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Behavior Development
Three developmental theories that provide interesting research for those seeking knowledge concerning this particular field of study include the theory of nature vs. nurture, continuous vs. discontinuous development and critical and sensitive periods of development during those periods in life when either critical or sensitive development is taking place. Comparing and contrasting these three developmental theories should lead the researcher to a better understanding of not only the three theories, but a more complete and comprehensive understanding of the field as well.
For instance, a recent study determined that "genetic and environmental factors provides a potential explanation of the individual differences in responses to environmental influences" (Wermter, Laucht, Schimmelmann, Banaschweski, Sonuga-Barke, Rietschel, Becker, 2010, p. 200). Additionally, the study determined that children exposed to an environment stressor known to increase risk for a certain psychiatric disorder (e.g. high family adversity) are at a higher risk for that disorder if they carry particular gene variants which renders them more susceptible to that stressor" (p. 200). This study certainly does not blow a hole in the idea that nature or nurture is more or less stronger than the other, but is does allow for the contemplation that disorders...
nurture is coming under increased scrutiny, nature vs. nurture is also being biologically challenged in regards to cancer growth. A recent cancer study showed provided an insight "into the molecular mechanisms regulating CSC's and the pivotal role of the tumour microenvironment in these processes" (Korkaya, Wicha, 2010, p. 419)
The continuous vs. discontinuous theory, is one that generates a plethora of debate and one that can be compared and contrasted at a myriad of levels. Some experts espouse the idea that behavior and learning is a continuous process, while others state that the discontinuous theory should prevail; in that each learning process takes place in a certain timeframe and a stage-by-stage process. One study that attempted to learn whether infants could differentiate between letters/numbers based on their environment found "that mappings between quantitative dimensions are not learned during infancy through acting on the environment, but derive from biologically predisposed links between the dimensions of number, spatial extent and time" (de Hevia, Spelke, 2013, p. 7). A finding such as this could help determine whether the continuous or discontinuous theory is more viable. Another…
This is another study that provides data on both spectrums and seems to come to no strong resolution regarding whether the critical or sensitive theory is more viable than the other.
Wermter, A.K.; Laucht, M.; Schimmelmann, B.G.; Banaschweski, T.; Sonuga-Barke, E.J.S.; Rietschel, M.; Becker, K.; (2010) From nature vs. nurture, via nature and nurture, to gene x environment interaction in mental disorders, European Child and Adolescent Pscyhiatry, Vol. 19, Issue 3, pp. 199-210
This article assists the researcher in understanding that the field is moving beyond the theory of nature vs. nurture and that it is growing into a field that understands that it just might be nature in conjunction with nurture that can be the most positive, or negative (as the case may be) of influences.
Modification is done then with simple facial and sound changes. Preoperational: (begins about the time the child starts to talk to about age 7) In the Preoperational stage (again preconventional) the child is learning the symbolism and processes used for language development and accepting the existence of things which cannot be seen but can be remembered. He or she still does not completely grasp time and often thinks a bout how
Developmental Theories Limitations of Great Theories The psychoanalytic theory (Saul Mcleod, 2007) Rejection of the free will Lack of scientific support Samples were biased. For instance, only Austrian women were considered in proving the theory Case studies were subjective Cognitive Theory (Saul Mcleod, Cognitive Psychology, 2007) Does not consider biology The section on humanism dismisses scientific approaches The ecological validity of the experiments is low There is subjective introspection Behavioral Theory (Saul Mcleod, Cognitive Psychology, 2007) It is misplaced to compare humans and
developmental theories. Demonstrate how the two theories impact child raising practices and ultimately impact personality development. There are many developmental theories that essentially deal with the psychology of human cognitive development. One of the better-known theories on Cognitive Development is, however, that which was developed by Piaget, known as the 'Piaget's Cognitive Development Theory'. This theory states that children, at various stages of their lives, are faced with certain challenging
This concept says that the low zone represents what the child already knows and can handle alone, and the high zone represents what the child needs mentoring for. With help, Sara could very well pick a gift appropriate to her mother's interest and taste. Because Jane at 10 has a broader experience of the world and more experience with her mother's likes and dislikes, her zone of proximal or
Narrative and Interpretation Part 1: Life Course Concepts and Developmental Theory Describe the life course framework according to Hutchinson The life course perspective is mainly focused on analyzing people's lives and the changes that happen between different periods. It can be cultural or socials changes, but it is essential to point out the relationships between the two periods. A good example is how one's childhood affects adolescence and how adolescence affects one's adulthood.
Development psychologists love to quote this stage among their discussion of adolescent growth. This is perhaps the most appropriate theory to apply when it comes to explaining about the impulsive behavior of adolescents. (Chapman, 2006) COGNITIVE THEORY by Jean Piaget Piaget's cognitive theory discusses how a child thinks or how her mind works from birth to adulthood. She believes that development of the child is not a smooth task, but rather,