives of personality, and they are psychoanalytical, trait, humanistic and social-cognitive. There are three theories I will describe and compare about personality development. We assess personality through two types of test but with every test comes benefits and issues. The four perspectives of personality attempt to describe different patterns in personality. The psychoanalytical perspective of personality was created by Sigmund Freud. The perspective emphasizes the importance of early childhood familiarity and the unconscious mind. There is some theorist who disagree with some of the aspects of Sigmund Freud theories, but agree with the importance of the unconscious mind. The rest of the theorist have different opinions when it come to the psychoanalytical perspective but share a common understanding that makes up this theory. The trait perspective of personality has a few major theorist that came up with this perspective. The perspective is centered on classifying, describing and assessing the specific traits that makeup human personality. The theorist believes that by understanding these traits they could understand the differences between people. They came up with the dimensions of personality and the personal traits that can measure the difference in personality. These things are the main reason that this perspective is today. The humanistic...
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...The secret world that lies in the mind of adolescence is one that many adults may not understand. The brief glimpses that adults receive are so minute that they often misread what they see. In order to truly get to know and help those in this stage, adults need to wade through the rude comments, the unpredictable behavior, and secrecy to really see their world. This world that they live in is cluttered with identity crisis and moral conflict. Silence, conformity, and submission also pollute this world of adolescence. The goal of this stage is to achieve some level of selfhood, if their world becomes too encumbered it will lead them to over-identification with the peer group, identity confusion, and excessive rebellion (Steinberg, 1993). This does not have to be the case. Through guided independence, close family relations and positive peer interactions their world will become less mysterious and positive goals will be met. The Franklin Starbucks provides one with excellent view of adolescence who is navigating their world successfully and those who are desperately fighting to find their selfhood. As one began to watch three girls walked into the coffee shop, they had to be around 14 or 15(hard to tell these days). There were no adults with them and they all ordered the same drink. Soon after they ordered they were joined by taller girl with black hair, she appeared to be the oldest among them. The oldest girl did most of the talking and the other three just responded...
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...represents the distinction amongst the human mind and a computer that suggest that humans have the ability to process information from around the world just as computer. Cognitive psychology is not old but the newest part of psychology where the information we receive through our senses is then administered through the brain. Cognitive psychologists try to develop explanations of cognitive development, memory, attention, artificial intelligence, perception, and social cognition. The laboratory methods used to determine the outcome of a controlled circumstance are memory test and research studies. During the early 21st century, it appears that experimental psychology is healthy and growing; likewise the crisis in theories and progress is of discern. At this time there is not a crisis in psychology, nevertheless psychology can be described as an interregnum period, with much activity and no major leading directions or theoretical commitments (Mandler, 2011). The first crisis shown in psychology was seen in 1899. There was an argument of an epistemological basis in the sense of a purely empirical theory, excluding all metaphysical presuppositions (Mandler, 2011). There were several psychologists that wrote books about the crisis that appeared in psychology. Two psychologists I shall mention are Hans Driesch and Karl Buhler. In 1925, Hans Driesch, a German biologist and philosopher, published a book...
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...Review on established theories in the areas of intellectual and social development A theoretical understanding of child development is essential, allowing us to fully appreciate the cognitive, emotional, physical, social and educational growth that children go through from birth and into early adulthood (Neufeld & Mate, 2005). Some of the major theories of child development are known as grand theories; they attempt to describe every aspect of development, often using a stage approach, such as, Urie Bronfenbrenner, Eric Erikson and Jean Piaget. Urie Bronfenbrenner (1979 - 2005) founded the Ecological Systems Theory which provides an understanding of how the complex relationship between the infant, the family, and society impact child development. Brofenbrenner’s theory looks at how each of the areas interplay in the development of humans and how all areas impact development instead of studying each area separately. Bronfenbrenner (1975) states that “as a child develops, the interaction within these environments becomes more complex. This complexity can arise as the child’s physical and cognitive structures grow and mature. So, given that nature continues on a given path, how does the world that surrounds the child help or hinder continued development?” Bronfenbrenner labeled five different aspects of the environment that influence children's development. These include the micro system, the mesosystem, the exosystem, the macro system, and the chronosystem. The...
