1. Social Development Chapter 1 Themes and Theories of Social Development Copyright © 2015 M. Guthrie Yarwood

2. Overarching Themes Interaction b/w Nature and Nurture Activity vs. Passivity Reciprocal and Transactional Relationships Copyright © 2015 M. Guthrie Yarwood

3. Overarching Themes Continuity vs. Discontinuity Copyright © 2015 M. Guthrie Yarwood AGE Level of Development AGE Level of Development

4. Overarching Themes 3 Types of Stability (Instability)  Rank-Order Stability  Mean-Level Stability  Personality Coherence Copyright © 2015 M. Guthrie Yarwood

5. © 2015 M. Guthrie Yarwood 5 Rank-Order Stability

6. © 2015 M. Guthrie Yarwood 6 Rank-Order Instability

7. © 2015 M. Guthrie Yarwood 7 Rank-Order Instability

8. © 2015 M. Guthrie Yarwood 8 OPENNESS TO EXPERIENCE LOW HIGH 2000201520102005 What type of Stability? A.Mean Level Stability B.Mean Level Change

9. © 2015 M. Guthrie Yarwood 9 CONSCIENTIOUSNESS LOW HIGH 2000201520102005 What type of Stability? A.Mean Level Stability B.Mean Level Change

10. © 2015 M. Guthrie Yarwood 10 EXTRAVERSION LOW HIGH 2000201520102005 What type of Stability? A.Mean Level Stability B.Mean Level Change

11. Overarching Themes - Stability Personality Coherence  Maintaining rank order relative to others  But changing the way the trait is manifested Child of Our Time: James vs. Helena © 2015 M. Guthrie Yarwood 11

12. Overarching Themes Levels of analyses  Dyadic → triadic → long-term → social groups → social networks → society/culture  Bronfenbrenner Copyright © 2015 M. Guthrie Yarwood

13. Multifinality  The divergence of developmental paths in which two individuals start out similarly but end at very different points Equifinality  The convergence of developmental paths in which children follow very different paths to reach the same developmental end point Overarching Themes Copyright © 2015 M. Guthrie Yarwood

14. Overarching Themes Multifinality Copyright © 2015 M. Guthrie Yarwood At age 2, boys and girls show secure attachment to mothers At age 6, securely attached boys show high levels of extraversion. At age 6, securely attached girls show low levels of extraversion.

15. Overarching Themes Equifinality Copyright © 2015 M. Guthrie Yarwood At age 10, parents divorced At age 10, parents married At age 20, low levels of delinquency

16. 2 More Themes! Child vs. Situation (Personality vs. Situation)  Personality = stable across situations and time  Situation = varies across situations and time Universal vs. Cultural  Universal = culture-free laws of development Copyright © 2015 M. Guthrie Yarwood

17. Summary of Themes Nature v. Nurture Activity v. Passivity Reciprocal and Transactional Relationships Continuity v. Discontinuity (Stage Theories) 3 Types of Stability 2 Developmental Trajectories  Multifinality vs. Equifinality Levels of Analyses Personality v. Situation Universal vs. Cultural Copyright © 2015 M. Guthrie Yarwood

18. Outline of Course Specific Types of Social DevelopmentWhat influences social development? Attachment / RelationshipsBiology / Genes EmotionsFamily, Peers Personality / TemperamentSchools, Mentors, Media The SelfSex and Gender MoralityPolicy / Your Interventions Aggression Copyright © 2015 M. Guthrie Yarwood

19. CLASSIC THEORIES OF DEVELOPMENT Copyright © 2015 M. Guthrie Yarwood

20. Classic Theories of Development Psychoanalytic Perspective  Freud, Erikson Traditional Learning Theory Cognitive Social Learning Theory Copyright © 2015 M. Guthrie Yarwood

21. Psychodynamic Perspectives- Freud Copyright © 2015 M. Guthrie Yarwood

22. Freud’s Psychosexual Stages of Development Oral: 0 – 18 months Mouth Weaning; oral gratification from eating, sucking Phallic: 3 – 6 years Genitals Oedipal / Electra conflicts; sexual curiosity Anal: 1 – 3 years Anus Toilet training, gratification from expelling and withholding feces Latency: 5/6 to puberty None Period of sexual calm, interest in school, same- sex friends Genital: from puberty onward Genitals Revival of sexual interests; mature relationships

23. Consider Freud’s Theory… Nature, Nurture, or Both? Active or Passive? Continuous or Discontinuous? Situation, Personality, or Both? Universal, Cultural, or Both? Copyright © 2015 M. Guthrie Yarwood

