{"id":2702,"date":"2019-04-19T18:28:13","date_gmt":"2019-04-19T18:28:13","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/wm-lifespandevelopment\/?post_type=chapter&#038;p=2702"},"modified":"2019-09-23T17:47:23","modified_gmt":"2019-09-23T17:47:23","slug":"the-humanistic-contextual-and-evolutionary-perspectives","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-hvcc-lifespandevelopment5\/chapter\/the-humanistic-contextual-and-evolutionary-perspectives\/","title":{"raw":"The Humanistic, Contextual, and Evolutionary Perspectives of Development","rendered":"The Humanistic, Contextual, and Evolutionary Perspectives of Development"},"content":{"raw":"<h2>What you'll learn to do: describe the humanistic, contextual, and evolutionary perspectives of development<\/h2>\r\n<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/19202600\/brain.jpg\"><img class=\"aligncenter wp-image-3587\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/19202600\/brain-300x232.jpg\" alt=\"Graphic of a brain filled with emojis and random objects\" width=\"403\" height=\"312\" \/><\/a>\r\n\r\nEach perspective that we have seen so far emphasizes different aspects of development. We first looked at the psychodynamic approach and how it emphasizes unconscious determinants of behavior. We then turned to the behavioral perspective which emphasizes overt behavior. Now, we'll turn our attention to the humanistic perspective,\u00a0which emphasizes empathy and stresses the good in human behavior; it is similar to the cognitive perspective in that it looks more at what people think than at what they do. In this section, we will also look at the contextual perspective, which\u00a0considers the relationship between individuals and their physical world, cognitive processes, personality, and social worlds. It also examines social and cultural influences on development. And finally, we will briefly examine the evolutionary perspective which focuses on how inherited biological factors underlie development.\r\n<div class=\"textbox learning-objectives\">\r\n<h3>Learning outcomes<\/h3>\r\n<ul>\r\n \t<li>Describe the major concepts of humanistic theory (unconditional positive regard, the good life), as developed by Carl Rogers<\/li>\r\n \t<li>Explain Maslow's hierarchy of needs<\/li>\r\n \t<li>Describe\u00a0Vygotsky's sociocultural theory of cognitive development<\/li>\r\n \t<li>Explain Bronfenbrenner\u2019s bioecological model<\/li>\r\n \t<li>Describe the evolutionary perspective<\/li>\r\n \t<li>Contrast the main psychological theories that apply to human development<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2>The Humanistic Perspective: A focus on Uniquely Human Qualities<\/h2>\r\nThe humanistic perspective rose to prominence in the mid-20th century in response to psychoanalytic theory and behaviorism; this perspective focuses on how healthy people develop and emphasizes an individual's inherent drive towards self-actualization and creativity. <strong>Humanism<\/strong> emphasizes human potential and an individual's ability to change, and rejects the idea of biological determinism. Humanistic work and research are sometimes criticized for being qualitative (not measurement-based), but there exist a number of quantitative research strains within humanistic psychology, including research on happiness, self-concept, meditation, and the outcomes of humanistic psychotherapy (Friedman, 2008).\r\n<h3>Carl Rogers and Humanism<\/h3>\r\nOne pioneering humanistic theorist was Carl Rogers. He\u00a0was an influential\u00a0humanistic\u00a0psychologist who developed a\u00a0personality\u00a0theory\u00a0that emphasized the importance of the self-actualizing tendency in\u00a0shaping\u00a0human personalities. He also believed that humans are constantly reacting to\u00a0stimuli\u00a0with their\u00a0subjective\u00a0reality (<strong>phenomenal field<\/strong>), which changes continuously. Over time, a person develops a\u00a0self-concept\u00a0based on the feedback from this field of reality.\r\n\r\n[caption id=\"\" align=\"alignright\" width=\"497\"]<img src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/1931\/2017\/05\/30181017\/phenomenal-field.jpeg\" alt=\"Image of the phenomenal field. showing that both the individual and motivation lead toward the self, and the environment and learning influence the self. The self includes objects, people, behaviors, images, and thoughts.\" width=\"497\" height=\"239\" \/> <strong>Figure 1<\/strong>. The phenomenal field refers to a person's subjective reality, which includes external objects and people as well as internal thoughts and emotions. The person's motivations and environments both act on their phenomenal field.[\/caption]\r\n\r\nOne of Rogers\u2019s main ideas about personality regards\u00a0self-concept, our thoughts and feelings about ourselves. How would you respond to the question, \u201cWho am I?\u201d Your answer can show how you see yourself. If your response is primarily positive, then you tend to feel good about who you are, and you probably see the world as a safe and positive place. If your response is mainly negative, then you may feel unhappy with who you are. Rogers further divided the self into two categories: the ideal self and the real self. The\u00a0ideal self\u00a0is the person that you would like to be; the\u00a0real self\u00a0is the person you actually are. Rogers focused on the idea that we need to achieve consistency between these two selves.\r\n<h4>Unconditional Positive Regard<\/h4>\r\nHuman beings develop an ideal self and a real self, based on the conditional status of positive regard. How closely one's real self matches up with their ideal self is called\u00a0congruence. We experience\u00a0congruence\u00a0when our thoughts about our real self and ideal self are very similar\u2014in other words when our self-concept is accurate<strong>.\u00a0<\/strong>High congruence leads to a greater sense of self-worth and a healthy, productive life.\u00a0Conversely, when there is a great discrepancy between our ideal and actual selves, we experience a state Rogers called\u00a0incongruence, which can lead to maladjustment.\r\n\r\nAccording to Rogers, parents can help their children achieve their ideal self by giving them unconditional positive regard, or unconditional love. In the development of self-concept, positive regard is key. Unconditional positive regard is an environment that is free of preconceived notions of value. Conditional positive regard is full of conditions of worth that must be achieved to be considered successful. Rogers (1980) explained it this way: \u201cAs persons are accepted and prized, they tend to develop a more caring attitude towards themselves\u201d (p. 116).\r\n<h4>The Good Life<\/h4>\r\nRogers described life in terms of principles rather than stages of development. These principles exist in fluid processes rather than static states. He claimed that a fully functioning person would continually aim to fulfill his or her potential in each of these processes, achieving what he called \"the good life.