The Influence of Media on Human Development: A Life Cycle Approach
The socio-historical approach
It is a current psychological born in the USSR whose exponent Vygotsky, Leontiev, Luria …
It features explain the development of higher psychological processes based on the Marxist explanation of reality, or is the same, based on materialism, the biological reality and the observable behavior. Under this stream, all psychological process should be studied as a result of interaction with the environment, being affected by the historical and cultural context and discarding any nativist conception. Lev Vygotsky proposed his theory based on cultural or socio-historical Marxist ideals and to reaching the communist paradise. Proposes an analysis of the physiological basis of each psychological function and analysis of the effect of social and historical context on the behavior and new goals. His theory is primarily a cultural approach in building a person. It defends the theory that if not born in a group will not be cultured human and develops a special interest in the process of change, psychological processes and their evolution. Neurobiological founded the school accepts the terms of awareness, which is a unique aspect of humans and is constructed through language and symbolism. Consciousness allows us to have a self-concept of ourselves through the construction of meaning, the latter being more important than the signifier and the meaning is socially shared. For Vygotsky our consciousness is First interindividual (cultural) and then intraindividual (internalized to form our self-concept). Internal resources are being constructed by the subject throughout their development, and depend largely on the social environment in which the subject lives. Social cooperation, according to Vygotsky , allow children to internalize social norms and thoughts, making them his own. The main difference from Piaget’s theory of consciousness is that we first intra (internal) and then inter (cultural). Just the opposite, as proposed by Vygotsky. Vygotsky: Language socialized egocentric inner speech /
Piaget: Language presocial Language egocentric socialized. He emphasized the use of his theory in the educational field. Thus, Vygotsky proposed a tutoring system based on asymmetrical in people who have more knowledge to guide and direct the learning of people with less knowledge. Because of this, all people could help each other to form a social cooperation, and sometimes acquiring the role of teacher and others and the role of student. These tutorialsallow the child to cross the zone of proximal development, the gap between the actual developmental level and the level of potential development (which we can do and what you can not achieve by itself.) Development Level Real – Zone Proximal Development – Potential development level. He has received various criticisms such as the use of excessive relativism (explanation of behavior depending on the culture in which we were born) and exclusion of a universal (there may be common behaviors in different cultures). Finally, it focuses excessively on the language giving less importance to emotional information and non-verbal communication when developing our self-concept.
Approach to environmental psychology and types of study
Environmental psychology is the study of human behavior in relation to the environment orderly and defined by man. It is a relatively new field of psychology. The psychologist Kurt Lewin was one of the first to give importance to the relationship between humans and the environment. His goal was to determine the influence that the environment has on people, the relationships they establish with him, the way people act, react and organize the environment. According to environmental psychology, the environment can be defined as all contexts in which the subject can be developed (for example, dwelling houses, offices, schools, roads, etc.). Acting more about group behavior than individual behavior. This branch of psychology primarily presents five principles to be taken into account when carrying out any work or research: 1. Note that the man is able to modify the environment 2. You must be present in all contexts of everyday 3. Consider the person and the environment as a single entity, Room 4. The individual acts in the environment and the environment affects the person 5. An investigation or intervention of this kind must always be carried out with help from other sciences. Interventions that makes environmental psychology relates to changing attitudes and values, learning and education, personal development, as well as the community action. This area seeks preferably in research methods, to actively involve people in designing and caring for the environment. The way we influence a green area, the construction of a building, the design of spaces, the walls of a room , a new street a few meters from our home, are concerns of environmental psychology. Refers not only to space but to the history of the place, which is linked to the history of individuals. Environmental Psychology is concerned with both the context and the way in which the living space is appropriated by those who inhabit it. The environment is not just a neutral space, he has a real function since it is an integral part of human behavior. The lifestyle in which individuals live and develop, the individual seeks identity and places both in the social, and economic and cultural development. The environment tells us about individuals, about their values and interests. This notion includes both the natural environment (ecosystems, natural resources, natural phenomena), such as built or environment (habitat).Between the individual and the environment there is a dialectical relationship, and the complex interdependence that exists between them, involving psychological processes that reflect this interaction subject – the environment and regulated by the unity of the cognitive and affective behavior the individual in relation to this. Cognitive processes in general have the function of producing a cognitive reflection of reality by the subject, they reproduce internally, at the psychological and subjective relations and objective properties of reality. Most studies on this process have been developed from cognitivist approaches through the study of cognitive maps that represent the individuals about the environment. Cognitive maps are personal and unique, they do not constitute a faithful reproduction but custom objective reality are influenced by the subjectivity of the subject, resulting in this image loaded construction of personal meaning, for these reasons are often considerable differences in the structure of individual maps. By studying them, we can approach more precisely the way that people know and act on the environment at a personal level. The environmental awareness is a complex process, which includes the collection, analysis and systematization by individual’s information from their environment, social by nature, this is an important step towards understanding through concrete actions, which in turn influence the development of this knowledge. In Environmental Psychology studies ranging from an objective pole where specific aspects are covered such as accident rate, traffic volume, decibel, to another less objective, details such as: sense of belonging, meaning, appropriation of space, visual amenity, and so on. Moreover, Holahan, indicates the existence of different functions of environmental knowledge: • Orientation of the actions of individuals. Making decisions about where to meet the everyday needs of the individual before it.