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...Running Heads: Middle Childhood Case Study 1 Middle Childhood Case Study Child Psychology Middle Childhood Case Study 2 According to Angela Oswalt, cognitive development in Piaget’s concrete operations are the mental (cognitive) changes children undergo during the middle childhood era often more pronounced and noticeable than their physical changes. Children’s ability to consciously, thoughtful and pro-actively choose to pursue goals (instead of simply to the environment) appears during this developmental period. In addition, children’s thinking style gradually becomes more logical, organized, and flexible as they enter Piaget’s “Concrete Operational” thinking stage. Berk (2011) states, in Piaget theory as the brain develops and children’s experiences expand, they move through four stages each characterized by qualitatively distract ways of thinking. These stages are classified as the sensorimotor during the age of birth-2 years, pre operational 2-7, concrete operational age 7-4 and formal operational 11 years on of these four stages . According to Carol Gilligan in her article Introduction to the theorist and Theory Behind Human behavior, the concrete operational stage age 7-11 is where the ability to think logically about concrete objects and events) takes place. Thinking becomes more but outwardly focused and the child gains the understanding of conversation of number, mass, and weight. Can sort objects according to several features and order them...
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...going back to the specifics of what he said and wrote. By reference to what they said of each other it is argued that by the early 30s they had reached almost identical positions regarding child development, and that the work of each is complementary to that of the other. The implications of this position for a theory of intervention for cognitive acceleration are then discussed. 2003 Elsevier Science Ltd. All rights reserved. 1. Introduction As we know from investigations of the process of concept formation, a concept is more than the sum of certain associative bonds formed by memory, more than a mere mental habit; it is a complex and genuine act of thought that cannot be taught by drilling, but can be accomplished only when the child’s mental development has itself reached the requisite level. (1) Throughout the history of the child’s development runs a ‘warfare’ between spontaneous and non-spontaneous, systematically learned, concepts. (cf. the Alternative Conceptions movement). (2) ∗ Tel.: +44-1954-231814. E-mail address: m.shayer@ukonline.co.uk (M. Shayer). 0959-4752/03/$ - see front matter 2003 Elsevier Science Ltd. All rights reserved. doi:10.1016/S0959-4752(03)00092-6 466 M. Shayer / Learning and Instruction 13 (2003) 465–485 …the development of nonspontaneous concepts must possess all the traits...
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...it comes to life span development you have to understand what it is and where it comes from or even how it got its name. As it was said by Boyd and Bee that life span development is the name that psychologists have given to the physical and cognitive changes that occur throughout a person’s life (Boyd & Bee, 2009). So I will be first explaining the life span of development, along with summarizing two different theories of life span development, and then the last one is just explaining how heredity and the environment interact to produce individual difference in the development. So what is life span development it is the study of which human development is the changes that do occur within each different period of one’s development and along with the changes they must be interpreted into terms in which the culture and the context do a occur. So it truly beings with conception and birth, because it has stages just like the transition stage that one goes through from childhood to adulthood. With this perspective it has the very same level of important to a person’s changes that lead into adulthood, in which had been just focused on changes in ones childhood instead. It can even be characterized in different things such as interdisciplinary research, multi contextual along with just emphasis on plasticity as well. The two theories that I have chosen are controversial theories and cognitive theory as well. So I will start with the controversial theory the person that it responsible...
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...1) Object permanence a) She is aware that she is talking to her dad on the phone even though she doesn’t see him b) Knowing where the remote was 2) Invisible imitation c) Her “papa” told her to say “bye bye” to her dad and she repeated what he said d) Repeating what her dad is saying on the phone 3) Deferred imitation e) Attempting to closing the phone when she said bye f) “Talking” on the phone The actual circular reaction was the running water. She was sleep while the water was running and it felt good. So when they turned off the water, she woke up and turned the water back on. As she feels the water running, she goes back to sleep. She repeats this several times. The running water was a stimulus because it soothes her to sleep. Maya understands object permanence because she was able to retrieve the toy that was completely hidden by the blanket. Simon understands object permanence because he is aware that the toy still exist even though he can't see it. However, he does have a visible displacement problem. Even though he saw the toy being placed under the white blanket, he looked under the blue blanket where he saw it last not where he watched them place it. What Piaget meant by the “real problem” in education is ultimately what is the main goal of education. Should educated children to be one-minded “active learners” and only teach children what they already know are capable of learning? Or educate children to be “little...
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...Ashley Knop Early LCC Paper Nurs 165 Visit February 17, 2009 Submitted February 26, 2009 Ashley Knop Nursing 165 Early LCC Paper Child development is a very complex process that requires great attention and organization. This process has been researched by multiple theorists. Each theorist has a different idea on the stages of development. The two theorists that will be focused on in this paper are Erikson and Piaget. Erikson believes that there are five different stages of development which include; infant (birth-1yr), toddler (1-3yrs), preschooler (3-6yrs), school age (6-12yrs), and adolescent (12-18yrs). Piaget on the other hand believed that there was only four different stages of development which include; infant (birth-2yrs), toddler (2-7yrs), preschooler (7-11yrs), and school-age (11-adulthood). Erikson labels each of his stages differently. The infant stage is labeled trust vs. mistrust and states that this is when the child develops a basic trust in the mothering figure. The toddler stage is labeled as autonomy vs. shame and doubt and this is when the child gains some self control and independence within the environment. The preschool stage is labeled as initiative vs. guilt and this is when the child develops a sense of purpose and ability to initiate and direct their own activities. The School-age stage is known as industry vs. inferiority which means that the child achieves a sense of self confidence by learning, competing, performing successfully and...