<em>\"<\/em>\u00a0These people would allow personality and self-concept to emanate from experience. He found that fully functioning individuals had several\u00a0traits\u00a0or tendencies in common:\r\n<ol>\r\n \t<li>A growing openness to experience\u2013they move away from defensiveness.<\/li>\r\n \t<li>An increasingly existential lifestyle\u2013living each moment fully, rather than distorting the moment to fit personality or self-concept.<\/li>\r\n \t<li>Increasing organismic trust\u2013they trust their own judgment and their ability to choose behavior that is appropriate for each moment.<\/li>\r\n \t<li>Freedom of choice\u2013they are not restricted by incongruence and are able to make a wide range of choices\u00a0more\u00a0fluently. They believe that they play a role in determining their own behavior and so feel responsible for their own behavior.<\/li>\r\n \t<li>Higher levels of creativity\u2013they will be more creative in the way they adapt to their own circumstances without feeling a need to conform.<\/li>\r\n \t<li>Reliability\u00a0and constructiveness\u2013they can be trusted to act constructively. Even aggressive needs will be matched and balanced by\u00a0intrinsic\u00a0goodness in congruent individuals.<\/li>\r\n \t<li>A rich full life\u2013they will experience joy and pain, love and heartbreak, fear and courage more intensely.<\/li>\r\n<\/ol>\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nhttps:\/\/assessments.lumenlearning.com\/assessments\/16528\r\n\r\n<\/div>\r\n<h3>Abraham Maslow's\u00a0Hierarchy of Needs<\/h3>\r\nAbraham Maslow (1908\u20131970) was an American psychologist who is best known for proposing a <strong>hierarchy of human needs<\/strong> in motivating behavior. Maslow described a pattern through which human motivations generally move, meaning that in order for motivation to occur at the next level, each level must be satisfied within the individual themselves. These stages include:\r\n<ul>\r\n \t<li>physiological needs:\u00a0the main physical requirements for human survival, including homeostasis, food, water, sleep, shelter, and sex.<\/li>\r\n \t<li>safety needs: the need for personal, emotional, financial, and physical security.\u00a0Once a person's physiological needs are relatively satisfied, their safety needs take precedence and dominate behavior. In the absence of physical safety \u2013 due to war, natural disaster,\u00a0family violence,\u00a0childhood abuse, institutional racism, etc. \u2013 people may (re-)experience\u00a0post-traumatic stress disorder\u00a0or\u00a0transgenerational trauma. In the absence of economic safety \u2013 due to an economic crisis and lack of work opportunities \u2013 these safety needs manifest themselves in ways such as a preference for\u00a0job security, grievance procedures for protecting the individual from unilateral authority, savings accounts, insurance policies, disability accommodations, etc. This level is more likely to predominate in children as they generally have a greater need to feel safe.<\/li>\r\n \t<li>love and belonging: the need for friendships, intimacy, and belonging.\u00a0This need is especially strong in childhood and it can override the need for safety as witnessed in children who cling to abusive parents. Deficiencies within this level of Maslow's hierarchy \u2013 due to\u00a0hospitalism,\u00a0neglect,\u00a0shunning,\u00a0ostracism, etc. \u2013 can adversely affect the individual's ability to form and maintain emotionally significant relationships in general.<\/li>\r\n \t<li>esteem: the typical human desire to be accepted and valued by others. People often engage in a profession or hobby to gain recognition.\u00a0Esteem needs are ego needs or status needs. People develop a concern with getting recognition, status, importance, and respect from others. Most humans have a need to feel respected; this includes the need to have\u00a0self-esteem\u00a0and self-respect.<\/li>\r\n \t<li>self-actualization:\u00a0Maslow describes this level as the desire to accomplish everything that one can, to become the most that one can be.\u00a0<sup id=\"cite_ref-Maslow,_A._1954_5-4\" class=\"reference\"><\/sup>Individuals may perceive or focus on this need very specifically. For example, one individual may have a strong desire to become an ideal parent. In another, the desire may be expressed athletically. For others, it may be expressed in paintings, pictures, or inventions. Some examples of this include utilizing abilities and talents, pursuing goals, and seeking happiness.<sup id=\"cite_ref-Maslow,_A._1954_5-5\" class=\"reference\"><\/sup><\/li>\r\n<\/ul>\r\nFurthermore, this theory is a key foundation in understanding how drive and motivation are correlated when discussing human behavior. Each of these individual levels contains a certain amount of internal sensation that must be met in order for an individual to complete their hierarchy.<sup id=\"cite_ref-:0_3-1\" class=\"reference\"><\/sup>\u00a0The goal in Maslow's theory is to attain the fifth level or stage of\u00a0<strong>self-actualization.<\/strong>\r\n\r\n[caption id=\"attachment_3288\" align=\"aligncenter\" width=\"731\"]<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/09023731\/800px-Maslows_hierarchy_of_needs.png\"><img class=\"wp-image-3288 \" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/09023731\/800px-Maslows_hierarchy_of_needs.png\" alt=\"Maslow's Hierarchy of Needs. At the bottom of the pyramid are physiological needs (food, water, shelter, warmth), then security needs (safety, employment, assets), social needs (family, friendship, intimacy, belonging), then esteem (self-worth, accomplishment, confidence), and lastly, self-actualization (inner fulfillment).\" width=\"731\" height=\"479\" \/><\/a> <strong>Figure 2<\/strong>. Diagram of\u00a0Maslow's hierarchy of needs.\u00a0Maslow's hierarchy of\u00a0needs\u00a0is often portrayed in the shape of a pyramid with the largest, most fundamental needs at the bottom and the need for\u00a0self-actualization\u00a0and transcendence at the top. In other words, the crux of the theory is that individuals\u2019 most basic needs must be met before they become motivated to achieve higher-level needs.[\/caption]\r\n\r\n<div class=\"textbox examples\">\r\n<h3>Watch It<\/h3>\r\nWatch as Maslow's hierarchy of needs comes to life in this quick video.\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=O-4ithG_07Q\r\n\r\n<\/div>\r\n<div class=\"textbox tryit\">\r\n<h3>Try It#<\/h3>\r\nhttps:\/\/assessments.lumenlearning.com\/assessments\/16529\r\n\r\n<\/div>\r\n<h2>Contextual Perspectives: A Broad Approach to Development<\/h2>\r\nThe<b> contextual perspective\u00a0<\/b>considers the relationship between individuals and their physical, cognitive, and social worlds. It also examines socio-cultural and environmental influences on development. We will focus on two major theorists who pioneered this perspective: Lev Vygotsky and Urie Bronfenbrenner.