168: Module 1

Theories in Social and Emotional Development

Who are the two psychodynamic theorist?

Freud(Psychosexual) and Erikson(Psychosocial)

What are the id, ego, superego?

• Id: “devil” acts on pleasure principle, doing what you want because it makes you feel good

• Superego: “angel” internalization of societal/parental norms and values, guided by morality

• Ego: “conscience” acts on reality principle(consideration of external environment in addition to instinctual impulses), what is going to be the best way to accomplish needs?

Psychosexual Theory (Freud)

5 Stages:

1. Oral - (birth to 18 months)

2. Anal - (18 months to 3 y/o)

3. Phallic - (3-6 y/o)

4. Latency - (6y/o to puberty)

5. Genital - (puberty on)

fixation

when an individual is locked in an earlier development stage because their needs are over- or under-gratified

ex. oral - gum chewing, nail biting

Psychosocial Theory (Erikson)

Each stage is a unique developmental task that confronts individuals with a crisis that must be faced (includes outcomes of successful completion of the tasks and potential risks of failing the task)

8 Stages of Psychosocial Development

1. Trust vs. Mistrust -(0 to 1 y/o)

2. Autonomy vs. Shame and Doubt - (1 to 2 y/o) preschool age)

3. Initiative vs. Guilt - (preschool age)

4. Industry vs. Inferiority - (elementary school age

5. Identify vs. Identity Confusion - (adolescence)

6. Intimacy vs. Isolation - (young adulthood)

7. Generatively vs. Stagnation - (middle adulthood)

8. Integrity vs. Despair - (late adulthood)

Classical Conditioning

type of learning with repetition of a new stimulus with a familiar stimulus until an individual learns to respond to the new stimulus in the same way they respond to to familiar stimulus

ex. Pavlov - dog salivation and Watson - little Albert

Operant Conditioning

a type of learned behavior that depends on positive reinforcement, negative reinforcement, and punishment

Cognitive Social Learning Theory

observational learning, imitation, and modeling - where child takes an active role and learning by watching others

Social Information Processing theory

how our individual interpretations of a situation impact how we decide to behave in situations

Vygotsky’s Sociocultural theory

development emerges from interactions with more skilled people and the institutions and tools provided by the culture

zone of proximal development

difference between children’s level of performance while working alone and while working with more experienced people

*scaffolding

Ecological Systems Perspective (Brofrenbrenner)

• Microsystem - individual’s immediate contact (family, school, friends)

• Mesosystem - interactions between groups in the microsystem (parent-teacher confrence)

• Exosystem - indirect context/effect (parent workplace, extended family members)

• Macrosystem - larger cultural context (laws, values, customs)

• Chronosystem - how the historical time impacts

Evolutionary/Ethological Theory

how our behavior has adapted for optimal survival, survival of the fittest, how we have adapted to ensure survival of offspring

multifinality

different endings with similar starts/experiences

equifinality

different beginnings with similar end results (same livelihood in adulthood)

reciprocal determinism

children learn from models and models learn from children

age cohort

people within a specific age cohort experience a specific historical events that only affects that specific age group

ex. the great depression, 9/11

critical period

external factors cause a unique and irreversible impact

egocentric

tending to view the world from personal perspective and having difficulty seeing things from another’s viewpoint

12 critical questions social development wants to address

1. how do biological and environmental influences affect social development?

2. what role do children play in their own development?

3. what is the appropriate unit for studying social development?

4. is development continuous or discontinuous?

5. is social behavior the result of the situation or the child?

6. is social development universal across cultures?

7. how does social development vary across historical eras?

8. is social development related to other developmental domains?

9. how important are mothers for children’s social development?

10. is there a single pathway of social development?

11. what influences how we judge children’s social behavior?

12. do developmental psychologists “own” social development?

Which of the following is an example of multifinality? Two children experience the same adverse childhood experiences:

a. one exhibits a ‘sleeper effect’ developmental delay whereas the other suffers an immediate developmental delay but they both have a developmental delay in adulthood

b. both suffer developmental delays

c. one exhibits resilience and the other suffers a developmental delay

d. none of the responses are correct

c. one exhibits resilience and the other suffers a developmental delay

In Freud’s theory, the rational component of the personality, which tries to satisfy needs through appropriate, socially acceptable behaviors is the:

a. id 

b. pleasure principle

c. superego

d. ego

d. ego

Which of the following is not considered a traditional learning theory?

a. cognitive social learning theory

b. drive reduction

c. classical conditioning

d. operant conditioning

a. cognitive social learning theory

A theory that explains a person’s social behavior in terms of his or her assessment and evaluation of the social situation as a guide deciding on a course of social action is:

a. cognitive social learning theory

b. sociocultural theory

c. social information processing theory

d. traditional learning theory

c. social information processing theory

The theory that behavior must be viewed in a particular context and as having adaptive or survival value is:

a. psychosocial theory

b. ethological theory

c. ecological systems theory

d. cognitive developmental theory

b. ethological theory

The theory that development emerges from interactions with more skilled people and the institutions and tools provided by the culture is:

a. social information processing theory

b. sociocultural theory

c. cognitive social learning theory

d. cognitive developmental theory

b. sociocultural theory

A theory that each stage of development depends on accomplishing psychological tasks in interactions with the social environment is:

a. psychosocial theory

b. social information processing theory

c. evolutionary theory

d. cognitive developmental theory

a. psychosocial theory

A learning theory that stresses the importance of observation and imitation in the acquisition of new behaviors, with learning mediated by cognitive processes (individual differences) is:

a. psychosocial theory

b. drive reduction theory

c. social information processing theory

d. cognitive social learning theory

d. cognitive social learning theory

A concept that there is a specific time in an organism’s development during which external factors have a unique and irreversible impact is:

a. critical period

b. equifinality

c. zone pf proximal development

d. ethology

a. critical period

A theory that stresses the importance of the relations between organisms and environmental systems and the relations between the systems themselves is:

a. cognitive developmental theory

b. sociocultural theory

c. ecological systems theory

d. ethological theory

c. ecological systems theory