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All in the Mind Psychology for the Curious
All in the Mind Psychology for the Curious Third Edition Adrian Furnham and Dimitrios Tsivrikos www.ebook3000.com This third edition first published 2017 © 2017 John Wiley & Sons, Ltd Edition history: Whurr Publishers Ltd (1e, 1996); Whurr Publishers Ltd (2e, 2001) Registered Office John Wiley & Sons, Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK Editorial Offices 350 Main Street, Malden, MA 02148‐5020, USA 9600 Garsington Road, Oxford, OX4 2DQ, UK The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK For details of our global editorial offices, for customer services, and for information about how to apply for permission to reuse the copyright material in this book please see our website at www.wiley.com/wiley‐blackwell. The right of Adrian Furnham and Dimitrios Tsivrikos to be identified as the authors of this work has been asserted in accordance with the UK Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without the prior permission of the publisher. Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. Designations used by companies to distinguish their products are often claimed as trademarks. All brand names and product names used in this book are trade names, service marks, trademarks or registered trademarks of their respective owners. -
The Oedipal Complex and Child Sexual Abuse Research: a Re-Examination of Freud's Hypothesis
DOCUMENT RESUME ED 332 137 CG 023 395 AUTHOR Kendall-Tackett, Kathleen A. TITLE The Oedipal Complex and Child Sexual Abuse Research: A Re-examination of Freud's Hypothesis. INSTITUTION New Hampshire Univ., Durham. Family Research Lab. SPONS AGENCY National Inst. of Mental Health (DHHS), Bethesda, Md. PUB DATE May 91 CONTRACT NIMH-T32-MH15161 NOTE 15p. PUB TYPE Reports - General (140) -- Information Analyses (070) -- Viewpoints (Opinion/Position Papers, Essays, etc.) (120) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Child Abuse; *Parent Child Relationship; Research Problems; *Sexual Abuse; *Sexuality; Theories; Validity IDENTIFIERS Freud (Sigmund); Oedipal Conflict ABSTRACT In 1896, Sigmund Freud stated that early childhood seduction caused hysteria in his female patients. He later recanted his original finding and claimed that the reports of abuse he heard from his patients were not descriptions of real events, but his patients' expressions of unconscious childhood wishes. The theory of the Oedipal complex gave practitioners a reason for why they were hearing about seduction in childhood from their patients, and supported these practitioners in the belief that sexual abuse was a rare phenomenon. To date, research on child sexual abuse and children's knowledge of sexuality fails to support the Oedipal theory. The theory of the Oedipal complex, although criticized by many authors, continues to exert an influence on the field. It seems as though some have accepted this theory as "truth" and have not examined whether it is consistent with the growing body of knowledge. Given all of this, it must be seriously questioned whether this theory is useful for child abuse professionals. -
Lawrence Kohlberg
F. CLARK POWER LAWRENCE KOHLBERG The Vocation of a Moral Educator INTRODUCTION Shortly after Lawrence Kohlberg’s death, I (Power, 1991) noted that perhaps the most revealing statement about Kohlberg’s life was the epilogue to his first book, “Education for Justice: The Vocation of Janusz Korczak” (Kohlberg, 1984). In that Epilogue, which I helped him to compose, he re-told the story of Janusz Korczak, who gave up a lucrative medical practice to work as a moral educator in orphanages for Jewish and Christian children in Warsaw. That work led him to the Warsaw ghetto and finally to Treblinka, where he died with the orphans whom he refused to abandon. Throughout his life, Korczak had a remarkable sense of being called to care for poor and neglected children. In his early career as an author and a medical doctor, he dedicated himself to serving the poor. A champion of children’s rights, he left medicine for education in orphanages because he wanted to treat children’s souls. In establishing “Little Republics” in which children engaged in democratic governance, his orphanage schools resembled the just community programs that Kohlberg himself established. To claim that Kohlberg had a vocation to be a moral educator may strike many as puzzling or even preposterous. Kohlberg is best known for his pioneering contributions to developmental psychology, especially for his stages of moral development. Yet, as one who worked closely with Kohlberg during the latter part of his career, I believe that we cannot understand his life as a whole without considering his vision of moral education and the significance his work in the just community programs had for him. -
CHAPTER 1 INTRODUCTION 1.1 Background of the Study the Issue