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...Introduction Amazing. Fun. Thankful. Time of my life. An opportunity seized. Pivotal. These are the words that come to mind when I reflect on my college experience. From 1978 to 1982, I was making decisions and memories that would last a lifetime. Some aspects of this time period I have wished I could repeat, but for the most part, I am who I am today because of how my college experience has shaped me. In this paper I will share about the factors that most impacted my development during my college years, specifically in the areas of psychosocial, cognitive, and spiritual growth. Then, I will link those stories to the student development in college theories we are discussing in this class. Finally, I will reflect on the positive and negative impact of my college years as it relates to my own development today. Significant Factors Impacting My Development in College Three things stand out when I think about the factors that impacted my development in college: first, my decisive goal of what I wanted to get from college; second, how personal insecurity can limit opportunities; and third, how I found God. My goal for college was to get a job…plain and simple. My mother always told me that I would find what I was looking for in college. What she meant was that if I went looking for trouble, I would find trouble. If I looked for fun, I would find fun. If I sat around doing nothing, I would find nothing. She was right. I set out to find fun and life experience in college, and...
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...STUDY GUIDE EXAM 2 HDFS 210 CHAPTER 6: THEORIES AND METHODS 1. Piaget a. Concrete operations i. What defines this stage? ii. How do children in concrete operations differ from the preoperational stage in terms of conservation tasks and overall thinking? b. Formal operations i. What defines this stage? ii. How do children in this stage differ from concrete operations? 2. Information Processing Theory a. How does this theory view cognitive development? What do these theorists focus on? b. What is metacognition and why is it useful/important? c. How do memory strategies develop with age? What types of strategies do children use? 3. Types of intelligence a. Gardner’s Theory of Multiple Intelligences (9 types) b. Other non-traditional aspects of intelligence (i.e. emotional intelligence) c. IQ—what is it? How is it traditionally measured? Why is it a useful measure? i. How does heredity and environment affect IQ? d. Horizon video on multiple intelligences as examples of the above…. 4. Academic Skills a. What are the components of skilled reading? b. As children develop how do their writing skills improve? Key words: Mental operations Conservation tasks Deductive reasoning Metacognition Organization Elaboration Metamemory Intelligence quotient (IQ) Emotional Intelligence ...
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...Span Human Development Psychology 375 Professor Kathleen Phelps March 05, 2012 Life Span Perspective Paper No one brought evolution to light like Charles Darwin. His book, titled On the Origin of Species, offered compelling evidence for evolution within species and drew in large amounts of controversy. This controversy led to more and more field work and observations of nature. Eventually, Darwin’s research and studies turned to people and the study of the human life span (Beddall, 1968). The study of the human life span gained momentum in the years that followed the publishing of Darwin’s famous book as psychologists around the world developed different perspectives and theories regarding life span. The following examination focuses on explaining the life span perspective of development, summarizing two different theories of life span development, and offering an explanation to how heredity and the environment produce differences in overall development. The study of human development centers on how a person changes over a lifetime. A person starts life with the birth stage, and then moves through infancy, adolescence and puberty, adulthood, and finishes with death (Berger, 2008). Berger (2008) describes these changes as being linear, gradual, predictable, and sometimes steady. During their life spans, humans learn to communicate, work together, experience emotions, and how to survive. The life span perspective of development comes directly...
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...explaining the life span perspective of development. I will be listing the eight developmental stages throughout life, and the three key developmental domains. I will then summarize two of the theories of the life span development. I will list the four I will then explain how heredity and the environment interact to produce individual differences in development. I will then summarize everything that I have wrote in this paper in a conclusion of the paper. I will also list the references that I have used to write this paper. After several hours of research, I have put this paper together. I hope that you like it as much as I enjoyed writing it. Throughout this paper you will know how the life span development works and what all is entailed in it. You will be able to understand the two theories that I have chosen. You will also know how heredity and the environment interact to produce individual differences in development. Explain the life span perspective of development. The life span perspective is all about understanding all of the changes that take place throughout ones’ life and the changes have to be observed as a result of the culture and the situations that surround each change. Life span is also known as and referred to as being life-long changes that continue and is not based by just one age period. The life span perspective consists of physical, cognitive, and social domains. According to Santrock (1999), “Some aspects of our development increase while others decrease”...
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