\u00a0Lev Vygotsky\u00a0was a Russian psychologist who is best known for his sociocultural theory. He believed that social interaction plays a critical role in children's learning; through such social interactions, children go through a continuous process of scaffolded learning. Urie\u00a0Bronfenbrenner developed the ecological systems\u00a0theory\u00a0to explain how everything in a child and the child's environment affects how a child grows and develops. He labeled different aspects or levels of the environment that influence children's development.\r\n<h3><strong>Vygotsky's Sociocultural Theory:\u00a0Changes in thought with guidance<\/strong><\/h3>\r\n[caption id=\"attachment_3314\" align=\"alignright\" width=\"217\"]<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11105316\/434px-Lev-Semyonovich-Vygotsky-1896-1934.jpg\"><img class=\"wp-image-3314 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11105316\/434px-Lev-Semyonovich-Vygotsky-1896-1934-217x300.jpg\" alt=\"Headshot of Vygotsky wearing a suit and tie. He has short brown hair, dark features, and no facial hair.\" width=\"217\" height=\"300\" \/><\/a> <strong>Figure 3<\/strong>. Lev Vygotsky, founder of the sociocultural theory, which emphasizes contextual factors in cognitive development.[\/caption]\r\n\r\nModern social learning theories stem from the work of Russian psychologist Lev Vygotsky, who produced his ideas as a reaction to existing conflicting approaches in psychology (Kozulin, 1990). Vygotsky\u2019s ideas are most recognized for identifying the role of social interactions and culture in the development of higher-order thinking skills. His theory is especially valuable for the insights it provides about the dynamic \u201cinterdependence between individual and social processes in the construction of knowledge\u201d (John-Steiner &amp; Mahn, 1996, p. 192). Vygotsky\u2019s views are often considered primarily as developmental theories, focusing on qualitative changes in behavior over time as attempts to explain unseen processes of development of thought, language, and higher-order thinking skills. Although Vygotsky\u2019s intent was mainly to understand higher psychological processes in children, his ideas have many implications and practical applications for learners of all ages.\r\n\r\nThree themes are often identified with Vygotsky\u2019s ideas of sociocultural learning: (1) human development and learning originate in social, historical, and cultural interactions, (2) use of psychological tools, particularly language, mediate development of higher mental functions, and (3) learning occurs within the Zone of Proximal Development. While we discuss these ideas separately, they are closely interrelated, non-hierarchical, and connected.\r\n\r\nVygotsky's\u00a0<strong>sociocultural theory<\/strong> emphasizes the importance of culture and interaction in the development of cognitive abilities. Vygotsky contended that thinking has social origins, social interactions play a critical role especially in the development of higher-order thinking skills, and cognitive development cannot be fully understood without considering the social and historical context within which it is embedded. He explained, \u201cEvery function in the child\u2019s cultural development appears twice: first, on the social level, and later, on the individual level; first between people (interpsychological) and then inside the child (intrapsychological)\u201d (Vygotsky, 1978, p. 57). \u00a0It is through working with others on a variety of tasks that a learner adopts socially shared experiences and associated effects and acquires useful strategies and knowledge (Scott &amp; Palincsar, 2013).\r\n\r\nRogoff (1990) refers to this process as guided participation, where a learner actively acquires new culturally valuable skills and capabilities through a meaningful, collaborative activity with an assisting, more experienced other. It is critical to notice that these culturally mediated functions are viewed as being embedded in sociocultural activities rather than being self-contained. Development is a \u201ctransformation of participation in a sociocultural activity\u201d not a transmission of discrete cultural knowledge or skills (Matusov, 2015, p. 315).\r\n<h4>Scaffolding and the Zone of Proximal Development<\/h4>\r\n[caption id=\"attachment_3315\" align=\"alignleft\" width=\"300\"]<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11114020\/070423-F-5271G-001.jpeg\"><img class=\"wp-image-3315 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11114020\/070423-F-5271G-001-300x225.jpeg\" alt=\"Elementary children share their drawings with other classmates April 23 at Aviano Air Base, Italy. Each child drew a picture of using their hands in a positive way instead of using their hands to hit others. Students drew pictures of themselves making a cake, playing an instrument and shooting hoops. (U.S. Air Force photo\/Airman 1st Class Justin Goodrich)\" width=\"300\" height=\"225\" \/><\/a> <strong>Figure 4<\/strong>. According to \u00a0Vygotsky, children can develop cognitively in their understanding of the world and learn what is important in society through play and cooperation with others.[\/caption]\r\n\r\nVygotsky differed with Piaget in that he believed that a person not only has a set of abilities, but also a set of potential abilities that can be realized if given the\u00a0proper guidance from others.\u00a0He believed that through guided participation known as <strong>scaffolding<\/strong>, with a teacher or capable peer, a child can learn cognitive skills within a certain range known as the <strong>zone of proximal development<\/strong>. While Piaget\u2019s ideas of cognitive development assume that development through certain stages is biologically determined, originates in the individual, and precedes cognitive complexity, Vygotsky presents a different view in which learning drives development.\u00a0The idea of learning driving development, rather than being determined by the developmental level of the learner, fundamentally changes our understanding of the learning process and has significant instructional and educational implications (Miller, 2011).\r\n\r\nHave you ever taught a child to perform a task?\u00a0Maybe it was brushing their teeth or preparing food.\u00a0Chances are you spoke to them and described what you were doing while you demonstrated the skill and let them work along with you throughout the process.\u00a0You gave them assistance when they seemed to need it, but once they knew what to do-you stood back and let them go.\u00a0This\u00a0is scaffolding.\u00a0This\u00a0approach to teaching has also been adopted by educators.\u00a0Rather than assessing students on what they are doing, they should be understood in terms of what they are capable of doing with the proper guidance.