CHAPTER 1 INTRODUCTION 1.1 Background of the Study The issue of LGBT had existed in western countries since a long time ago. One of the western countries that had history with this issue was England. The LGBT issue has already existed in England since the middle of 100‟s A.D. It was started with a Roman Emperor named Hadrian, who declared himself as a homosexual (Keele University, n.d.). The declaration made by Hadrian was very crucial, for lead it the way for LGBT issue to be recognized in the British society. The self-recognition of Hadrian as a homosexual inspired Alcuin of York who was widely knows well known as David to write poems that used homosexuality as the main topic in 797(Keele University, n.d.). This phenomenon was happened in the middle of 19th century. As golden age of literature in Britain, LGBT issue also influenced British writers during this century. One of the British writers that have a strong bond with LGBT is Oscar Wilde. Wilde was born in 1854 on Ireland and Died in 1900. He was an English poet, novelist, and playwright. He was often mentioned as an eccentric writer and he was the leader of the aesthetic movement that advocated “Art for Art‟s sake”. He was once in imprisoned for two years with hard labor for homosexual practices. One of 1 2 the plays that have been often considered as his masterpiece was The Importance of Being Earnest (1895). Another influence of the LGBT phenomenon that was proven by the Wilde‟s novel: The Picture of Dorian Gray novel featured bisexual character, Dorian Gray in 1895. -
Lawrence Kohlberg's Stages of Moral Development from Wikipedia
ECS 188 First Readings Winter 2017 There are two readings for Wednesday. Both are edited versions of Wikipedia articles. The first reading adapted from https://en.wikipedia.org/wiki/Lawrence_Kohlberg's_stages_of_moral_development, and the second reading is adapted from https://en.wikipedia.org/wiki/Ethics. You can find the references for the footnotes there. As you read the article about moral development please think about you answered the Heinz Dilemma in class, and in which stage did your justification lie. I do not plan on discussing our answers to the Heinz Dilemma any further in class. As you read the ethic article, please think about which Normative ethic appeals to you, and why. This will be one of the questions we will discuss on Wednesday. My goal for both of these readings is to help you realize what values you bring to your life, and our course in particular. Lawrence Kohlberg's Stages of Moral Development from Wikipedia Lawrence Kohlberg's stages of moral development constitute an adaptation of a psychological theory originally conceived by the Swiss psychologist Jean Piaget. Kohlberg began work on this topic while a psychology graduate student at the University of Chicago[1] in 1958, and expanded upon the theory throughout his life. The theory holds that moral reasoning, the basis for ethical behavior, has six identifiable developmental stages, each more adequate at responding to moral dilemmas than its predecessor.[2] Kohlberg followed the development of moral judgment far beyond the ages studied earlier by Piaget,[3] who also claimed that logic and morality develop through constructive stages.[2] Expanding on Piaget's work, Kohlberg determined that the process of moral development was principally concerned with justice, and that it continued throughout the individual's lifetime,[4] a notion that spawned dialogue on the philosophical implications of such research.[5][6] The six stages of moral development are grouped into three levels: pre-conventional morality, conventional morality, and post-conventional morality. -
Kohlberg's Stages of Moral Development Working As A
Kohlberg’s Stages of Moral Development Working as a developmental psychologist then turning his interest to the field of moral education, Lawrence Kohlberg became to be well known for his theory of moral development. His theory spurred the interest of the psychological community on moral development (Nucci, 2002). His ideas were influenced by Jean Piaget, John Dewey, and James Mark Baldwin. He argued that experiences shape children’s understandings of moral concepts such as justice, rights, equality, and human welfare. Kohlberg developed his theory from the research that he conducted at Harvard’s Center for Moral Education (Barger, 2000). To evaluate the moral stages, Kohlberg made a series of moral dilemmas that pit one moral value against another (Kalat, 2002). He observed the explanations, not the choices, that the subject made. The explanations were used to match the subject to one of Kohlberg’s stages. Kohlberg’s theory of levels and stages of moral reasoning is supported by findings from longitudinal and cross-cultural research. Kohlberg divided moral development into six distinguished stages which can be identified into three major levels. The first level is the level of pre-conventional morality. The first stage is defined by punishment and obedience. This stage is characterized by the elementary school level (Barger, 2000). People follow the rules of authority because they are afraid of punishment, which is related to Piaget’s identification of the stage of ego-centrism (Nucci, 2002). In this stage, people consider something to be bad if it is related with punishment. In contrast, if something brings rewards, it is considered as good. -
Understanding Aggression Motivation: the Role of Developmental, Affect and Socio- Cognitive Factors in Offenders
