Presented to :
LLOYD SAJOL, MPsy
Presented by :
GROUP 1
Agmata, Rizza Jane
Arnigo, Rustom
Bulaclac, Mariane
Dollente, Mark Kian
Garcia, Hannah Franchesca
Olmedo, Jielyn Olaivar
Ramos, Althea Klyne
Siega, Jenelisa
Vegafria, Mj Abigail
CHAPTER 2 – THEORIES OF DEVELOPMENT
TERMS
DEFINITION
PSYCHOANALYTIC THEORY
PSYCHOANALYTIC
THEORIES
Theories proposing that developmental change happens because of the
influence of internal drives and emotions on behavior.
PSYCHOANALYTIC
Involving or using psychoanalysis.
PSYCHOANALYSIS
A system of psychological theory and therapy that aims to treat mental
conditions by investigating the interaction of conscious and unconscious
elements in the mind and bringing repressed fears and conflicts into the
conscious mind by techniques such as dream interpretation and free
association.
It is a method of therapy in which the patient talks about experiences,
early childhood, and dreams.
2.1 FREUD’S PSYCHOSEXUAL THEORY
LIBIDO
In psychoanalytic theory, it is used to describe the energy created by
survival or sexual instincts.
To Freud, libido is part of the id and is the driving force of all behavior.
A person’s basic sexual and aggressive impulses, which are present at
birth.
It is a term that is commonly used to describe sexual drive or a desire for
sexual activity.
REMARKS
Freud argued that personality has three parts,
namely: id, ego, and superego.
ID
EGO
SUPEREGO
DEFENSE MECHANISM
In Freud’s theory, the part of the personality that comprises a person’s
basic sexual and aggressive impulses; it contains the libido and motivates
a person to seek pleasure and avoid pain.
This operates at an unconscious level and contains the libido.
The conscious thinking part of personality.
According to Freud, the thinking element of personality.
The portion of the personality that acts as a moral judge, contains the
rules of the society and develops near the end of early childhood at about
age 6.
Ways of thinking about a situation that reduces anxiety.
Defense mechanism may be generated once the ego violates one of the
superego’s moral rules.
Freud proposed a series of psychosexual stages through which a child
moves in a fixed sequence determined by maturation. These are: Oral
Stage, Anal Stage, Phallic Stage, Latency Stage, and Genital Stage.
PSYCHOSEXUAL STAGES
Freud’s five stages of personality development through which children
move in a fixed sequence determined by maturation; the libido is entered
in a different body part in each stage.
ORAL STAGE
Mouth is the erogenous zone; during this stage, the infant’s primary
source of interaction occurs through the mouth, so the rooting and
sucking reflex is especially important.
(BIRTH TO 1 YEAR)
The mouth is vital for eating, and the infant derives pleasure from oral
stimulation through gratifying activities such as tasting and sucking.
ANAL STAGE
(1 TO 3 YEARS)
PHALLIC STAGE
Child derives sensual gratification from withholding and expelling feces.
Zone of gratification is anal region, and toilet training is an important
activity.
The primary focus of the libido is on the genitals. At this age, children
also begin to discover the differences between males and females.
(3 TO 6 YEARS)
Becomes attached to parent of the other sex.
Freud believed that boys begin to view their fathers as a rival for their
mother’s affection. Freud called this development as Oedipus Complex
and used the term Electra Complex to describe a similar set of feelings
experienced by young girls. However, Freud believed that girls instead
experience penis envy.
LATENCY STAGE
(6 TO PUBERTY)
At this stage, superego continues to develop while the id’s energies
are suppressed. Children develop social skills, values, and relationships
with peers and adults outside the family.
Sexual energy is present, but it is sublimated into the areas such as
pursuits and social interactions.
GENITAL STAGE (PUBERTY
TO DEATH)
FIXATION
Sexual drives have reemerged and are being guided through a mature
adult sexuality.
Characterized by behaviors that reflect unresolved problems and unmet
needs.
2.2 ERIKSON’S PSYCHOSOCIAL THEORY
ERIK ERIKSON:
PSYCHOSOCIAL
DEVELOPMENT
From infancy to maturity, Erikson argued that personality develops
through eight stages of psychosocial development in a predetermined
order. The person goes through a psychological crisis at each level, which
may or may not affect how their personality develops.
Modified and expanded the Freudian theory by emphasizing how society
affects how a person develops their personality.
PSYCHOSOCIAL STAGES
Erikson’s eight stages, or crises, of personality development in which inner
instincts interact with outer cultural and social demands to shape
personality.
There are eight stages that make up Erik Erikson’s
Psychosocial Development are as follows: trust vs.
mistrust, autonomy vs. shame and doubt, initiative vs.
guilt, industry vs. inferiority, identity vs confusion,
intimacy vs. isolation, generativity vs. stagnation, and
integrity vs. despair.
STAGE 1: TRUST VS.
MISTRUST
STAGE 2: AUTONOMY VS.
SHAME AND DOUBT
The infant either develops a basic mistrust of his or her environment
throughout this time or begins to see other people and herself as
trustworthy.
The child begins to develop independence and the capacity to make their
own decisions in life.
STAGE 3: INITIATIVE VS.
GUILT
Children start to exert their authority and control over the world by
deciding how to play and interact with others.
