The document provides an overview of key concepts in human development and learning behavior from several influential psychologists. It discusses: - Development as the physical, emotional, intellectual, social, and personality changes throughout the lifespan according to psychologists like Freud, Erikson, Piaget, and Kohlberg. - Freud's psychosexual stages of development and defense mechanisms. Erikson's psychosocial stages and focus on social experiences. Piaget's stages of cognitive development. Kohlberg's stages of moral development. - Learning theories like classical and operant conditioning developed by Pavlov and Skinner, as well as Bandura's social learning theory and modeling. Vygotsky's zone of proximal development and the role

1. JOYCE V. PAGKATIPUNAN
MED 08: HUMAN DEVELOPMENT
AND LEARNING BEHAVIOR DEVELOPMENT
AN INTRODUCTION

2. • Development describes the growth of humans throughout the
lifespan, from conception to death. The scientific study of
human development seeks to understand and explain how and
why people change throughout life. This includes all aspects of
human growth, including physical, emotional, intellectual, social,
perceptual, and personality development.
• Several famous psychologists, including Sigmund Freud, Erik
Erikson, Jean Piaget, and Lawrence Kohlberg, describe
development as a series of stages. A stage is a period in
development in which people exhibit typical behavior patterns
and establish particular capacities.
Development

3. DEVELOPMENT
➢Developmental psychology is a branch of psychology
that focuses on how human beings grow, change,
adapt, and mature across various life stages.
➢Psychological Development, the development of
human beings’ cognitive, emotional, intellectual,
and social capabilities and functioning over the
course of a normal life span,
from infancy through old age.
➢It is the subject matter of the discipline known
as developmental psychology.

4. GROWTH
➢Growth is that the physical process of development,
particularly the method of becoming physically larger. It’s
quantifiable or it are often measured, and it's mostly
influenced by genetics.
➢Children tend to grow in almost similar amount annually
until subsequent major growth spurt occurs in early
adolescence.
➢Development Physical growth is a rise in size, whereas,
development is growth in function and capability.
➢The event takes place in the least stages of an individual’s
life. There are many aspects of development e.g. physical,
emotional, social, and intellectual. Physical growth and
development depend upon a mixture of things, including
genetics, nutrition, and therefore the environment.

5. MATURATION
➢Maturation is that the physical, intellectual, or emotional
process of development. Maturation is usually not
quantifiable.
➢Maturation is physical, intellectual, or emotional.
➢When an individual’s brain physically develops, he/she is
in a position to know intellectually what others are
browsing and the way they could feel. When an
individual becomes mature she doesn't behave sort of a
child.

6. LEARNING
➢The psychology of learning helps
researchers, educators and employers
understand learning processes and how
they work. Psychologists agree that
different methods of learning exist, and
some people may find certain learning
methods easier than others. Differentiating
between the approaches to learning can
help you understand how the environment
can influence the way people learn.

7. HEREDITY
➢The sum of all biological processes by which particular
characteristics are transmitted from parents to their
offspring.
➢The concept of heredity encompasses two seemingly
paradoxical observations about organisms.
➢The constancy of a species from generation to generation
and the variation among individuals within a species.
➢Both aspects of heredity can be explained by genes, the
functional units of heritable material that are found within
all living cells.

8. T H E O R I E S O F
D E V E L O P M E N T
Sigmund Freud
Jean Piaget
Lawrence
Kohlberg

9. • The ID seeks pleasure and
avoids pain. It is not logical in its
searches.
• The ego is rational.
Conscious, and problem solving.
• The superego is the moral
and ethical component.
Sigmund Freud

10. Sigmund Freud
➢ Psychoanalyst Sigmund Freud proposed one of the
best-known grand theories of child development.
According to Freud’s theory, child development
occurs in a series of stages focused on different
pleasure areas of the body. During each stage, the
child encounters conflicts that play a major role in
the course of development.

11. Freud’s defense mechanisms
• Defense mechanisms are unconscious distortions
of reality used to protect the ego.
• Repression forces unacceptable feelings and
impulses from memory..
• Projection attributes one’s own feelings such as
aggression or distrust onto another person.
• Fixation is a blockage in development.

12. Freud's Psychosexual
Stages

13. Psychosexual Stage Approximate Age Description
Oral Birth - 1 year
The mouth is the focus of
stimulation and interaction;
feeding and weaning are central.
Anal 1 - 3 years
The anus is the focus of
stimulation and interaction;
elimination and toilet training
are central.
Phallic 3 - 6 years
The genitals (penis, clitoris, and
vagina) are the focus of
stimulation; gender role and
moral development are central.
Latency 6 - 12 years
A period of suspended sexual
activity; energies shift to
physical and intellectual
activities.
Genital 12 - adulthood
The genitals are the focus of
stimulation with the onset of
puberty; mature sexual
relationships develop.