\r\n\r\nThis difference in assumptions has significant implications for the design and development of learning experiences. If we believe as Piaget did that development precedes learning, then we will make sure that new concepts and problems are not introduced until learners have developed innate capabilities to understand them. On the other hand, if we believe as Vygotsky did that learning drives development and that development occurs as we learn a variety of concepts and principles, recognizing their applicability to new tasks and new situations, then our instructional design will look very different.\r\n<div class=\"textbox examples\">\r\n<h3>Watch It<\/h3>\r\nWatch this video to learn more about Vygotsky's theory of sociocultural development.\r\n\r\n[embed]https:\/\/www.youtube.com\/embed\/-p_-0n2f35o[\/embed]\r\n\r\n<\/div>\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nhttps:\/\/assessments.lumenlearning.com\/assessments\/16530\r\n\r\n&nbsp;\r\n\r\nhttps:\/\/assessments.lumenlearning.com\/assessments\/16531\r\n\r\n<\/div>\r\n<h3 id=\"firstHeading\" class=\"firstHeading\" lang=\"en\">Bronfenbrenner's Ecological Systems Theory<\/h3>\r\nAnother psychologist who recognized the importance of the environment on development was American psychologist, Urie Bronfenbrenner (1917-2005), who formulated the <strong>ecological systems theory<\/strong> to explain how the inherent qualities of a child and their environment interact to influence how they will grow and develop.\u00a0The term \"ecological\" refers to a natural environment; human development is understood through this model as a long-lasting transformation in the way one perceives and deals with the environment. Bronfenbrenner's ecological theory stresses the importance of studying children in the context of multiple environments because children typically find themselves\u00a0enmeshed simultaneously in different ecosystems. Each of these systems inevitably interact with and influence each other in every aspect of the child\u2019s life,\u00a0from the most intimate level to the broadest.\u00a0Furthermore, he eventually renamed his theory the<strong>\u00a0bioecological model<\/strong>\u00a0in order to recognize the importance of biological processes in development.<sup id=\"cite_ref-ceci_8-0\" class=\"reference\"><\/sup>\u00a0However, he only recognized biology as producing a person's potential, with this potential being realized or not via environmental and social forces.\r\n\r\nAn individual is impacted by <strong>microsystems<\/strong> such as parents or siblings; those who have direct, significant contact with the person.\u00a0The\u00a0input of those people is modified by the cognitive and biological state of the individual as well. These influence the person\u2019s actions, which in turn influence systems operating on them.\u00a0The\u00a0<strong>mesosystem<\/strong> includes larger organizational structures such as school, the family, or religion.\u00a0These institutions impact the microsystems just described.\u00a0For example, the religious teachings and traditions of a family may create a climate that makes the family feel stigmatized and this indirectly impacts the child\u2019s view of their self and others.\u00a0The\u00a0philosophy of the school system, daily routine, assessment methods, and other characteristics can affect the child\u2019s self-image, growth, sense of accomplishment, and schedule, thereby impacting the child physically, cognitively, and emotionally.\u00a0These mesosystems both influence and are influenced by the larger contexts of the community, referred to as the <strong>exosystem<\/strong>.\u00a0A community\u2019s values, history, and economy can impact the organizational structures it houses.\u00a0And the community is influenced by <strong>macrosystems<\/strong>, which are cultural elements such as global economic conditions, war, technological trends, values, philosophies, and a society\u2019s responses to the global community.\u00a0In sum, a child\u2019s experiences are shaped by larger forces such as the family, school, religion, and culture.\u00a0All of this occurs within the relevant historical context and timeframe, or <strong>chronosystem<\/strong>.\u00a0<span style=\"background-color: #ffffff;\">The chronosystem is made up of the environmental events and transitions that occur throughout a child\u2019s life, including any socio-historical events. This system consists of all the experiences that a person has had during their lifetime. <\/span>\r\n\r\n[caption id=\"attachment_3316\" align=\"aligncenter\" width=\"507\"]<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11134153\/Bronfenbrenners_Ecological_Theory_of_Development_English.jpg\"><img class=\"wp-image-3316 size-full\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11134153\/Bronfenbrenners_Ecological_Theory_of_Development_English.jpg\" alt=\"Image of Brofenbrenner's system, displayed as a target. In the center circle is an individual, then the microsystem, the mesosystem, the exosystem, and the macrosystem.\" width=\"507\" height=\"482\" \/><\/a> <strong>Figure 5<\/strong>. Brofenbrenner's ecological theory emphasizes the influence of microsystems, mesosystems, exosystems, and the macrosystems on an individual. Not pictured is the chronosystem, or the historical context and timeframe which provides the context for all the other systems.\u00a0The chronosystem includes environmental events, major life transitions, and historical events.[\/caption]\r\n\r\n<div class=\"textbox examples\">\r\n<h3>Watch It<\/h3>\r\nThis short video from Professor Rachelle Tannenbaum of Anne Arundel Community College explains and gives examples of Brofenbrenner's theory.\r\n\r\n[embed]https:\/\/www.youtube.com\/embed\/HV4E05BnoI8[\/embed]\r\n\r\n&nbsp;\r\n\r\n<\/div>\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nhttps:\/\/assessments.lumenlearning.com\/assessments\/16532\r\n\r\n<\/div>\r\n<h2>The Evolutionary Perspective: Genetic Inheritance from our Ancestors<\/h2>\r\n<h3>The fundamentals of the evolutionary perspective<\/h3>\r\n[caption id=\"attachment_3835\" align=\"alignright\" width=\"179\"]<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/21183944\/charles-robert-darwin-629111.jpg\"><img class=\"wp-image-3835\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/21183944\/charles-robert-darwin-629111-234x300.jpg\" alt=\"Portrait of Charles Darwin.\" width=\"179\" height=\"230\" \/><\/a> <strong>Figure 6.\u00a0<\/strong> A portrait of Charles Robert Darwin.\u00a0<em><span style=\"color: #6f6f6f; font-size: 1.15em; text-align: initial;\">In the distant future I see open fields for far more important researches. Psychology will be based on a new foundation, that of the necessary acquirement of each mental power and capacity by gradation.\u00a0<\/span><\/em><span style=\"font-size: 0.9em; text-align: justify;\">\u2014\u2009<\/span><cite style=\"text-align: justify;\"><cite class=\"citation\">Darwin, Charles (1859).\u00a0<span class=\"cs1-ws-icon\" title=\"s:Page:Origin_of_Species_1859_facsimile.djvu\/500\"><i>The Origin of Species<\/i>\u00a0<\/span>. p.