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11420131SOCIAL DEVELOPMENT CHAPTER 1 PART 2DEP4.docx
- 1. 1/14/2013 1 SOCIAL DEVELOPMENT: CHAPTER 1 PART 2 DEP4182-RVC Professor Bethany Reeb-Sutherland Psychodynamic Perspectives • Freud – Psychosexual Theory • 3 Components of Personality • Id • Ego • Superego Psychodynamic Perspectives • Freud’s 5 Psychosexual Stages • Oral – birth – 1 year • Anal – 1-3 years • Phallic – 3-6 years • Oedipus complex • Electra complex
- 2. • Latency – 6-11 years • Genital – 12-adulthood 1/14/2013 2 Psychodynamic Perspectives • Erikson – Psychosocial Theory • Expansion of Freud’s Psychosexual Theory • 8 Stages of Psychosocial Crisis • Basic Trust vs. Mistrust – birth – 1 year • Autonomy vs. Shame & Doubt – 1-3 years • Initiative vs. Guilt – 3-6 years • Industry vs. Inferiority – 6-11 years • Identity vs. Confusion – 12-20 years • Intimacy vs. Isolation – 20-40 years • Generativity vs. Stagnation – 40-65 years • Ego Integrity vs. Despair – 65+ Traditional Learning Theory Perspectives • Pavlov & Watson
- 3. • Classical Conditioning Watch video about Little Albert: https://www.youtube.com/watch?v=Xt0ucxOrPQE Pavlov’s Dog Little Albert Traditional Learning Theory Perspectives • Skinner • Operant Conditioning Skinner Box Skinner Air Crib 1/14/2013 3 Cognitive Learning Perspectives • Bandura • Cognitive Social Learning Theory Bobo Doll Experiment Watch video about Bobo Doll Expt: https://www.youtube.com/watch?v=hHHdovKHDNU Cognitive Learning Perspectives • Bandura • Reciprocal Determinism Behavior
- 4. Motor responses Verbal responses Social Interactions Person Cognitive abilities Physical characteristics Beliefs and attitudes Environment Physical surroundings Family and friends Other social influences B P E Cognitive Learning Perspectives • Reciprocal Determinism Example Child’s Behavior Social Environment Child hits playmates to gain control of toys. Child tries hitting again as a means of achieving objectives. Child adopts bullying as a habit and becomes a victimizer. Playmates withdraw, leaving their toys and thus reinforcing
- 5. the child’s aggressive actions. Playmates “give in” once more, further strengthening the child’s aggressive inclination. Former playmates now regularly avoid the bully, thereby contributing to his unpopularity, social isolation, and restricted opportunities to acquire desirable alternative habits such as negotiating or cooperating with peers. 1 Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMINISTRATION and ASSOCIATE OF ARTS IN BUSINESS ADMINISTRATION Expectations: Student work at the undergraduate level is expected to focus on a broad overview of the academic discipline, along with—where appropriate—basic theoretical frameworks of professional practices and familiarity with discipline-specific tools and their application. Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F) Functional areas include, where applicable: BUSINESS PROGRAM CONTENT
- 6. Leadership, management, innovation, and teambuilding Operations and Marketing Finance Economics Qualitative and quantitative tools Technology and Internet Ethical and legal issues International issues Demonstrates outstanding or exemplary mastery of content, appropriate to the assignment and the relevant terminal course objectives and program learning outcomes. All requirements of the assignment are included in the response. Demonstrates sound or accomplished mastery of content, appropriate to the assignment and the relevant terminal course objectives and program learning outcomes.
- 7. Most requirements of the assignment are included in the response. Demonstrates adequate or proficient mastery of content, appropriate to the assignment and the relevant terminal course objectives and program learning outcomes. Many requirements of the assignment are included in the response. Demonstrates inadequate or partially proficient mastery of content, appropriate to the assignment and the relevant terminal course objectives and program learning outcomes. Some requirements of the assignment are included in the response. Demonstrates
- 8. unacceptable mastery of content, appropriate to the assignment and the relevant terminal course objectives and program learning outcomes. Few or no requirements of the assignment are included in the response. Approach and Purpose, Organization, Style, Grammar, Mechanics, Format, Presentation and Delivery (where applicable) EFFECTIVE COMMUNICATION Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately.
- 9. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Demonstrates sound or accomplished application of written, visual, or oral skills. Demonstrates sound or accomplished expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present,
- 10. but do not distract. Organization is apparent Demonstrates adequate or proficient application of written, visual, or oral skills. Demonstrates adequate expression of topic, main idea, and purpose. Audience is generally addressed appropriately. Language is adequate, generally communicating ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present and sometimes distract from meaning or presentation. Organization is adequate, Demonstrates inadequate or partially proficient application of written, visual, or oral skills.
