Within humans many adaptations have happened through Darwin’s theory of natural selection, one of these adaptations is called Theory of Mind. Byrne and Whiten defined the 'Theory of mind' as the psychological characteristic that allows humans to interact effectively with each other. This can be defined in terms of the ability to know or intuit what another person may think, or how another may act or feel, in order to adjust their own actions (Phoenix, 2007 p.133). Considering this theory from an evolutionary point of view, the adaptive function results in individuals enhancing the
Self-actualisation has been replaced by three motives described as “evolutionarily critical” – mate acquisition, mate retention and parenting. The researchers argue that many activities defined as self-actualising (such as creativity) actually reflect a biologically basic need to increase status and thereby attract mates. Douglas Kenrick said: "Among human aspirations that are most biologically fundamental are those that ultimately facilitate reproduction of our genes in our children's children. For that reason, parenting is
Lifespan Perspective Paper University Of Phoenix Sharmiece Dobson Introduction Developmental psychology appears to be one of the most prominent research specialties in psychology. Before there can be a final product there is often times a development draft first. There is a beginning and an end to everything in life. Charles Darwin had a desire to understand the dynamics of evolution, from that grew the study of lifespan development. According to Boyd & Bee (2006) norms and adolescence was introduced to scientist through a book published by G. Stanley Hall.
Freire led participants to take responsibility for their own development. He provokes a learning group, in which each one learns through life experiences, as device of this process. While it is true that World War II caused chaos in the world, it also expanded communication technology and forced integration in the search of solutions. William Brickman (1913-1986), researcher educator and veteran, led to the analysis of global educational systems, as key to build better education systems (Sherman, 1987). His contribution to the field is what we know as “Comparative Education”.
Foundations of Human Development in the Social Environment BSHS/325 October 27.2014 University of Phoenix There are several aspects of human behavior. Bio-social-psycho dimensions are usually made up by psychological, biological and social aspects. Heredity and Genetics determine the biological dimensions of a person's behavior. How wise or intelligent a person will be usually determined by those person genetics. However, a person's genetic background is determined by that person DNA for the most part.
Biological and Humanistic Approaches to Personality Kama Warren University of Phoenix PSY/250 In defining personality as which does constitute distinction of individuals, Hans (2006), established his major theory that is based upon fundamental elements of the inherited characteristics. He divided genetic aspects of personality into three factors namely introversion-extroversion, neuroticism and psychoticism in regard to individual personality as well as the individual specific disposition and character. Hans (2006) contends that the genetic composition of any individual is monumental to overrule other external influences as a major means in which people form their personality. Moreover, he affirms that unique environment and genes are quite imperative though shared environment is not usually that crucial. In analyzing as well as comparing the humanistic and biological approaches to personality one can result to difference in opinions.
Personality is influenced by genetic factors through temperament. For example, genetics influence individual differences based on how individuals respond and react to their environment. The contribution of genetics to psychological differences has been studied in research focused on behavioral genetics (e.g., Plomin, 2000). The second biological influence is the brain structure and neurotransmitters. As Pinel (2003) explains, gene expression determines how cells may develop and how it can function at personal maturity.
Through his work on attachment (1940-1990), he endeavoured to understand the formation and functioning of the personal relationships we create throughout the life course, with particular emphasis on those formed in childhood (Howe,1995:46). He did not support the rationale of the psychoanalytical theories of his time, which looked at human motivation in terms of drives and put forward that children’s relationship with their parents was based on the gains connected with feeding and other drive reduction strategies (Howe, 1995:50). Instead, Bowlby put forward that the formation of attachments has been heavily encoded in humans through evolution and is vital for survival and is essentially instinctive. Although, Bowlby did not believe that attachment behaviour is an inherited trait that operates in isolation from
Life Span Perspective of Human Development PSY280 January 6, 2014 Norma Turner Life Span Perspective of Human Development The development and life span of the human body and brain is an amazing journey. There are many theories about the life span of the human body and brain. This paper will summarize the psychoanalytic theory, cognitive theory and social learning theory. The aspects of the life span perspective will be identified, as well as explain how heredity and the environment influence human development. A theory is a general but comprehensive and organized explanation of many phenomena.
In the area of child development psychology Swiss born Jean Piaget (1896-1980) is the lead name in the constructivism theory. Piaget originally started his life as a biologist. His interest in how organisms develop and adapt to their environment lead to his interest in child development. Piaget described his studies as genetic epistemology; he was interested in the development of knowledge and saw it as an adaptation to the environment, Oates, Sheehy and Wood, (2005,p63). It was Piaget’s opinion that children have to construct their own understanding of the world.