UNDERSTANDING AGGRESSION MOTIVATION: THE ROLE OF DEVELOPMENTAL, AFFECT AND SOCIO- COGNITIVE FACTORS IN OFFENDERS by Ioan M Ohlsson A thesis submitted in partial fulfilment for the requirements for the degree of Doctor of Philosophy at the University of Central Lancashire January 2016 i STUDENT DECLARATION Material submitted for another award I declare that no material contained in this thesis has been used in any other submission for an academic award and is solely my own work. Signature of Candidate Type of Award Doctor of Philosophy (PhD) School School of Psychology Word Count: 80,014 ii ABSTRACT This PhD aimed to understand the constructs of aggression motivation and inhibition among prisoners. The research explored the role of developmental, affect, personality and socio- cognitive factors in aggression, investigating how these factors contributed to motives and inhibitors. This addressed several gaps in our knowledge and understanding of these factors among prisoners. In doing so, it contributed to the proposal of an empirically informed developmental model of aggression motivation and inhibition for prisoners, a model potentially capable of accounting for the theoretical and clinical limitations of existing explanatory models. Study one involved 206 adult men from a medium secure prison. This study specifically examined the role of aggression (using the Aggression Motivation Questionnaire, AMQ; Ireland, 2007) and offence motivation (with the Offence Motivation Questionnaire, OMQ; Gudjonsson & Sigurdsson, 2004) and affect (using the Multidimensional Anger Inventory, MAI; Sigel, 1989). Contrary to predictions, aggression motivation extended beyond the traditional reactive versus proactive distinction, with four core motivations identified. Further challenging the previous dichotomous distinction were findings that affect was related to all motivations and not just reactive aggression. -
A Dynamic Systems Model of Infant Attachment Gregory T
196 IEEE TRANSACTIONS ON AUTONOMOUS MENTAL DEVELOPMENT, VOL. 1, NO. 3, OCTOBER 2009 A Dynamic Systems Model of Infant Attachment Gregory T. Stevens and Jun Zhang Abstract—Attachment, or the emotional tie between an infant arousal activity levels to changes in attachment and exploration and its primary caregiver, has been modeled as a homeostatic behaviors over time (see, e.g., [52], [66], [94], and [77]), and . process by Bowlby’s (Attachment and Loss, 1969; Anxiety and These studies suggest the possibility of homeostatic regulation Depression, 1973; Loss: Sadness and Depression, 1980). Evidence from neurophysiology has grounded such mechanism of infant models based on interactive neurochemical systems, where attachment to the dynamic interplay between an opioid-based attachment dynamics (i.e., changes in attachment behaviors proximity-seeking mechanism and an NE-based arousal system over time in response to characteristics of the environment and that are regulated by external stimuli (interaction with primary caregiving) emerge from innate mechanisms of neurophysio- caregiver and the environment). Here, we model such attachment mechanism and its dynamic regulation by a coupled system of logical regulation. Moving neurophysiological regulation to ordinary differential equations. We simulated the characteristic center stage allows data from neurophysiological studies of patterns of infant behaviors in the Strange Situation procedure, humans and primates to both constrain and inform, at least a common instrument for assessing the quality of attachment heuristically, theories and models of attachment dynamics. outcomes (“types”) for infants at about one year of age. We also According to this view, attachment can be seen simply as one manipulated the parameters of our model to account for neu- rochemical adaptation, and to allow for caregiver style (such as of many diverse and interlocking mechanisms of physiological responsiveness and other factors) and temperamental factor (such regulation (e.g., [60], [63], [78], and [79]). -
The Origins of Attachment Theory: John Bowlby and Mary Ainsworth
Copyright 1992 by the American Psychological Association, Inc. Developmental Psychology 1992, \fol. 28, No. 5,759-775 The Origins of Attachment Theory: John Bowlby and Mary Ainsworth Inge Bretherton Department of Child and Family Studies University of Wisconsin—Madison Attachment theory is based on the joint work of John Bowlby (1907-1991) and Mary Salter Ains- worth (1913- ). Its developmental history begins in the 1930s, with Bowlby's growing interest in the link between maternal loss or deprivation and later personality development and with Ainsworth's interest in security theory. Although Bowlby's and Ainsworth's collaboration began in 1950, it entered its most creative phase much later, after Bowlby had formulated an initial blueprint of attachment theory, drawing on ethology, control systems theory, and psychoanalytic thinking, and after Ainsworth had visited Uganda, where she conducted the first empirical study of infant- mother attachment patterns. This article summarizes Bowlby's and Ainsworth's separate and joint contributions to attachment theory but also touches on other theorists and researchers whose work influenced them or was influenced by them. The article then highlights some of the major new fronts along which attachment theory is currently advancing. The article ends with some specula- tions on the future potential of the theory. Attachment theory is the joint work of John Bowlby and So long as we trace the development from its final outcome back- Mary Ainsworth (Ainsworth & Bowlby, 1991). Drawing on con- wards, the chain of events appears continuous, and we feel we have gained an insight which is completely satisfactory or even exhaus- cepts from ethology, cybernetics, information processing, devel- tive. -
