Paige Runkles & Meredith Holley

 Theory on how personality develops and about emotional problems

 Born 6 May 1856
 Died 23 September 1939
 Began career as a medical doctor
 He believes people have three basic drives; sexual drive, survival instincts, drives for destructiveness
 Sexual drives start with oral birth to 2 – sucking, biting, teething
 Anal 2 to 3 – toilet training and bowel movements
 Phallic 3 to 6 – Identification of sex role
 Latency 6 to 12 – energy put in to school work and sports
 Genital 12-18 – genitals for pleasure, stimulation, and satisfaction from relationships
 All are linked to major challenges for that age

 Born 15 June 1902
 Died 12 May 1994
 Has had a lifelong interest in children and learning
 First child analyst in Boston
 He proposes 8 stages of development
 Trust vs. Mistrust – newborn – its important to our development of our trust with others
 Autonomy vs. Doubt – 2 to 3 – learns to manage as well as control impulses. Also to learn to use both mental and motor skills
 Industry vs. Inferiority – 6 to 12 – mastering life by adapting to laws and society
 Group Identity vs. Alienation – 12 to 18 – strong group identity, ready to plan for furture

 Individual Identity vs. Identity Confusion – 18 to 22 – strong moral identity, ready for intimate relationships
 Intimacy vs. Isolation – 22 to 34 – forming close relationships and sharing with others
 Generativity vs. Stagnation – 34 to 60 – helping the next generation or nurturing young children
 Integrity vs. Despair – 60 to 75- A sense of fulfillment about life, sense of unity with self and others
 Immortality vs. Extinction – 75 to death - Life review,
Accept death with a sense of integrity and without fear http://www.vtaide.com/png/Erikson.html

 Is based on the proposition that behavior can be researched scientifically without recourse to inner mental states

 Russian physiologist
 Found his theory through watching dogs digest their food
 Found dogs would anticipate their food and called this form of learning Respondent Conditioning
 Born 26 September 1849
 Died 27 February 1936

 American theorist that studied Ivan Pavlov theories
 Translated his findings of animals into human terms
 He believed that you should discourage emotional ties between parents and children
 Born January 9, 1878
 Died September 25, 1958

 Studied conditions of learning
 Known as the “godfather” of standardized testing
 Created what we know as standardized testing
 Set fourth the famous stimulus-response
 Born August 31, 1874
 Died August 9, 1949

 Created the doctrine of the “empty organism”
 Says that there is no behavior that cannot be modified
 All behavior is under the control of one or more aspects of the environment
 Born March 20, 1904
 Died August 18, 1990

 He developed a theory called social learning
 From this arose a new concept called modeling
 Born December 4, 1925

 Describes the structure and development of human thought processes and how those processes affect the way a person understands and perceives the world

 Born: August 9, 1896
 Died: September 17, 1980
 Four major stages of cognitive development
 Sensorimotor 0 to 2
 Preoperational 2 to 6
 Concrete Operational 6 to 12
 Formal Operational 12 to adulthood

 Focuses on the child as whole and incorporates ideas of culture and values into child development

 Born November 17, 1896
 Died June 11, 1934
 was a Soviet Belarusian psychologist
 founder of a theory of human cultural and biosocial development commonly referred to as cultural-historical psychology
 posited a concept of the Zone of Proximal Development
 the range of tasks that a child is in the process of learning to complete http://en.wikipedia.org/wiki/Lev_Vyg otsky#Zone_of_proximal_developme nt

•
Divided into 5 systems; microsystem, mesosystem, exosystem , macrosystem , and chronosystem

 Microsystem - the immediate environment in which a person is operating, such as the family, classroom, peer group, neighborhood, etc.
 Mesosystem - the interaction of two microsystem environments, such as the connection between a child’s home and school
 Exosystem - the environment in which an individual is not directly involved, which is external to his or her experience, but nonetheless affects him or her
 Macrosystem - the larger cultural context, including issues of cultural values and expectations
 Chronosystem - events occurring in the context of passing time.
These events may have impact on a particular birth cohort http://faculty.weber.edu/tlday/human
.development/ecological.htm

