THE DIFFERENT THEORIES OF

LEARNING

SIGMUND FRUED

ERIK ERIKSON

JEAN PIAGET

LAWRENCE KOHLBERG

URIE BRONFENBRENNER

LEV VYGOTSKY

Proponents Are:

– (1856-1939) Raised in Vienna, the son of Jewish merchant. After completing medical school in 1886, he began practicing neurology, specializing in hysteria. Concluding its origins were sexual in nature, he developed psychoanalytic techniques to encourage patients to recall past experiences.

Sigmund Freud

PsychoanalyticTheory

Structure of Personality

ID- engages in primary process thinking , which is illogical and indulges in fantasy.

EGO- works to keep the ID out of trouble. The engages in secondary process thinking, which in realistic, and tries to solve problems.

SUPEREGO- moral component of the personality. When thesuperego becomes too demanding , the individual feels excessiveguilt for failing to meet moral perfection.

STAGES OF PSYCHOSEXUALDEVELOPMENT

Oral stage- in the first year of life, the main source of pleasure is the mouth, such as sucking and biting. Adults oral fixations includes smoking and eating.

Anal stage- focuses on the toddler’s pleasure in controlling bowel movements. Toilet training represents society’s first effort to control the child’s self-serving physical drives, causing conflict between child and caretakers.

Phallic stage- occurs between the third and fifth years. boys find pleasure in self-stimulation, and compete with their fathers for the affection of their mothers. The Oedipus complex refers to sexual desires for the parent of the opposite sex accompanied by hostility toward the

parent of the same sex.

Latency stage- from age 5 through puberty, sexual urges become

suppressed as they form social relationship beyond the family, especially with peers.

Genital stage- begins with puberty. During adolescence, sexual urges can be appropriately directed toward peers of the opposite sex.

PSYCHOANALYSIS

To bring to awareness unconscious conflicts, motives, and defences so that they can be resolved.

Goal:

Erik Erikson

He developed the Psychosocial Theory of human development which offers insights into the challenges that the people face at various stages of their lives.

Psychosocial Theory of Human

Development

Stages Psychosocial Crisis Significant Relation

Strengths

Infancy Trust vs. Mistrust Maternal Hope

Early Childhood

Anatomy vs. Shame, Doubt Both parents or adult substitutes

Will power

Middle Childhood

Industry vs. Inferiority School Competence

Adolescence Identity vs. Role Confusion

Peers Fidelity

Middle Age Generativity vs. Stagnation Family, society Care

Young Adulthood

Intimacy vs. Isolation Partners: Spouse/Lover,

Friends

Love

Preschool, Nursery School

Initiative vs. Guilt Parents, family , friends

Purpose

Old Age Integrity vs. Despair All humans Wisdom

Erikson's Psychosocial Stages of Development

4 Stages of Cognitive

Development

Jean PiagetPiagetian Theory

4 STAGES OF COGNITIVE DEVELOPMENT

The Sensorimotor Stage The Preoperational Stage

The Concrete Operational Stage The Formal Operational Stage

Sensorimotor Stage (0-2 yrs)

children learn entirely through the movements they make and the sensations that result

that they exist separately from the objects and people around them that they can cause things to happenthat things continue to exist even when they can't see them

Preoperational Stage

(2-7 yrs)

once children acquire language they are able to use symbols to represent objects thinking is still very egocentric they are able to understand concepts like counting, classifying according to similarity, and past-present-future

Concrete Operational Stage

(7-11 yrs) children are able to see things from

different points of view and to imagine events that occur outside their own lives order objects by size, color gradient, etc

Formal Operational Stage (11+ yrs) children are able to reason in much more abstract ways and to test hypotheses using systematic logic there is a much greater focus on

possibilities and on ideological issues.

*LAWRENCE KOHLBERG (1927 – 1987 )

He attempted to apply Piaget cognitive rationale to moral development.

Level 1. Preconventional MoralityStage 1. Obedience and Punishment

OrientationStage 2. Individualism and Exchange

Level II. Conventional MoralityStage 3. Good Interpersonal RelationshipsStage 4. Maintaining the Social Order

Level III. Postconventional MoralityStage 5. Social Contract and Individual

RightsStage 6: Universal Principles

Kohlberg’s Stages of Moral Development

Urie Bronfenbrenner (1917–2005)

was a Russian American psychologist, known for developing his Ecological Systems Theory

Sociocultural view of development

Holds that development reflects the influence of several environmental systems, and it identifies five environmental systems that an individual interacts with.

Ecological System Theory

• setting in which an individual lives

• family, peers, school, neighborhood

1.) MICROSYSTEM

relations between microsystems, connections between contexts

relation of family experiences to school experiences, school to church, family to peers

2.) MESOSYSTEM

experiences in a social setting in which an individual does not have an active role but which nevertheless influence experience in an immediate context

3.) EXOSYSTEM

attitudes/ideologies of the culture in which individuals live

4.) MACROSYSTEM

the patterning of environmental events and transitions over the life

course; effects created by time or critical periods in development

5.) CHRONOSYSTEM

( Lev Vygotsky )

SOCIO-CULTURAL

THEORY

Lev Vygotsky and Socio-Cultural Theory

“ We can formulate the genetic

law of cultural development in

the following way : any function

in the child’s cultural

development appears on stage

twice on two planes. First, it

appears on the social plane,

then on the psychological, first

among people as an inter

physical category and then

within the child as an intra

physical category “.

HISTORY OF SCT Lev Vygotsky

1896-1934Founder of SCT

Russia

Alexander Luria1902-1977

NeuropsychologistRussia

Alexei Leontiev1903-1979

Developmental PsychologyFounder of Activity Theory

Russia

James LantolfPenn University

Applied LinguisticsUS

Four Basic Principle Underlying The Vykotskian Framework

Consider a

private

speech, where

children speak

to themselves

to plan or

guide their

own behavior.

Language plays a

central role in mental

development

1

…Development

depends on

interaction with

people and the

tools that the

culture provides

to help form

their own view of

the world.

Development can not be separated

from it social context

2

…Development as

determined

through problem

solving under

adult guidance or

collaboration with

more

knowledgeable

peers.

Learning can lead

development

3

…Human behavior

results from the

integration of

socially and

culturally

constructed

forms of

mediation into

human activities.

Children construct

their knowledge

4

THE KEY TERMS OF SCT

SCT

ACTIVITY THEORY

INNER SPEECH

INTERNALIZATION

MEDIATION ZPD

A. Humans do not act directly on the physical world but rely on tools,

which allow us to change the world.

B. Reconstruction of socially mediated

external forms on the Psychological plane.

C. Human behavior results from

integration socially and culturally

constructed forms of mediation into human

activity.

D. Through this process higher

form of mediation come

to be.

E. It is not directed at the other person,

rather to the children themselves

F. What a person can achieve when acting alone is differ from

what the person can accomplish w/ support

from some one else

CHECK YOUR UNDERSTANDING :

The work of Socio-

Cultural Theory is

to explain how

individual mental

functioning is

related to cultural,

institutional, and

historical context.