24. Erikson’s Theory of Psychosocial Development Believed children are active, curious explorers who adapt to their environment Eight Life Crises - At each stage of life people must cope with social realities in order to successfully adapt Emphasis on cultural influences

25. Erikson’s Theory of Psychosocial Development Birth to 1 yr: Trust vs. Mistrust Depending on regularity of care, love and affection provided by caregivers 3 to 6 yrs: Initiative vs. guilt Initiate activities, plan and undertake tasks, if not allowed to initiate and made to feel incompetent may develop sense of guilt 1 to 3 yrs: Autonomy vs. Shame Children express their will and independence, exercise some control and make choices. If not experience shame and doubt 6 yrs to puberty: Industry vs. inferiority Develop industriousness and feel pride in accomplishments; discouraged may develop sense of inferiority Adolescence: Identity vs. role confusion Establish identity, develop sense of self; role confusion Young adulthood: Intimacy vs. isolation Develop intimacy; isolation and loneliness Middle adulthood Generativity vs. stagnation Contributing to next generation; self absorbed, stagnation Late adulthood: Ego integrity vs. despair Review lives, if satisfaction sense of accomplishment; despair

26. Consider Erikson’s Theory… Nature, Nurture, or Both? Active or Passive? Continuous or Discontinuous? Situation, Personality, or Both? Universal, Cultural, or Both? Copyright © 2015 M. Guthrie Yarwood

27. Evaluation of Psychodynamic Perspectives Strengths  Emphasis on effects of early experience, family, and social interaction on behavior  Identification of important contemporary themes— attachment, gender roles, aggression, morality Weaknesses  Both difficult to test – not falsifiable  Freud Freud’s theory not based on work with children Potentially biased means of collecting information Focus on sexuality too narrow  Erikson Mechanisms for transitioning across stages not identified Copyright © 2015 M. Guthrie Yarwood

28. Traditional Learning Theory Perspectives Classical Conditioning - A type of learning in which a new stimulus is repeatedly repeated with a familiar stimulus until an individual learns to respond to the new stimulus in the same way as the familiar stimulus (Pavlov, Watson) Operant Conditioning - A type of learning that depends on the consequence of behavior; rewards increase the likelihood that a behavior will recur, but punishment decreases that likelihood (Skinner) Drive Reduction Theory - A version of learning theory suggesting that the association of stimulus and response in classical and operant conditioning results in learning only if it is accompanied by reduction of basic primary drives such as hunger and thirst (Hull) Copyright © 2015 M. Guthrie Yarwood

29. Consider Traditional Learning Theories Nature, Nurture, or Both? Active or Passive? Continuous or Discontinuous? Situation, Personality, or Both? Universal, Cultural, or Both? Copyright © 2015 M. Guthrie Yarwood

30. Evaluation of Traditional Learning Approaches Strengths  Useful for explaining some aspects of child development Emotion Behavior modification Weaknesses  “One-size-fits-all” perspective -- not sensitive to changes in other areas of development or to child’s age  Neglects biological/individual differences Copyright © 2015 M. Guthrie Yarwood

31. Cognitive Social Learning Theory Bandura Importance of observational learning Steps - attention, retention, reproduction, motivation Copyright © 2015 M. Guthrie Yarwood

32. 4 Factors that Influence Social Learning Attention to the model’s behavior  Relationship to model may be important  Gender Retention of the observed behavior Need to be able to reproduce the behavior Motivation to reproduce the behavior

33. Reciprocal Determinism A person's behavior :  Both influences and is influenced by personal factors and the social environment  Through cognitive processes, is “determined” by the individual  Through external social events is “determined” by the environment

34. Reciprocal Determinism Children’s actions produce responses by others leading to changes in the social environment changes in the child

35. Consider Cognitive Learning Theory Nature, Nurture, or Both? Active or Passive? Continuous or Discontinuous? Situation, Personality, or Both? Universal, Cultural, or Both? Copyright © 2015 M. Guthrie Yarwood

36. Evaluation of Cognitive Social Learning Theory Strengths  Advanced understanding of several areas of social development especially aggression and self-control  Practical applications –TV effects, modeling therapies to modify behavior (e.g., fear reduction)  Strong empirical evidence Weaknesses  Not very developmental in scope  Minimal attention to individual differences  Neglects biological/individual differences Copyright © 2015 M. Guthrie Yarwood