 Born April 29, 1917. Died September 25, 2005
 bachelors in psychology and music from cornell, a master's in education from Harvard, and a doctorate in developmental psychology from Michigan.
 Sought a joint function between a person and there environment.
 “His theory states that there are many different levels of environmental influences that can affect a child's development, starting from people and institutions immediately surrounding the individual to nation-wide cultural forces”
 Invented the ecological systems theory as described in the slide before. http://en.wikipedia.org/wiki/Urie_Bro nfenbrenner

 Intelligence- ability to solve a problem to create a product that is in a culture.
 the ability to create an effective product or offer a service that is valued in a culture
 a set of skills that make it possible for a person to solve problems in life;
 the potential for finding or creating solutions for problems, which involves gathering new knowledge
 9 intelligences

 Linguistic Intelligence : the capacity to use language to express what's on your mind and to understand other people
 Logical/Mathematical Intelligence : the capacity to understand the underlying principles of some kind of causal system, the way a scientist or a logician does; or to manipulate numbers, quantities, and operations, the way a mathematician does.
 Musical Rhythmic Intelligence : the capacity to think in music; to be able to hear patterns, recognize them
 Bodily/Kinesthetic Intelligence : the capacity to use your whole body or parts of your body
(your hands, your fingers, your arms) to solve a problem, make something, or put on some kind of production
 Spatial Intelligence : the ability to represent the spatial world internally in your mind
 Naturalist Intelligence : the ability to discriminate among living things (plants, animals) and sensitivity to other features of the natural world (clouds, rock configurations).
 Intrapersonal Intelligence : having an understanding of yourself; knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward.
 Interpersonal Intelligence : the ability to understand other people
 Existential Intelligence : the ability and proclivity to pose (and ponder) questions about life, death, and ultimate realities.
http://www.pbs.org/wnet/gperf/educ ation/ed_mi_overview.html

 Born- July 11, 1943. Still alive today

 psychologist and professor of neuroscience from Harvard University
 Completed PhD in 1971 from Harvard
 Argued whether intelligence is a single broad ability or is a set if specific abilit ies. http://infed.org/mobi/howardgardner-multiple-intelligences-andeducation/

 Gesell based his theory on three major assumptions: (a) development has a biological basis, (b) good and bad years alternate, and (c) body types (endomorph, ectomorph, mesomorph) are correlated with personality development
 Process of physical and mental growth determined by heredity
 Sequence occurs in stable and orderly ways
 Genetically determined by conception
 Describes quality of growth http://www.education.com/reference/ article/child-development-changingtheories/






http://www.education.com/reference/ article/arnold-gesell-child-learningdevelopment-theory/

 1.Motor characteristicsbodily activity, eyes, and hands.
 2 .
Personal hygiene -eating, sleeping, elimination, bathing and dressing, health and somatic complaints, and tensional outlets.
 3 .
Emotional expressionaffective attitudes, crying, assertion, and anger.
 4.Fears and dreams
 5.Self and sex
 6.Interpersonal relationsmother-child, child-child, and groupings in play.
 7.Play and pastimesgeneral interests, reading, music, radio, and cinema.
 8.School lifeadjustment to school, classroom demeanor, reading, writing, and arithmetic.
 9.Ethical senseblaming and alibiing; response to direction, punishment, praise; response to reason; sense of good and bad; and truth and property.
 10.Philosophic
outlook- time, space, language and thought, war, death, and deity.

 individual's inherent drive towards self-actualization and creativity.
 our actions are motivated in order achieve certain needs
 “Hierarchy of Needs”- 5 levels http://psychology.about.com/od/hum anist-personality/

 Born April 1, 1908. Died June 8, 1970
 American psychologist
 Created Maslow's hierarchy of needs
 Professor
 Stressed the importance of focusing on positive qualities in people http://en.wikipedia.org/wiki/Abraham
_Maslow

 This debate within psychology is concerned with the extent to which particular aspects of behavior are a product of either inherited (i.e. genetic) or acquired (i.e. learned) characteristics.
 Nature is that which is inherited / genetic.
 Nurture which refers to all environmental influences after conception, i.e. experience. http://www.simplypsychology.org/nat urevsnurture.html