- 11. Demonstrates inadequate or partial expression of topic, main idea, and purpose. Audience is often not addressed appropriately. Language often impedes the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are frequent and often distract from Demonstrates unacceptable application of written, visual, or oral skills. Demonstrates unacceptable, unclear expression of topic, main idea, and purpose. Audience is not addressed appropriately. Language does not clearly and effectively communicate ideas and content relevant to the
- 12. assignment. Errors in grammar, spelling, and sentence structure are pervasive and consistently distracting. 2 Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F) Presentation and delivery are confident and persuasive (where applicable). and mostly clear. Format is appropriate to assignment, but not entirely consistent. Presentation and delivery are mostly confident and persuasive (where applicable). though confusing or unclear at times. Format is adequate, but inconsistent.
- 13. Presentation and delivery are adequate, with evident lack of confidence and persuasive power (where applicable). meaning or presentation. Organization is inadequate, confusing, and distracting. Format is inadequate and obscures meaning. Presentation and delivery are inadequate, lacking confidence and persuasive power (where applicable). Format is absent or consistently appropriate to assignment. Organization is not apparent and completely inadequate. Presentation and delivery are unacceptable, with little or no confidence and
- 14. persuasive power (where applicable). CRITICAL AND CREATIVE THINKING, PROBLEM-SOLVING PRACTICAL REASONING Demonstrates outstanding or exemplary ability to analyze assumptions and evaluate evidence, complexities of issues, and alternatives. Where required, demonstrates outstanding or exemplary ability to use creativity and originality in problem- solving. Demonstrates sound or accomplished ability to analyze assumptions and evaluate evidence, complexities of issues, and alternatives. Where required, demonstrates sound or accomplished ability to use creativity and originality in problem-solving. Demonstrates adequate or proficient ability to analyze assumptions and
- 15. evaluate evidence, complexities of issues, and alternatives. Where required, demonstrates adequate or proficient ability to use creativity and originality in problem-solving. Demonstrates inadequate or partially proficient ability to analyze assumptions and evaluate evidence, complexities of issues, and alternatives. Where required, demonstrates inadequate or partially proficient ability to use creativity and originality in problem-solving. Demonstrates unacceptable ability to analyze assumptions and evaluate evidence, complexities of issues, and alternatives. Where required, demonstrates unacceptable ability to use creativity and originality in problem- solving. INFORMATION LITERACY AND RESEARCH
- 16. PRACTICAL REASONING Demonstrates outstanding selection and use of high quality, credible, and relevant sources to develop ideas that are appropriate to the assignment. Sources are consistently cited according to required documentation (e.g., APA), with almost no errors. Demonstrates sound selection and use of credible, relevant sources to support ideas that are appropriate to the assignment. Sources are generally cited according to required documentation (e.g., APA), with few errors. Demonstrates adequate selection and use of credible and/or relevant sources to
- 17. support ideas that are appropriate to the assignment. Sources are cited according to required documentation (e.g., APA), with some errors. Demonstrates inadequate selection and use of sources to support ideas in the writing. Sources are inconsistently cited according to required documentation (e.g., APA), with frequent errors. Demonstrates unacceptable selection and use of sources to support ideas in the writing. Sources are not cited according to required documentation (e.g., APA).
- 18. Social Development: Chapter 1 Part 1 DEP4182-RVC Professor Bethany Reeb-Sutherland Historical Foundations of Development Until 17th and 18th century, children viewed as miniature adults Historical Foundations of Development John Locke Jean-Jacques Rousseau Charles Darwin G. Stanley Hall Historical Foundations of Development Rousseau vs. Locke Nature vs. Nurture
- 19. John Locke Jean-Jacques Rousseau 4 Historical Foundations of Development Charles Darwin Baby biographies and study of emotion 5 Historical Foundations of Development G. Stanley Hall Developed questionnaires to study children’s thinking First to characterize adolescence as a unique developmental phase 6
- 20. Central Themes/Debates of Development Nature vs. Nurture Passivity vs. Activity Continuity vs. Discontinuity Universal vs. Particularistic Multifinality vs. Equifinality Nature vs. Nurture How do biological and environmental influences affect a child’s development? Activity vs. Passivity What role do children play in their own development?
- 21. Continuity vs. Discontinuity Is development continuous or discontinuous? Universal vs. Particularistic Is development universal across cultures? Multifinality vs. Equifinality Is there a single developmental pathway? Specific concerns for social development
- 22. Unit of study Situation effects Historical/generational effects Effects of other developmental processes Influence of others Judgments of social behavior What is the appropriate unit for studying social development? Individual child Social dyads Social triads Peer groups Is social behavior the result of the situation or the child? Does child behave differently in different situations?
- 23. OR Do individual characteristics lead children to behave similarly across different situations? How does social development vary across history/generations? Gradual shifts Significant events Is social development related to other developmental domains? Emotional development Cognitive development Language development Motor development
- 24. How important are mothers for children’s social development? Who else may influence social development? What influences how we judge children’s social behavior? Three sets of factors Characteristics of the child Characteristics of the adult Characteristics of the context 2013 Blues 17606.465