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| Structural-Organismic Perspectives |
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Definition
focus : structure set of stages
emphasis: nature, discontinuous, individual |
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| A Structural-Organismic Perspective by Freud; childhood experiences shape adult personality psychodynamic forces at birth motivate behavior (ID, EGO, SUPEREGO) |
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| Structural - Organismic Perspective; fundamental personal/social task that the individual must accomplish at each stage |
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| Structural-Organism Perspective; focuses on intellectual development -- child actively seeks information and new experiences; they adapt to their environment by assimilating or accomodating |
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focus : how behaviors are learned
emphasis : nurture, continutity, context |
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Learning Perspective ; states that theories of psychology must be based on observations of behavior rather than on speculation about motives or unobservable factors
Ex: classical conditioning and operant conditioning |
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| Cognitive Social Learning Theory |
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Definition
a learning perspective; holds that child learnin through observation/imitation
in order for immitation to occur child must have 1. atttention 2. retention 3. reproduction and 4. motivation |
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| Information- Processing Approaches |
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Definition
| learning perspective ; focus on how children process information and use it to guide behavior |
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| Dynamic Systems Perspective |
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Definition
focus: change over time resulting from interacting elements in a complex system
- themes: nature/nurture, continuity, contex |
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| vygotsky; contextual perspective ; states that child grows and changes as a function of own efforts and by guidance of more skilled others |
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| contextual perspective ; importance of understanding relationshp between organism and various environmental systems; microsystem, mesosystem, exosystem, macrosystem, chronosystem |
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| The life-span perspective |
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| interested in the effets of historical events on human development |
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| biological-evolutionary approach; study patterns of behaviors across human and infrahuman species and across human societies/cultures -- direct observation |
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| how cognitive capabilities and constraints of the organism may reflect survival needs and processes of human evolution |
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