Erik Erikson

Psychosocial Development

Neo-Freudians (Erik Erikson)

• Extended Freudian theary by emphasizing the Influence of society on the developing

personality

Crisis in personality -a major psychosocial challenge that is particularly important at that time
and will remain an issue to some degree throughout the rest of life

Placed less emphasis on sexual urges as the drivers of development and more emphasis on
social influences such as peers, teachers schools, and the broader culture.

Placed less emphasis on the unconscious, irrational, and selfish id and more on the rational ego
and its adaptive powers

● Held a more positive view of human nature, seeing people as active in their
development, largely rational, and able to overcome the effects of harmful early
experiences.
● Put more emphasis on development after adolescent
LEARNING THEORIES

Perspective 2

Behaviorism

Social learning theory

Classical Conditioning

Ivan Pavlov

● first discovered classical conditioning quite accidentally while studying the digestive
systems of dogs
● classical conditioning- Learning based on associating a stimulus that does not ordinarily
elicit a response with another stimulus that does elicit the response
Classical Conditioning

John B. Watson

● John B. Watson
● applied such stimulus-response theories to children, claiming that he could mold any
infant in any way.
● he taught an Il-month-old baby known as "Little Albert" to fear furry white objects
● Watson's experiment would be viewed as unethical, but he had made his point:
emotional responses can be learned.
● Classical conditioning is undoubtedly involved when infants learn to love their parents,
who at first may be neutral stimuli but who become associated with the positive
sensations of receiving milk, being rocked, and being comforted.

Operant Conditioning

B. F. Skinner

● Operant conditioning, in which a learner's behavior becomes either more or less

probable depending on the consequences it produces
● reinforcement is the process by which behavior is strengthened, increasing the
likelihood that the behavior will be repeated.
 ● Punishment is the process by which behavior is weakened, decreasing the likelihood of
repetition.
● Behavior modification therapy is a form of operant conditioning used to eliminate the
undesirable behavior, such as temper tantrums, or to instill desirable behavior, such as
putting away toys after play.

Social Learning Theory

Albert Bandura

● aims that humans are cognitive beings whose active processing of information plays a
critical role in their learning, behavior, and development
● Bandura argues that human learning is very different from rat learning because humans
have far more sophisticated cognitive capabilities.

Social Learning Theory

Albert Bandura

● Observational learning is simply learning by observing the behavior of other people

(called models).
● By imitating other people, children can learn how to use computers and tackle math
problems, as well as how to swear, snack between meals, and smoke.
 ● Latent learning in which learning occurs but is not evident in behavior, children can
learn from observation even though they do not imitate (perform) the learned responses.
Whether they will perform what they learn depends partly on
● vicarious reinforcement, a process in which learners become more or less likely to
perform a behavior based on whether consequences experienced by the model they
observe are reinforcing or punishing

LEARNING THEORIES

Perspective 3

Jean Piaget's Cognitive-Stage Theory

Lev Vygotsky's Sociocultural Theory

● Cognitive-stage theory
● was the forerunner of todav's
"cognitive revolution" with its emphasis on mental processes.
● Organismic
● Discontinuous
● Constructivism
● children actively construct new understandings of the world based on their experiences.

Cognitive-stage theory

Jean Piaget

Three Process (Interrelated)

● Organization is the tendency to create categories

Schemes - organized patterns of thought and behavior used in particular situations.
● Adaptation - adjustment to new information about the environment
● assimilation - incorporation of new information into an existing cognitive structure
● accommodation- adjusting one's cognitive structures to fit the new information.

Three Process (Interrelated)

● Equilibration -tendency to seek a stable balance among cognitive elements; achieved

through a balance between assimilation and accommodation
● Disequilibrium can be thought of as an uncomfortable motivational state

Sensorimotor (birth to 2) Infants use their senses and motor actions to explore
and understand the world. At the start they have only
innate reflexes, but they develop increasingly
"intelligent" actions. By the end, they are capable of
 symbolic thought using images or words and can
therefore plan solutions to problems mentally.

Preoperational 2-7 Preschoolers use their capacity for symbolic thought

to develop language, engage in pretend play, and
solve problems. But their thinking is not yet logical;
they are egocentric (unable to take others'
perspectives) and are easily fooled by perceptions,
failing conservation problems because they cannot
rely on logical operations.

Concrete operations 7-11 School-age children acquire concrete logical

operations that allow them to mentally classify, add,
and otherwise act on concrete objects in their heads.
They can solve practical, real-world problems
through a trial-and-error approach but have difficulty
with hypothetical and abstract problems.

Formal operations 11-12 Adolescents can think about abstract concepts and
purely hypothetical possibilities and can trace the
long-range consequences of possible actions. With
age and experience, they can form hypotheses and
systematically test them using the scientific method.

Sociocultural Theory

Lev Vygotsky's

● Sociocultural theory
● Vygotsky's theory of how
contextual factors affect children's development
● collaborative process.
● emphasis on language
● Zone of proximal development (ZPD)
● between what they are already able to do by themselves and what they can accomplish
with assistance.
● scaffolding - Temporary support to help a child master a task.

Bioecological theory
Urie Bronfenbrenner

● Contextual perspective
● View of human development that sees the individual as inseparable from the social
context.
● Bioecological theory
● Bronfenbrenner's approach to understanding processes and contexts of human
development that identifies five levels of environmental influence
● 1. microsystem - everyday environment
● 2. mesosystem - interlocking of various microsystems
● focuses on interactions between microsystems
● 3. macrosystem consists of overarching cultural patterns
● 4. exosystem consists of interactions between a microsystem and an outside system or
institution.
● 5. chronosystem - dimension of time: change or constancy in the person and the
environment

● by sofia allysandra de guzman

PAPASA ANG 4a, Amen