\u00a0488 \u2013 via\u00a0Wikisource<\/cite><\/cite>[\/caption]\r\n\r\n<div>One very influential approach in understanding human development is the evolutionary perspective, the final developmental perspective that we will consider. This perspective seeks to identify behavior that is the result of our genetic inheritance from our ancestors.\u00a0<b>Evolutionary psychology<\/b>\u00a0is a theoretical approach in the\u00a0social\u00a0and\u00a0natural sciences\u00a0that examines psychological structure from a modern\u00a0evolutionary\u00a0perspective. It seeks to identify which human psychological traits are evolved\u00a0adaptations\u00a0\u2013 that is, the functional products of\u00a0natural selection\u00a0or\u00a0sexual selection in human evolution.<\/div>\r\n<div><\/div>\r\n<div>David M. Buss\u00a0is an\u00a0evolutionary psychologist\u00a0at the\u00a0University of Texas at Austin, theorizing and researching human\u00a0sex differences\u00a0in mate selection. The primary topics of his research include male mating strategies, conflict between the sexes,\u00a0social status, social reputation, prestige, the emotion of\u00a0jealousy,\u00a0homicide, anti-homicide defenses, and\u2014most recently\u2014stalking. All of these are approached from an evolutionary perspective.<\/div>\r\n<div><\/div>\r\n<div>\r\n\r\nEvolutionary psychology has its historical roots in\u00a0Charles Darwin's theory of natural selection.<sup id=\"cite_ref-Psychology_5-2\" class=\"reference\"><\/sup>\u00a0In\u00a0<i>The Origin of Species<\/i>, Darwin predicted that psychology would develop an evolutionary basis, and\u00a0<span style=\"font-size: 1em; text-align: initial;\">that a process of natural selection creates traits in a species that are adaptive to its environment.<\/span>\r\n\r\n<span style=\"font-size: 1em; text-align: initial;\">Using Darwin\u2019s\u00a0arguments, evolutionary approaches<\/span><span style=\"font-size: 1em; text-align: initial;\">\u00a0claim that one's genetic inheritance not only determine such physical traits as skin and eye color, but also certain personality traits and social behaviors. For example, some evolutionary developmental psychologists suggest that behavior such as shyness and jealousy may be produced in part by genetic causes, presumably because they helped increase the survival rates of human's ancient relatives.[footnote]David M. Buss The Evolution of Desire: Strategies of Human Mating BasicBooks, Jun 25, 2003[\/footnote][footnote]Buss, A.H 2012 Pathways to individuality: evolution and development of personality traits. Washington, DC: American psychological Association[\/footnote][footnote]Easton, JM., Schipper, L., And Shackleford, T. 2007 morbid jealousy from an evolutionary psychological perspective. Evolution and human behavior, 28, 399 \u2013402[\/footnote]<\/span>\r\n\r\n<\/div>\r\n<h3>Lorenz and Imprinting<\/h3>\r\n<div>\r\n\r\n[caption id=\"attachment_4525\" align=\"alignleft\" width=\"395\"]<img class=\"wp-image-4525\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/10033710\/20090426_Parc_Paradisio_0357.jpg\" alt=\"Baby graylag geese.\" width=\"395\" height=\"297\" \/> <strong>Figure 7<\/strong>. Through a process known as imprinting, birds who leave the nest early attach to the first moving object they see.[\/caption]\r\n<p class=\"auths\"><span style=\"font-size: 1em;\">The evolutionary perspective draws heavily on the field of <strong>ethology<\/strong>, which examines the ways in which our biological makeup influences our behavior.\u00a0<\/span><span style=\"font-size: 1em;\">The primary proponent of ethology was Konrad Lorenz, who discovered that newborn geese are genetically pre-programmed to become attached to the first moving object they see after birth.\u00a0<\/span><span style=\"font-size: 1em;\">Lorenz's work led developmentalists to consider the ways in which human behavior might reflect inborn genetic patterns. Working with geese, he investigated the principle of\u00a0imprinting<strong>,<\/strong> the process by which some\u00a0nidifugous\u00a0birds (i.e. birds that leave their nest early) bond instinctively with the first moving object that they see within the first hours of hatching. Although Lorenz did not discover the topic, he became widely known for his descriptions of imprinting as an instinctive bond.\u00a0<\/span><\/p>\r\n<p class=\"auths\"><span style=\"font-size: 1em;\">In\u00a0psychology\u00a0and\u00a0ethology,\u00a0<b>imprinting<\/b>\u00a0is any kind of phase-sensitive\u00a0learning\u00a0(learning occurring at a particular age or a particular life stage) that is rapid and apparently independent of the consequences of behavior. It was first used to describe situations in which an animal or person learns the characteristics of some stimulus, which is therefore said to be \"imprinted\" onto the subject. Imprinting is hypothesized to have a\u00a0critical period.<\/span><\/p>\r\n\r\n<h3 class=\"auths\">Behavioral Genetics<\/h3>\r\n<p class=\"auths\"><span style=\"font-size: 1em;\">The evolutionary perspective encompasses one of the fastest-growing areas within the field of lifespan development: behavioral genetics. <strong>Behavioral genetics<\/strong>\u00a0is a field of\u00a0scientific\u00a0research\u00a0that uses\u00a0genetic\u00a0methods\u00a0to investigate the\u00a0nature and origins\u00a0of\u00a0individual differences\u00a0in\u00a0behavior and\u00a0studies the effects of heredity on behavior. Behavioral geneticists strive to understand how we might inherit certain behavioral traits and how the environment influences whether we actually displayed those traits. It also considers how genetic factors may influence psychological disorders such as schizophrenia, depression and substance abuse.[footnote]Origins of the Social Mind: Evolutionary Psychology and Child Development, Bruce J. Ellis, David F. Bjorklund pp 3-18 New York Guilford Press, Jan 1, 2005[\/footnote][footnote]Rembis , M. 2009( re)defining disability in the \u201cgenetic age\u201d: behavioral genetics, \u201cnew\u201d eugenics and the future of impairment. Disability and society, 24, 585 - 597[\/footnote][footnote]PLOMIN, R., DEFRIES, J. C. , KnOPIK, V. S., &amp; NEIDERHISER, J. M. 2016. Top 10 replicated findings from behavioral genetics. Perspectives on psychological science, 11, 3\u201323.[\/footnote]<\/span><\/p>\r\n\r\n<div class=\"textbox exercises\">\r\n<h3>Link to Learning<\/h3>\r\nIn Stanford professor and author of <em>Why Zebras Don't Get Ulcers<\/em>, <a href=\"https:\/\/www.youtube.com\/watch?v=ORthzIOEf30\">Robert Sapolsky's Ted Talk<\/a>, Sapolsky describes how our history and biology influence our behavior. This tour of our individual and collective history provides an enlightening overview of behavioral genetics.