Educational Psychology Provide an overview of the systems model of human development presented in class, describing how the behavioral, cognitive, humanistic and learning/ development theories address different factors in this model. Developed by: W. Huitt, 1999 Part I

Is A Model Necessary? All data are interpreted vis-à-vis a model. The model is based on a paradigm. The “Systems Model of Human Behavior” is an attempt to make the model used in this course explicit. The model is used as a major organizing construct for the course.

Basic Assumptions Individuals grow, develop, and change over time as a result of interaction between genetic qualities and particular environment. This approach has been labeled “systems,” “organismic,” and “contextual/developmental” and “transactional” among others. Human beings do not develop in isolation.

Basic Assumptions Model accepts the ancient perspective of a human being: Body can be considered in terms of three components: body, mind, soul/spirit. genetics, physiological structure and functioning, overt behavior.

Basic Assumptions Mind can be considered in terms of three components: cognition, affect/emotion, conation/volition.

Basic Assumptions There are a variety of ways of validating truth: Intuition Religious scripture and interpretation Philosophy and logical reasoning Science and the scientific method Social and/or cultural consensus Personal experience

Basic Assumptions View dissonance resulting from using different methods as opportunity to develop new understandings or to integrate previous understandings in new ways. When you interpret data in a different way, please state your viewpoint as clearly and as concisely as possible, explaining how your interpretation is just as valid, if not more so, than that previously given.

The Basics of the Model Based on Norman’s (1980) model of the mind and mental functioning: Norman, D. (1980). Twelve issues for cognitive science. Cognitive Science, 4, Cognitive system Encodes, processes, stores, retrieves, processes information; purpose is manipulation of information

The Basics of the Model Based on Norman’s (1980) model of the mind and mental functioning: Norman, D. (1980). Twelve issues for cognitive science. Cognitive Science, 4, Affective system Connects the regulatory system and cognitive system; purpose is arousal

The Basics of the Model Based on Norman’s (1980) model of the mind and mental functioning: Norman, D. (1980). Twelve issues for cognitive science. Cognitive Science, 4, Regulatory system Biological structures that regulate the processing of stimuli and activation of responses; primary purpose is maintenance of the organism

The Basics of the Model

The regulatory system is redefined as the aspect of the mental system that regulates input and output functions (not just biological functions). Other modifications: mind receives information and displays action through the body adds a biological and spiritual influence adds a feedback loop

The Basics of the Model

There are therefore four major components of the individual in this systems model of human behavior: Cognitive system Perceives, stores, processes, and retrieves information

The Basics of the Model There are therefore four major components of the individual in this systems model of human behavior: Affective system Can modify perceptions and thoughts before and after they are processed cognitively

The Basics of the Model There are therefore four major components of the individual in this systems model of human behavior: Regulatory system Directs and manages input and output functioning

The Basics of the Model There are therefore four major components of the individual in this systems model of human behavior: Behavioral system Overt action of organism (output of the individual)

The Basics of the Model It is hypothesized that an individual's thinking (cognition), feeling (affect), and willing (conation) as well as overt behavior develop as a result of: transactions among the various components of mind as influenced by biological maturation, bodily functioning and the spiritual dimensions, the environment or context of the individual, and feedback from the environment as a result of an individual's overt behavior.