a boy may not cook dinner even though they observe their mother carrying out this behaviour). Support for social influences on gender roles comes from Bandura’s bobo doll study. The study involves an adult model influencing a child’s behaviour which supports the modelling aspect of SLT. On the other hand, Bussey et al found that the influence of modelling on children and the development of their gender roles is limited by existing stereotypes. Bussey came to this conclusion when he found that children imitate same sex models but do not imitate same sex models that are gender inappropriate.
While rooted in many of the basic concepts of traditional learning theory, Bandura believed that direct reinforcement could not account for all types of learning. His theory added a social element, arguing that people can learn new information and behaviours by watching other people. Known as observational learning, this type of learning can be used to explain a wide variety of behaviours. Basic Social Learning Concepts There are three core concepts at the heart of social learning theory. First is the idea that people can learn through observation.
Running head: OBERSAVATION THEORIES OF ERICKSON, PIAGET, AND VYGOTSKY Observation Theories of Erickson, Piaget, and Vygotsky Shakeitha Lewis Vista College Observation Theories of Erickson, Piaget, and Vygotsky I know that this observation is to observer a child, at this time I have no one to observe. However I will be able to give information on each theory. Erik Erikson proposed a theory of psychosocial development. He believed development occurs throughout the life span. His theory provided new insights into the formation of a healthy personality.
• Next, say how Piaget was criticised for ignoring social factors (the role of other people in cognitive development) – remember he was more interested in discovery and the process of adaptation. • Vygotsky, on the other hand, stressed the social world and claimed that learning or development can only occur through others. Give the quote (or as much as you can remember): Vygotsky (1978) states: "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). • Describe what Vygotsky means by internalisation and give an example (learning to count is a good one). • Explain the Zone of Proximal Development.
To what extent do the ‘grand theories’ discussed in Book 1, Chapter 2 take account of the role of social experiences in child development? Throughout much of history children were often viewed as small versions of adults and little attention was paid to their cognitive, emotional, physical, social and educational growth. Today, recognising such things is essential because they can have either a positive or negative impact on a child’s development. There are four ‘grand theories’ in child development: Behaviourism, Social Learning Theory, Constructivism and Social Constructivism. They are referred to as Grand Theories because they offer explanations of child development as a whole, rather than in specific areas.
The major areas of development include biological, cognitive and social and emotional development. Both of these psychologists were concerned with the study of understanding the area of cognitive development specifically in children and were considered to be constructivists. Constructivism is the theory in which “learners actively construct their own knowledge based upon the things they know now and have known in the past” (TFL resources, 2006). This essay will seek to compare and contrast the theories of psychologists Piaget and Vygotsky and will critically look at their theories to judge which aspects are appropriate for the long term. Jean Piaget focused his research on studying children and observing their thought processes.
In an attempt to explore a fairly under researched subject, researchers Bigelow and La Gaipa looked at the differences in children’s understanding of friendship at various stages of development. They created a unique means of investigating the gradual changes in the understanding of friendship as children grow older. In doing so they helped to shed new light on the important role that friends play in children’s lives. In addition another researcher was also interested in this subject: William Corsaro. However, Corsaro was interested in how children talk to each other and believed that research on children’s friendships should focus on children’s individual understanding of the word ‘friend’.
While Piaget believed in the universal stages and set cognitive development within those stages, Vygotsky really placed a great deal of the responsibility for development on the culture to which the child is exposed, and he also placed a great amount of importance on social factors. (simplypsychology) Critics of Piaget feel that he greatly underestimated the effects of social factors on cognitive development. Research has refuted the claims by Piaget that his learning stages were fixed and that certain learning could not take place until a child reached that particular stage of development (Slavin, 2009, p.40) Through research, it is now widely accepted that children are more competent than Piaget deduced. Piaget also believed in self-initiated discovery while Vygotsky placed emphasis on social contributions to learning such as cooperative learning. Another main controversy is with Piaget’s broad grouping of the stages affecting cognitive tasks.
The biggest challenge in understanding PTSD is why it affects only some individuals post-trauma. The effects of human development in socialization on the risk of PTSD are multiple; however, recent studies focus in the importance of familial psychopathology, environment child abuse, and juvenile psychopathology factors in the development of PTSD. Cultural implications of PTSD are not part of existence models of PTSD and are not typically considered during clinical intervention. Studies result reflect that cultural expectation and the difference of trauma meanings in different cultures should be taken in consideration in the diagnostic and treatment of the
The principles of neobehaviorism are learning by observing, and that learning may occur through observation alone without a change in behavior (Lieberman, 2012). Neobehaviorism was developed from the works of Edward C. Tolman and Clark Hull amendment of the S-R theory (Lieberman, 2012). Their views was that behavior cannot be explained only in the terms of observable stimulus and reactions. Due to the disagreement by behaviorists not being able to agree on which theory was correct the learning system developed two systems that are still in use today, associative and cognitive (Lieberman, 2012). People learn through pursuing signs to a certain goal, and learning is acquired by meaningful behavior.