14. • Personality
development is a
psychosocial process.
• Personality
development is a lifelong
experience and is influences
by three interrelated forces.
Erik Erikson

15. Erik Erikson
➢Freud’s famous work influenced a number of other
psychoanalysts, including theorist Erik Erikson. While
Erikson’s theory shared some similarities with Freud's, it is
dramatically different in many ways. Rather than focusing on
sexual interest as a driving force in development, Erikson
believed that social interaction and experience played a
decisive role. His eight-stage theory of human development
described this process from infancy through death. During
each stage, people are faced with a developmental conflict
that impacts later functioning and further

16. Erikson’s forces
• The individual’s biological and physical strengths
and weaknesses
• The person’s unique life circumstances and
developmental history, including early family
experiences and degree of success in resolving earlier
development crises; and
• The particular social, cultural, and historical forces
at work during the individual’s lifetime (racial prejudice,
war, poverty)

17. Erikson’s Psychosocial
Stages

18. Trust vs. Mistrust Birth – 1 year
Autonomy vs. Shame and Doubt 1 - 3 years
Initiative vs. Guilt 3 - 6 years
Industry vs. Inferiority 6 - 12 years (Latency Period)
Identity vs. Role Confusion 12 - 19 years (Adolescence)
Intimacy v. Isolation 19 – 25 years (Early Adulthood)
Generativity vs. Stagnation 25 – 50 years (Adulthood)
Ego Integrity vs. Despair 50 years and older

19. • For involuntary
responses.
• Basic, not higher
order learning.
• Paired conditioned
response with UCR to
form new behaviors.
Ivan Pavlov

20. Ivan Pavlov
➢ Ivan Pavlov was a Russian physiologist best known in psychology for
his discovery of classical conditioning. During his studies on the
digestive systems of dogs, Pavlov noted that the animals salivated
naturally upon the presentation of food.
➢ This discovery had a reverberating influence on psychology. Pavlov
was also able to demonstrate that the animals could be conditioned
to salivate to the sound of a tone as well.

21. Pavlov’s Classical
Conditioning

22. BEFORE CONDITIONING:
a. Place a nipple in baby's mouth
b. Show baby a bottle with a nipple
DURING CONDITIONING:
a. Show baby the a bottle and place its nipples in baby's
mouth. Repeat a number of times.
AFTER CONDTIONING:
a. Show baby the bottle with nipple

23. • Looks at empirically
verifiable behaviors only.
Not an introspective field of
inquiry.
• Operant conditioning
works with voluntary
muscles only, in contrast to
classical.
B.F Skinner

24. B.F. Skinner
➢American psychologist B.F. Skinner is best known for
developing the theory of behaviorism, and for his utopian
novel ‘Walden Two.’
➢Psychologist B.F. Skinner began working on ideas of
human behavior after earning his doctorate from Harvard.
He explored behaviorism in relation to society in later
books, including Beyond Freedom and Human
Dignity (1971).

25. B.F. Skinner’s Operant
conditioning

26. i. The behavior-modifier’s tools
ii. Effective positive reinforcement
iii. Using response cost effectively
iv. Using time out effectively
v. Overcorrection (restitution)
vi. Extinction (systematic nonreinforcement)
vii.Reinforcement of alternative behaviors (ALT-R)
viii.Negative reinforcement, also called escape
conditioning
ix. Using PAC effectively
x. Differences between negative reinforcement and
PAC
xi. Shaping

27. • Observational
learning.
• First in a long line
of studies was at
Stanford, 1961, Bandura,
Ross, & Ross. Modeling
of aggression.
Albert Bandura

28. Albert Bandura
➢ Was an innovative scholar whose pioneering work in social cognitive
theory has served as a rich resource for academics, practitioners, and
policy makers alike across disciplinary lines.
➢ His later research on self-regulatory mechanisms, and the influential
role of perceived self-efficacy in self-development, adaptation and
change, laid the theoretical foundation for his theory of human
agency. These diverse programs of research blend his theoretical
interests with an abiding concern for the use of our knowledge for
human enlightenment and betterment.

29. Albert Bandura’s Social
Cognitive Theory

30. ▪ Behavioral theory – which posits behaviors are the result of conditioning.
▪ Cognitive theory – which gives weight to psychological features like attention and memory.
Social learning’s core concepts (Bandura, 1977)
1. Observation is part of learning
❖ Bandura’s ground-breaking Bobo doll experiment showed children can imitate violent behavior.
However, Bandura classified three types of observational modelling:
I. Active – imitating a real person’s behavior
II. Verbal – following descriptive accounts of behavior
III. Symbolic – taking inspiration from the exploits of real or fictional media characters.
2. Mental states are key
❖ The best learning only occurs when the learner is fully motivated. Bandura maintains this implies
intrinsic reinforcement (e.g. pride, satisfaction and a sense of achievement) is also present.
3. Learning won’t guarantee behavioral change

31. • Thinking is qualitatively
different depending upon
the developmental stage of
the learner
• Processes include direct
learning, social transmission,
and maturation.
Jean Piaget

32. Jean Piaget
➢ Was a Swiss psychologist and genetic epistemologist.
➢ Piaget's theory had a tremendous influence on the emergence
of developmental psychology as a distinctive subfield within psychology and
contributed greatly to the field of education. He is also credited as a pioneer
of the constructivist theory, which suggests that people actively construct
their knowledge of the world based on the interaction between their ideas
and experiences.
➢ In a 2002 survey of 1,725 American Psychological Society members, Piaget
was named the second most influential psychologist of the 20th century.

