Chapter Outline Chapter 2
Chapter Outline Chapter 2
I. Developmental theories and the issues they raise
A. The Importance of Theories
1. Guides the collection of new information
a. what is most important to study
b. what can be hypothesized or predicted
c. how it should be studied
B. Qualities of a Good Theory
1. Internally consistent-- its different parts are not contradictory
2. Falsifiable-- generates testable hypotheses
3. Supported by data-- describes, predicts, and explains human development
C. Four Major Theories (psychoanalytic, learning, cognitive developmental, contextual/systems)
D. Nature/Nurture
1. Nature-- genetic/biological predisposition
2. Nurture-- emphasis on experience/environmental impact
E Goodness/Badness of Human Nature
1. Hobbes-- children are selfish and bad and society must teach them to behave in a civilized way
2. Rousseau-- children are innately good and society must not interfere with innate goodness
3. Locke-- child born neither good nor bad, but like a tabula rasa or “blank slate”
F. Activity and Passivity
1. Activity-- control over one’s development
2. Passive-- product of forces beyond one’s control (environmental or biological)
G. Continuity/Discontinuity
1. Continuity-- gradual change (small steps)
2. Discontinuity-- abrupt change
3. Qualitative or quantitative change
a. qualitative-- changes in a degree
b. quantitative-- change in kind
c. developmental stages part of discontinuity approach
H. Universality/Context-Specificity
1. Universality-- developmental change common to everyone
2. Context-specific-- developmental changes vary by individual/culture
II. Freud: Psychoanalytic theory
A. Sigmund Freud: Viennese Physician and Founder of Psychoanalytic Theory
1. Emphasis on motive and emotions of which we are unaware
2.. Theory less influential than in the past
B. Instincts and Unconscious Motives
1. Instincts-- inborn biological forces that motivate behavior
2. Unconscious motivation-- instinctive and inner force
I. Developmental theories and the issues they raise
A. The Importance of Theories
1. Guides the collection of new information
a. what is most important to study
b. what can be hypothesized or predicted
c. how it should be studied
B. Qualities of a Good Theory
1. Internally consistent-- its different parts are not contradictory
2. Falsifiable-- generates testable hypotheses
3. Supported by data-- describes, predicts, and explains human development
C. Four Major Theories (psychoanalytic, learning, cognitive developmental, contextual/systems)
D. Nature/Nurture
1. Nature-- genetic/biological predisposition
2. Nurture-- emphasis on experience/environmental impact
E Goodness/Badness of Human Nature
1. Hobbes-- children are selfish and bad and society must teach them to behave in a civilized way
2. Rousseau-- children are innately good and society must not interfere with innate goodness
3. Locke-- child born neither good nor bad, but like a tabula rasa or “blank slate”
F. Activity and Passivity
1. Activity-- control over one’s development
2. Passive-- product of forces beyond one’s control (environmental or biological)
G. Continuity/Discontinuity
1. Continuity-- gradual change (small steps)
2. Discontinuity-- abrupt change
3. Qualitative or quantitative change
a. qualitative-- changes in a degree
b. quantitative-- change in kind
c. developmental stages part of discontinuity approach
H. Universality/Context-Specificity
1. Universality-- developmental change common to everyone
2. Context-specific-- developmental changes vary by individual/culture
II. Freud: Psychoanalytic theory
A. Sigmund Freud: Viennese Physician and Founder of Psychoanalytic Theory
1. Emphasis on motive and emotions of which we are unaware
2.. Theory less influential than in the past
B. Instincts and Unconscious Motives
1. Instincts-- inborn biological forces that motivate behavior
2. Unconscious motivation-- instinctive and inner force