Key Figures and Theories in Developmental Psychology
Francis Galton and Eugenics
Francis Galton advocated for selective breeding to improve the human race. He believed in preventing individuals deemed “unfit” from having children and encouraging those deemed “fit” to reproduce at younger ages. Galton argued that scientists could accelerate and enhance the natural selection process.
Erik Erikson: Trust vs. Mistrust
Erik Erikson proposed that in childhood, we develop a sense of trust or mistrust based on our early experiences. According to Erikson, if we can trust someone from a young age, that trust will likely persist throughout our lives. Conversely, early experiences of fear can lead to the development of mistrust. Erikson emphasized the crucial role of the mother in fostering a child’s sense of security and trust.
Edward Thorndike’s Laws of Learning
Edward Thorndike sought to establish a scientific approach to psychology, focusing on observable and measurable behaviors. He used animal experiments, particularly with cats, to understand human thought processes. Thorndike’s key principles include:
- The Law of Effect: Behaviors followed by rewarding outcomes are more likely to be repeated, while those followed by negative or “profitless” outcomes are less likely to be repeated. For example, cats learn to escape from a box faster if there is food outside.
- The Law of Exercise: Repeated actions strengthen the association between the action and the reward. Frequent practice enhances learning, as seen in cats practicing escaping from a box.
B.F. Skinner and Programmed Learning
B.F. Skinner championed programmed learning, highlighting its advantages:
- Efficiency
- Effectiveness
- Motivation
- Expert design
- Small, manageable steps
- Individualized pacing
- High success rates
However, some argue that group learning offers benefits such as improved collaboration, social skills, exposure to diverse perspectives, and learning from others’ mistakes.
Jean Piaget’s Theory of Cognitive Development
Jean Piaget described how children develop mental schemas, which are ideas or concepts that evolve as children gain new information through experience. Key concepts in Piaget’s theory include:
- Schema: A mental framework that organizes and interprets information. Schemas develop and change over time as children encounter new experiences.
- Assimilation: The process of adding new information to an existing schema. This involves incorporating new details that fit within the existing framework.
- Accommodation: The process of modifying an existing schema or creating a new one to accommodate new information that doesn’t fit within the existing framework.
- Equilibrium: A state of cognitive balance achieved when new information is successfully integrated into existing schemas, making sense of reality. Equilibrium is a continuous process, as children constantly update their schemas through learning and experience.
Piaget’s theory emphasizes how children actively construct meaning based on their experiences and observations. Adults and peers can facilitate this process, and formal education plays a role in helping children categorize and organize knowledge.
Howard Gardner’s Theory of Multiple Intelligences
Howard Gardner challenged the notion of a single general intelligence (g), proposing instead that individuals possess multiple intelligences. Gardner argued that a strength in one area does not necessarily predict strength in others, suggesting that the concept of “g” is too limited to capture the full range of human abilities.