Humans are constantly faced with different orientation problems in everyday life without the possibility to locate the social resources needed would be impossible to act, even in very simple tasks. Knowing where we find the social resources or materials needed to carry out the actions that are undertaken daily, and what are the essential attributes or characteristics of the resources or persons located. • Development of communication. Another psychological functions environmental knowledge that is contemplated, is to provide a basis for communication between people in a given environment, which arose precisely when man was forced in a certain social organization to enable it to adapt more effectively to their environment, emerging this as a mediator of environmental knowledge actividad.El presents primarily a socio-historical nature, as it necessarily involves the appropriation of the knowledge acquired in the course of human history, also reflected in the environment, the same source of development and other functions specifically human psychological, primarily by language, which mediates knowledge and human thought.
The life cycle approach. (Question 4 equal)
17) New context of developing audiovisual media of mass communication has become a source of influence and personal information that accompanies it, modulates and sometimes supplies, traditions such as family and educational institutions. But the media, especially television, maintain their influence over individuals a lifetime contributing to the construction of social representations, the stereotypical views of dimensions of the social world, the rejection or acceptance of values and the generation of bias or preference toward humanos.Muchas groups people assume that what they see through the screen of a television is reality, not realizing that reality is mediated. It is creating a distrust of one’s ability to perceive reality directly. Not seem to enjoy, not live without the support mediático.En a media society, media affect the development of individual and interacting with different contexts such as family, peers, neighborhood, school, shopping cultura.Nuestro work and see approach assumes the influence of long-term average, tempered by other variables in the individual himself and his environment, without forgetting at all the structure of media production and their implicit and explicit ideologies. In the media world we live in the primacy of the image is left in a second the word is an alteration of space and time so that every time you need less time to cover more space (eg the phone thanks and network) as well as media reports have created a new symbolic space of human experience that extends far beyond their own cultural boundaries by making radio and television as well, an approach such events that can be lived distant countries as if they lived on their own, so the media landscape allows us to share events among millions of people away from each other (war live empathize with victims of natural disasters, calamities and participate emotionally in heroic rescues .. ..) Therefore, the ability of different audiovisual screens (television, cinema, computers, consoles, …) to accelerate the reality, inform, deform, storytelling and emotion is indiscutible.Para understand the continuing effects of media on children, youth and adults adopt a more critical and less mechanistic in which we consider the viewer is an active coach at the screen, the medium is a cultural agent and that the family is a mediating variable, which plays a key role in influencing child’s cognitive processing. The study of the impact of television on children and youth should not be isolated from the analysis of the context of that environment in receipt of family has been shown that the interpersonal relationship tends to be replaced, in general, media relations.
There are few interactions family while watching television is not related with it
The ability to capture the attention they deserve influenced visual displays in general, to a lesser interaction between members of familias.Por other hand, include there are three aspects that allow symbolic moved by the experience, not real, presenting the audiovisual and are:The suppression of disbelief ability of the viewer hooked to the screen, to suffer and laugh with them. • The empathy:
emotional contagion or sense the emotions of others. • The identification with the characters:
the basis of construction of identity. Imitating others can lead to the attraction of this model and therefore the subsequent identification.
Thus, the topics of most concern to educators are:
Fear, due to the ability of the viewer to take the place of the characters and feel how they feel, sometimes even against their will. ·
Sex
It is increasingly common for kids and tweens have as first source of information about sex on television. Programming disorderly, where anything goes, allows you to program expressive sex scenes where the sexual excitement of the players can see and hear at almost any time of hearing children and youth. This is more than just sex education of children and youth in their classrooms or in their families, is a true school of expression and sexual behavior.
• Violence:
the attraction of the smallest in this genus is derived from the formatting features, ie, loud music, fast camera movements, rapid changes of scene and sound effects, which strongly attracted the attention of the smaller, facilitating processes imitación.Se also highlights the persuasive power of the media on viewers through a peripheral route in which there is no rigorous cognitive processing but use simpler means of assessing emotional telling stories to convey attitudes and behaviors promoting, proposing models of people who like his physique for his sympathy or both things. In short we could say that the media will interact with other development contexts and the individuality of the viewer, to shape attitudes, beliefs and knowledge that he acquires throughout his life.