Classical Psychoanalysis Psikologi Kepribadian
Classical Psychoanalysis Psikologi Kepribadian Rizqy Amelia Zein 2017-09-14 1 / 67 [1] Image credit: Giphy 2 / 67 Classical Psychoanalysis [...also known as Ego Psychology, Psychodynamics] 3 / 67 First things rst: Instinct! 4 / 67 Instincts (1) Freud denes it as the motivating forces that drive behaviour and determine its direction. Instinct (or Trieb in German), is a form of energy, that is transformed into physical energy and serve its function to connect the physical and psychological needs. Freud argues that human always experience instinctual tension and unable to escape from it. So most of our activities are directed to reduce this tension. People could have different ways to reduce the tension (e.g. sexual drives can manifest in various sexual behaviours). It's also possible to substitute the objects (displacement) and this process is primarily important to determine one's behaviour. Freud coined the terms "life" and "death" instincts, which posit different process of primal motivations. 11 / 67 Instincts (2) The Life Instinct 1. Serve the purpose of survival of the individual and the species by seeking to satisfy the needs for food, water, air, and sex. 2. The life instincts are oriented toward growth and development. The psychic energy manifested by the life instincts is the libido. 3. The libido can be attached to or invested in objects, a concept Freud called cathexis. 4. So if you like Ryan Gosling so much, for example, then your libido is cathected to him. 12 / 67 Instincts (2) The Death Instinct 1. In opposition to the life instincts, Freud postulated the destructive or death instincts. -
A Comparison of Classic Human Development Theorists and the Implications for a Model of Developmental Social Interaction
DOCUMENT RESUME ED 407 125 PS 025 355 AUTHOR 011hoff, Jim TITLE Human Development Theories: A Comparison of Classic Human Development Theorists and the Implications for a Model of Developmental Social Interaction. PUB DATE Jun 96 NOTE 20p. PUB TYPE Information Analyses (070) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Child Development; *Friendship; *Individual Development; *Interaction; *Interpersonal Relationship; Models; *Theories IDENTIFIERS *Developmental Theory; Erikson (Erik); Fowler (James); Freud (Sigmund); Kohlberg (Lawrence); Piaget (Jean); Selman (Robert) ABSTRACT This paper explores several theories of human development, with particular attention to the development of social interaction. Part 1 compares and contrasts major developmental theories, including those of Freud, Erikson, Piaget, Kohlberg, Kegan, Fowler, and Selman. From birth to 1 year, infants are laying the foundation that will guide their later social interactions. Between years 2 and 5 the beginnings of autonomy and the dominance of egocentrism can be observed. Children ages 6 to 12 show concrete thinking, the emergence of the self-concept, the freedom from impulses, and the need to be successful. Youth, age 13 and older, show many precursors of adult attitudes and behaviors, with identity formation as a major issue, the possibility of abstract thought, and the beliefs of the community as a source of strength. Part 2 applies those theories to the expanding understanding of friendship, emphasizing the friendships of school-age children. Self-acceptance plays a crucial role in social interaction development. In Stage 1 of friendships, birth to 2 years, children play in each other's presence rather than with each other. Stage 2, ages 2 to 5, involves quickly changing friendships, characterized by creativity, joint fantasy, and shared imagination. -
7. Piaget, Kohlberg, Gilligan, and Others on Moral Development
7. Piaget, Kohlberg, Gilligan, and Others on governing the game of marbles fulfill all the defining conditions of a moral system. The rules control how individuals behave toward Moral Development one another in terms of the actions which comprise the game, they Copyright 2005, 2006 J. S. Fleming, PhD determine individual and property rights, and they are a cultural _______ product which has been passed down from generation to generation . The rules have been developed largely by children. When confronted with a group of parents who asked me “How can we help make our children virtuous?” I had to Therefore, the child’s conception of the game . is subject to little answer as Socrates, “You must think I am very fortunate to adult influence.” know how virtue is acquired. The fact is that far from knowing (As an interesting side note it should be mentioned that whether it can be taught, I have no idea what virtue really is.”. It appears, then, that we must either be totally silent about studying game strategies to learn about behavior and morality is moral education or else speak to the nature of virtue. now very much an accepted part of research in psychology and –Lawrence Kohlberg 1 economics. Game theory can be used to simulate competitive or ________ cooperative conditions in which either selfish strategies benefit only the individual, or cooperative strategies can mutually benefit all parties, as in Robert Trivers (1971) studies of reciprocal I. Piaget on Moral Development altruism – see Robert Wright’s, 1994, The Moral Animal for other game theoretical studies of human behavior.