\r\n\r\n<\/div>\r\n<h3>Criticisms of the Evolutionary Perspective<\/h3>\r\n<div><span style=\"font-size: 1em;\">There is a general acceptance that Darwin's evolutionary theory provides an accurate description of basic genetic processes and that the evolutionary perspective is increasingly visible in the field of lifespan development. However, applications of the evolutionary perspective have been subjected to considerable criticism. Some developmental psychologists are concerned over too much emphasis on genetic and biological aspects of behavior and suggest that the evolutionary perspective places insufficient attention on environmental and social factors involved in producing children\u2019s and adults behavior. Other critics argue that there is no good way to experimentally test theories derived from this approach because humans evolved so long ago. For example, we may admit that jealousy helps individuals to survive more effectively, but how do we prove it. All things considered however, the evolutionary approach is continually stimulating research on how our biological inheritance at least partially influences our traits and behaviors.[footnote]Bjorklund, D. 2006 mother knows best, epigenetic inheritance, maternal effects, and the evolution of human intelligence. Developmental review, 26, 213 \u2013242.[\/footnote][footnote]Baptista, T., Aldana, E., Angeles , F., And Beaulieu , S. 2008. Evolution theory: an overview of its applications in psychiatry. Psychopathology, 41, 17 \u201327.[\/footnote][footnote]Del Giudice, M. 2015. Self-regulation in an evolutionary perspective. In G. E. Gendolla, M. Tops, S. L. Koole, G. E. Gendolla, M. Tops, &amp; S. L. Koole (Eds), Handbook of behavioral approaches to self-regulation. New York, New York: Springer science + business media[\/footnote]<\/span><\/div>\r\n<\/div>\r\n<div>\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nhttps:\/\/assessments.lumenlearning.com\/assessments\/16533\r\n\r\n&nbsp;\r\n\r\nhttps:\/\/assessments.lumenlearning.com\/assessments\/16534\r\n\r\n<\/div>\r\n<\/div>\r\n<h2>Comparing and Evaluating Lifespan Theories<\/h2>\r\n<span style=\"color: #333333;\">Developmental theories provide a set of guiding principles and concepts that describe and explain human development. Some developmental theories focus on the formation of a particular quality, such as Piaget's theory of cognitive development. Other developmental theories focus on growth that happens throughout the lifespan, such as Erikson's theory of psychosocial development. It would be natural to wonder which of the perspectives provides the most accurate account of human development, but clearly, each perspective is based on its own premises and focuses on different aspects of development. Many lifespan developmentalists use an eclectic approach, drawing on several perspectives at the same time because the same developmental phenomenon can be looked at from a number of perspectives.<\/span>\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\n<iframe src=\"https:\/\/lumenlearning.h5p.com\/content\/1290798196103649038\/embed\" width=\"1088\" height=\"637\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><script src=\"https:\/\/lumenlearning.h5p.com\/js\/h5p-resizer.js\" charset=\"UTF-8\"><\/script>\r\n\r\n<\/div>\r\nIn the table below, we'll review some of the major theories that you learned about in this module. Recall that three key issues considered in human development examine if development is continuous or discontinuous, if it is the same for everyone or distinct for individuals (one course of development or many), and if development is more influenced by nature or by nurture. The table below reviews how each of these major theories approaches each of these issues.\r\n<table style=\"border-collapse: collapse; width: 141.781%; height: 132px;\" border=\"1\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 157.823%;\" colspan=\"6\"><strong>Table 1. Major Theories in Human Development[footnote]Berk, L. E. (1998). \"Stances of Major Theories on Basic Issues in Human Development.\"Development through the lifespan. Boston: Allyn and Bacon. p. 26.[\/footnote]<\/strong><\/td>\r\n<\/tr>\r\n<tr style=\"height: 12px;\">\r\n<td style=\"width: 22.932%; height: 12px;\">\r\n<h3><strong>Theory<\/strong><\/h3>\r\n<\/td>\r\n<td style=\"width: 46.6113%; height: 12px;\">\r\n<h3><strong>Major ideas<\/strong><\/h3>\r\n<\/td>\r\n<td style=\"width: 1.04275%;\">\r\n<h3><strong>Continuous or discontinuous development?<\/strong><\/h3>\r\n<\/td>\r\n<td style=\"width: 16.5832%;\">\r\n<h3><strong>One course of development or many?<\/strong><\/h3>\r\n<\/td>\r\n<td style=\"width: 1.04275%;\">\r\n<h3><strong>More influenced by nature or nurture?<\/strong><\/h3>\r\n<\/td>\r\n<td style=\"width: 69.6109%; height: 12px;\">\r\n<h3><strong>Major Theorist(s)\u00a0<\/strong><\/h3>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 12px;\">\r\n<td style=\"width: 22.932%; height: 12px;\">Psychosexual theory<\/td>\r\n<td style=\"width: 46.6113%; height: 12px;\">Behavior is motivated by inner forces, memories, and conflicts that are generally beyond people's awareness and control. Emphasizes the unconscious, defense mechanisms, and influences of the id, ego, and superego.<\/td>\r\n<td style=\"width: 1.04275%;\">Discontinuous; there are distinct stages of development<\/td>\r\n<td style=\"width: 16.5832%;\">One course; stages are universal for everyone<\/td>\r\n<td style=\"width: 1.04275%;\">Both; natural impulses combined with early childhood experiences impact development<\/td>\r\n<td style=\"width: 69.6109%; height: 12px;\">Sigmund Freud<\/td>\r\n<\/tr>\r\n<tr style=\"height: 12px;\">\r\n<td style=\"width: 22.932%; height: 12px;\">Psychosocial theory<\/td>\r\n<td style=\"width: 46.6113%; height: 12px;\">A person negotiates biological and sociocultural influences as they move through eight stages, each characterized by a psychosocial crisis:\u00a0\u00a0trust vs. mistrust, autonomy vs. shame\/doubt,\u00a0initiative vs. guilt,\u00a0industry vs. inferiority,\u00a0\u00a0identity vs. role confusion,\u00a0intimacy vs. isolation, generativity vs. stagnation, ego integrity vs. despair.<\/td>\r\n<td style=\"width: 1.04275%;\">Discontinuous; there are distinct stages of development<\/td>\r\n<td style=\"width: 16.5832%;\">One course; stages are universal for everyone<\/td>\r\n<td style=\"width: 1.04275%;\">Both; natural impulses combined with sociocultural experiences impact development<\/td>\r\n<td style=\"width: 69.6109%; height: 12px;\">Erik Erikson<\/td>\r\n<\/tr>\r\n<tr style=\"height: 12px;\">\r\n<td style=\"width: 22.932%; height: 12px;\">Classical conditioning<\/td>\r\n<td style=\"width: 46.6113%; height: 12px;\">Learning by the association of a response with a stimulus; a person comes to respond in a particular way to a neutral stimulus that normally does not bring about that type of response.<\/td>\r\n<td style=\"width: 1.04275%;\">Continuous; learning is ongoing without distinct stages<\/td>\r\n<td style=\"width: 16.5832%;\">Many courses; learned behaviors vary by person<\/td>\r\n<td style=\"width: 1.04275%;\">Mostly nurture; behavior is conditioned<\/td>\r\n<td style=\"width: 69.6109%; height: 12px;\">Ivan Pavlov, John Watson<\/td>\r\n<\/tr>\r\n<tr style=\"height: 12px;\">\r\n<td style=\"width: 22.932%; height: 12px;\">Operant conditioning<\/td>\r\n<td style=\"width: 46.6113%; height: 12px;\">Learning that occurs when a voluntary response is strengthened or weakened by its association with positive or negative consequences. Rewards and punishments can strengthen or discourage behaviors.