STAGE 4: INDUSTRY VS.
INFERIORITY
Children start to feel proud of their accomplishments and skills through
social interactions. Children must adjust to changing social and academic
expectation. Failure causes emotions of inferiority, whereas success
fosters a sense of competence.
STAGE 5: IDENTITY VS.
CONFUSION
This stage is crucial for the formation of a sense of personal identity that
will affect a person's behavior and development for the rest of their life.
Teenagers need to establish their personal identities and sense of self.
Success fosters the capacity to be loyal to oneself, whereas failure fosters
role uncertainty and a frail sense of identity.
STAGE 6: INTIMACY VS.
ISOLATION
The development of intimate, loving relationships with others is essential
for young adults. Strong relationships result from success, whereas lonely
and isolated relationships result from failure.
STAGE 7: GENERATIVITY
VS. STAGNATION
Adults need to develop or nurture something that will outlast them,
generally through producing children or generating a constructive change
that benefits other people. Success leads to sentiments of usefulness and
accomplishment, while failure results in shallow involvement in the world.
STAGE 8: INTEGRITY VS.
DESPAIR
People at this stage of development reflect on their lives and decide if
they are content with them or whether they regret the things they did or
did not do.
2.3 EVALUATION OF PSYCHOANALYTIC THEORIES
2.4 CLASSICAL CONDITIONING
BEHAVIORISM
LEARNING THEORIES
CLASSICAL CONDITIONING
The view that defines development in terms of behavior changes caused
by environmental influences.
Theories asserting that development results from an accumulation of
experiences.
Learning that results from the association of stimuli.
2.5 SKINNER’S OPERANT CONDITIONING
OPERATING
CONDITIONING
REINFORCEMENT
PUNISHMENT
Learning to repeat or stop behaviors because of their consequences.
Anything that follows behavior and causes it to be repeated.
Anything that follows a behavior and causes it to stop.
2.6 BANDURA’S SOCIAL COGNITIVE THEORY
EXTINCTION
OBSERVATIONAL
LEARNING/MODELING
The gradual elimination of a behavior through repeated
nonreinforcement.
Learning that results from seeing a model reinforced or punished for a
behavior.
COGNITIVE THEORIES
COGNITIVE THEORIES
Theories emphasize mental processes in development, such as logic and
memory.
2.8 PIAGET’S COGNITIVE-DEVELOPMENT THEORY
SCHEME
In Piaget’s theory, an internal cognitive structure that provides an
individual with a procedure to use in a specific circumstance.
ASSIMILATION
The process of using a scheme to make sense of an event or experience.
EQUILIBRATION
The process of balancing assimilation and accommodation to create
schemes that fit the environment.
2.9 VIGOTSKY’S SOCIOCULTURAL THEORY
SOCIOCULTURAL THEORY
Vigotsky’s view that complex forms of thinking have their origins in social
interactions rather than in an individual’s private explorations.
2.10 INFORMATION-PROCESSING THEORY
INFORMATIONPROCESSING THEORY
A theoretical perspective that uses the computer as a model to explain
how the mind manages information.
To explain how the mind manages information.
NEO-PIAGETIAN THEORY
An approach that uses information-processing principles to explain the
developmental stages identified by Piaget.
SENSORY MEMORY
a mental representation of how environmental events look, sound, feel,
smell and taste.
SHORT-TERM MEMORY
refers to systems which provide retention of limited amounts of material
for a limited time period (seconds).
LONG-TERM MEMORY
refers to unlimited storage information to be maintained for long periods,
even for life.
BIOLOGICAL AND ECOLOGICAL THEORIES
BIOLOGICAL AND
ECOLOGICAL THEORIES
Theories that propose links between physiological processes and
development represent one of the most important trends among
development in the 21st century.
2.12 BEHAVIOR GENETICS
BEHAVIORAL GENETICS
The study of heredity in individual differences.
2.13 ETHOLOGY AND SOCIOBIOLOGY
ETHOLOGY
A perspective on development that emphasizes genetically determined
survival behaviors presumed to have evolved through natural selection.
SOCIOBIOLOGY
The study of society using the methods and concepts of biology; when
used by developmentalists, an approach that emphasizes genes that aid
group survival.
2.14 BRONFENBRENNER’S BIOECOLOGICAL THEORY
BIOECOLOGICAL THEORY
Bronfenbrenner’s theory that explains development in terms of
relationships between individuals and their environments, or
interconnected contexts
COMPARING THEORIES
COMPARING THEORIES
Developmentalists compare theories basis of their assumptions and how
useful they are in promoting understanding of development.
2.15 ASSUMPTIONS ABOUT DEVELOPMENT
ASSUMPTIONS ABOUT
DEVELOPMENT
Developmentalists can think of a theory’s assumptions in terms of its
answers to three questions about development.
ACTIVE OR PASSIVE
NATURE VERSUS
NURTURE
CONTINUITY VERSUS
DISCONTINUITY
Is a person active in shaping his own development or is he a passive
recipient of environmental influences?
How do nature and nurture interact to produce development?
Does development happen continuously or in stages?
2.16 USEFULNESS
USEFULNESS
Useful theories allow psychologists to devise hypotheses to test their
validity.
2.17 ECLECTICISM
ECLECTICISM
The use of multiple theoretical perspectives to explain and study human
development.