33. Piaget’s Cognitive Stages
Sensorimotor Birth - 2 years Child develops schemes
primarily through sense
and motor activities
Preoperational Birth - 1 year 2 – 7 years
Concrete Operational 7 – 11 years
Child becomes able to
manipulate logical
relationships among
concepts but only by
generalizing from
concrete experiences
Formal Operational 11 years - adulthood
Child is able to deal
with abstractions, form
hypotheses, solve
problems systematically.

34. Lawrence Kohlberg

35. Kolhberg’s Moral Development
• Comprehensive stage theory is based on Jean
Piaget’s theory of moral judgement for
children
• Cognitive in nature, it focuses on the
thinking process that occurs when one
decides whether a behavior is right or
wrong.
• The theoretical emphasis is on how one
decides to respond to a moral dilemma, not
what decides or what one actually does.
▪ Based on the research he used only boys as
subjects

36. Theoretical framework
• The theory consist of six stages
arranged in successive tiers of
complexity.
• It is organized in six stages and
grouped in three general levels of
moral development

37. Level 1: Preconventional Level
• MORALITY is externally controlled.
• Rules are imposed by authority figures are
conformed to in order to avoid punishment or
receive awards.
• It involves the idea that what is right is what
one can get away with or what is personally
satisfying.

38. Stage 1: Punishment/obedience orientation
• Behavior is determined by consequences; the
individual will obey in order to avoid
punishment
Stage 2: Instrumental purpose orientation
• Behavior is determined again by
consequences.
• The individual focuses on receiving rewards
or satisfying personal needs

39. Stage 1: Punishment/obedience orientation
• Behavior is determined by consequences; the
individual will obey in order to avoid
punishment
Stage 2: Instrumental purpose orientation
• Behavior is determined again by
consequences.
• The individual focuses on receiving rewards
or satisfying personal needs

40. Level 2: Conventional Level
• Conformity to social rules remains important
to the individual
• The emphasis shifts from self-interest to
relationships with other people and social
systems.
• The individual strives to support rules that are
set by others (parents, peers, and the
government) in other to win their approval or
to maintain social order.

41. Stage 3: Good Boy/ Nice Girl Orientation
• Behavior is determined by social approval.
• The individual wants to maintain or win the
affection and approval of others by being a
“good person”.
Stage 4: Law and Order Orientation
• Social rules and laws determine behavior
• The individual takes into consideration a
larger perspective
• An individual believes that rules and laws
maintain social order that is worth preserving.

42. Level 3: Post Conventional Level
• The individual moves beyond the perspective
of his or her own society.
• Morality is defined in terms of abstract
principles and values that apply to all
situations and societies.
• The individual attempts to take the
perspective of all individuals.

43. Stage 5: Social Contract Orientation
• Individual rights determine behavior
• The individual views laws and rules as flexible tools for
improving human purposes; when laws are not consistent
with individual rights and the interests of the majority,
they do not bring about good for people and alternatives
should be considered.
Stage 6: Universal Ethical Principle Orientation
• This is the highest stage of functioning; some individuals
will never reach this level.
• An appropriate action is determined by one’s self-chosen
ethical principles of conscience; principles are abstract
and universal in application.
• The type of reasoning involves taking the perspective of
every person or group that could potentially be affected
by the decision.

44. Lev Vygotsky

45. Lev Vygotsky’s Proximal
Development
• Higher mental functions grow out of the
social interactions and dialogues that
children have
• Zone of proximal development
• (Womack) Theory explains developmental
strain well

46. Vygotsky’s ideas have given birth to the
concept of scaffolding in promoting student
learning.Teachers build a cognitive “scaffold”
in order to “bring forward” previous
learnings and to let students know in which
framework the new instruction is coming.
This has the effect of extending the Zone of
Proximal Development a little further so that
the student may extend the boundaries of his
knowledge.

47. Vygotsky’s ideas fit well with those of an American
psychologist, DavidAusubel (not listed in our book).
He pointed out the advantage of advance organizers
(1970s) to prepare students for new knowledge.
Creating advance organizers might be likened to
renting, in advance, several post office boxes for
incoming mail, upon beginning a new business. One
box receives only payments on account; one,
complaints; one, invoices from other businesses; a
fourth, general mail. In this way the business owner
should have a good idea what awaits him when he gets
his mail and should have a head start on his
bookkeeping and correspondence.

49. Path of a memory (if remembered)
• Stimulus occurs
• Sensory register
• Decision to attend
• If attending, short- term
memory
• Rehearsal strategy
• Long-term memory

50. Factors in Information Processing
• Control processes, including rehearsal
strategies. Failure to use rehearsal strategies is
the single greatest difference between retarded
and non-retarded learners.
• Metacognition
• Knowledge base. This affects the
meaningfulness aspect.

51. THANK YOU FOR LISTENING ☺