<\/td>\r\n<td style=\"width: 1.04275%;\">Continuous; learning is ongoing without distinct stages<\/td>\r\n<td style=\"width: 16.5832%;\">Many courses; learned behaviors vary by person<\/td>\r\n<td style=\"width: 1.04275%;\">Mostly nurture; behavior is conditioned<\/td>\r\n<td style=\"width: 69.6109%; height: 12px;\">B.F. Skinner<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 22.932%;\">Social cognitive theory (social learning theory)<\/td>\r\n<td style=\"width: 46.6113%;\">Learning occurs in a social context; considering the relationship between the environment and a person's behavior. Learning can occur through observation.<\/td>\r\n<td style=\"width: 1.04275%;\">Continuous; learning is gradual and ongoing without distinct stages<\/td>\r\n<td style=\"width: 16.5832%;\">Many courses; learned behaviors vary by person<\/td>\r\n<td style=\"width: 1.04275%;\">Mostly nurture; behavior is observed and learned<\/td>\r\n<td style=\"width: 69.6109%;\">Albert Bandura<\/td>\r\n<\/tr>\r\n<tr style=\"height: 12px;\">\r\n<td style=\"width: 22.932%; height: 12px;\">Piaget's theory of cognitive development<\/td>\r\n<td style=\"width: 46.6113%; height: 12px;\">A theory about how people come to gradually acquire, construct, and use knowledge and information. It describes cognitive development through four distinct stages: sensorimotor, preoperational, concrete, and formal.<\/td>\r\n<td style=\"width: 1.04275%;\">Discontinuous; there are distinct stages of development<\/td>\r\n<td style=\"width: 16.5832%;\">One course; stages are universal for everyone<\/td>\r\n<td style=\"width: 1.04275%;\">Both;\u00a0natural impulses combined with experiences that challenge the existing schemas<\/td>\r\n<td style=\"width: 69.6109%; height: 12px;\">Jean Piaget<\/td>\r\n<\/tr>\r\n<tr style=\"height: 12px;\">\r\n<td style=\"width: 22.932%; height: 12px;\">Information processing<\/td>\r\n<td style=\"width: 46.6113%; height: 12px;\">A theory that seeks to identify the ways individuals take in, use, and store information (sometimes compared to a computer). It is based on the idea that humans process the information they receive, rather than merely respond to stimuli.<\/td>\r\n<td style=\"width: 1.04275%;\">Continuous; cognitive development is gradual and ongoing without distinct stages<\/td>\r\n<td style=\"width: 16.5832%;\">One course; the model applies to everyone<\/td>\r\n<td style=\"width: 1.04275%;\">Both;\u00a0natural cognitive development combined with experiences of processing information in new and different ways<\/td>\r\n<td style=\"width: 69.6109%; height: 12px;\">Richard Atkinson, Richard Shiffrin<\/td>\r\n<\/tr>\r\n<tr style=\"height: 12px;\">\r\n<td style=\"width: 22.932%; height: 12px;\">Humanistic theories<\/td>\r\n<td style=\"width: 46.6113%; height: 12px;\">Theories that emphasizes an individual\u2019s inherent drive towards self-actualization and contend that people have a natural capacity to make decisions about their lives and control their own behavior. Key terms and concepts include unconditional positive regard, striving for \"the good life,\" and the hierarchy of needs.<\/td>\r\n<td style=\"width: 1.04275%;\">Continuous;\u00a0development is ongoing without distinct stages and can be multidirectional depending on environmental circumstances<\/td>\r\n<td style=\"width: 16.5832%;\">Mostly one course; Maslow's hierarchy of needs is universally applied, but there is an individual course for self-actualization<\/td>\r\n<td style=\"width: 1.04275%;\">Mostly nurture;\u00a0development is influenced by environmental circumstances and social interactions<\/td>\r\n<td style=\"width: 69.6109%; height: 12px;\">Carl Rogers, Abraham Maslow<\/td>\r\n<\/tr>\r\n<tr style=\"height: 12px;\">\r\n<td style=\"width: 22.932%; height: 12px;\">Sociocultural theory<\/td>\r\n<td style=\"width: 46.6113%; height: 12px;\">Vygotsky's theory that emphasizes how cognitive development proceeds as a result of social interactions between members of a culture. Key terms and concepts include the zone of proximal development and scaffolding.<\/td>\r\n<td style=\"width: 1.04275%;\">Both, but mostly continuous as an individual learns and progresses<\/td>\r\n<td style=\"width: 16.5832%;\">Many courses; there are variations between individuals and cultures<\/td>\r\n<td style=\"width: 1.04275%;\">Both; development is influenced by\u00a0biological preparation and social experiences<\/td>\r\n<td style=\"width: 69.6109%; height: 12px;\">Lev Vygotsky<\/td>\r\n<\/tr>\r\n<tr style=\"height: 12px;\">\r\n<td style=\"width: 22.932%; height: 12px;\">Bioecological systems model<\/td>\r\n<td style=\"width: 46.6113%; height: 12px;\">Urie Bronfenbrenner's theory stressing the importance of studying a child in the context of multiple environments, or ecological systems. It is organized into five levels of external influence: microsystem, mesosystem, exosystem, macrosystem, and chronosystem.<\/td>\r\n<td style=\"width: 1.04275%;\">Both; the influence of each system can be continuous or discontinuous depending on the system in question<\/td>\r\n<td style=\"width: 16.5832%;\">Many courses; the interaction of people and the environment varies<\/td>\r\n<td style=\"width: 1.04275%;\">Both; a person's biological potential and the environment interact to impact development<\/td>\r\n<td style=\"width: 69.6109%; height: 12px;\">Urie Bronfenbrenner, Stephen Ceci<\/td>\r\n<\/tr>\r\n<tr style=\"height: 12px;\">\r\n<td style=\"width: 22.932%; height: 12px;\">Evolutionary psychology theory<\/td>\r\n<td style=\"width: 46.6113%; height: 12px;\">A theory that seeks to identify behavior that is a result of our genetic inheritance from our ancestors.<\/td>\r\n<td style=\"width: 1.04275%;\">Continuous; current behaviors have been shaped over multiple generations based on successful survival and reproduction<\/td>\r\n<td style=\"width: 16.5832%;\">Both; behavioral genetics show similarities across the species, but our unique family history also plays a role in development<\/td>\r\n<td style=\"width: 1.04275%;\">Both; our genetic history and biological impulses interact with life experiences to produce individual development and development across the history and future of the species<\/td>\r\n<td style=\"width: 69.6109%; height: 12px;\">Charles Darwin, David Buss, Konrad Lorenz, Robert Sapolsky<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\n&nbsp;\r\n\r\n<iframe src=\"https:\/\/lumenlearning.h5p.com\/content\/1290798217292106038\/embed\" width=\"1088\" height=\"637\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\" data-mce-fragment=\"1\"><\/iframe><script src=\"https:\/\/lumenlearning.h5p.com\/js\/h5p-resizer.js\" charset=\"UTF-8\"><\/script>\r\n\r\n<\/div>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>glossary<\/h3>\r\n[glossary-page]\r\n[glossary-term]behavioral genetics:[\/glossary-term]\r\n[glossary-definition]one of the fastest-growing areas within the field of lifespan development and studies the effects of heredity on behavior[\/glossary-definition]\r\n\r\n[glossary-term]bioecological model:[\/glossary-term]\r\n[glossary-definition]the perspective suggesting that multiple levels of the environment interact with biological potential to influence development[\/glossary-definition]\r\n\r\n[glossary-term]chronosystem:[\/glossary-term]\r\n[glossary-definition]the environmental events and transitions that occur throughout a child\u2019s life, including any socio-historical events[\/glossary-definition]\r\n\r\n[glossary-term]congruence:[\/glossary-term]\r\n[glossary-definition]an instance or point of agreement or correspondence between the ideal self and the real self in Rogers' humanistic personality theory[\/glossary-definition]\r\n\r\n[glossary-term]contextual perspective:[\/glossary-term]\r\n[glossary-definition]a theory that considers the relationship between individuals and their physical, cognitive, and social worlds[\/glossary-definition]\r\n\r\n[glossary-term]ecological systems theory:[\/glossary-term]\r\n[glossary-definition]Urie Bronfenbrenner's theory stressing the importance of studying a child in the context of multiple environments, organized into five levels of external influence: microsystem, mesosystem, exosystem, macrosystem, and chronosystem[\/glossary-definition]\r\n\r\n[glossary-term]exosystem:[\/glossary-term]\r\n[glossary-definition]the larger contexts of the community, including the values, history, and economy[\/glossary-definition]\r\n\r\n[glossary-term]ethology:[\/glossary-term]\r\n[glossary-definition]the study of behavior through a biological lens[\/glossary-definition]\r\n\r\n[glossary-term]evolutionary psychology:[\/glossary-term]\r\n[glossary-definition]a field of study that seeks to identify behavior that is a result of our genetic inheritance from our ancestors[\/glossary-definition]\r\n\r\n[glossary-term]humanism:[\/glossary-term]\r\n[glossary-definition]a psychological theory that emphasizes an individual's inherent drive towards self-actualization and contends that people have a natural capacity to make decisions about their lives and control their own behavior[\/glossary-definition]\r\n\r\n[glossary-term]imprinting:[\/glossary-term]\r\n[glossary-definition]in psychology and ethology, imprinting is any kind of phase-sensitive learning (learning occurring at a particular age or a particular life stage) that is rapid and apparently independent of the consequences of behavior[\/glossary-definition]\r\n\r\n[glossary-term]macrosystem:[\/glossary-term]\r\n[glossary-definition]cultural elements such as global economic conditions, war, technological trends, values, philosophies, and a society\u2019s responses to the global community which impact a community[\/glossary-definition]\r\n\r\n[glossary-term]Maslow's hierarchy of needs:[\/glossary-term]\r\n[glossary-definition]a motivational theory in psychology comprising a five-tier model of human needs, often depicted as hierarchical levels within a pyramid. Needs lower down in the hierarchy must be satisfied before individuals are motivated to attend to needs higher up[\/glossary-definition]\r\n\r\n[glossary-term]mesosystem:[\/glossary-term]\r\n[glossary-definition]larger organizational structures such as school, the family, or religion[\/glossary-definition]\r\n\r\n[glossary-term]microsystem:[\/glossary-term]\r\n[glossary-definition]immediate surrounds including those who have direct, significant contact with the person, such as parents or siblings[\/glossary-definition]\r\n\r\n[glossary-term]phenomenal field:[\/glossary-term]\r\n[glossary-definition]our subjective reality, all that we are aware of, including objects and people as well as our behaviors, thoughts, images, and ideas[\/glossary-definition]\r\n\r\n[glossary-term]scaffolding:[\/glossary-term]\r\n[glossary-definition]a process in which adults or capable peers model or demonstrate how to solve a problem, and then step back, offering support as needed[\/glossary-definition]\r\n\r\n[glossary-term]self-actualization:[\/glossary-term]\r\n[glossary-definition]according to humanistic theory, the realizing of one\u2019s full potential can include creative expression, a quest for spiritual enlightenment, the pursuit of knowledge, or the desire to contribute to society. For Maslow, it is a state of self-fulfillment in which people achieve their highest potential in their own unique way[\/glossary-definition]\r\n\r\n[glossary-term]sociocultural theory:[\/glossary-term]\r\n[glossary-definition]Vygotsky's theory that emphasizes how cognitive development proceeds as a result of social interactions between members of a culture[\/glossary-definition]\r\n\r\n[glossary-term]zone of proximal development (ZPD):[\/glossary-term]\r\n[glossary-definition]the difference between what a learner can do without help, and what they can do with help[\/glossary-definition]\r\n\r\n[\/glossary-page]\r\n\r\n<\/div>","rendered":"<h2>What you&#8217;ll learn to do: describe the humanistic, contextual, and evolutionary perspectives of development<\/h2>\n<p><a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/19202600\/brain.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-3587\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/19202600\/brain-300x232.jpg\" alt=\"Graphic of a brain filled with emojis and random objects\" width=\"403\" height=\"312\" \/><\/a><\/p>\n<p>Each perspective that we have seen so far emphasizes different aspects of development. We first looked at the psychodynamic approach and how it emphasizes unconscious determinants of behavior. We then turned to the behavioral perspective which emphasizes overt behavior. Now, we&#8217;ll turn our attention to the humanistic perspective,\u00a0which emphasizes empathy and stresses the good in human behavior; it is similar to the cognitive perspective in that it looks more at what people think than at what they do. In this section, we will also look at the contextual perspective, which\u00a0considers the relationship between individuals and their physical world, cognitive processes, personality, and social worlds. It also examines social and cultural influences on development. And finally, we will briefly examine the evolutionary perspective which focuses on how inherited biological factors underlie development.<\/p>\n<div class=\"textbox learning-objectives\">\n<h3>Learning outcomes<\/h3>\n<ul>\n<li>Describe the major concepts of humanistic theory (unconditional positive regard, the good life), as developed by Carl Rogers<\/li>\n<li>Explain Maslow&#8217;s hierarchy of needs<\/li>\n<li>Describe\u00a0Vygotsky&#8217;s sociocultural theory of cognitive development<\/li>\n<li>Explain Bronfenbrenner\u2019s bioecological model<\/li>\n<li>Describe the evolutionary perspective<\/li>\n<li>Contrast the main psychological theories that apply to human development<\/li>\n<\/ul>\n<\/div>\n<h2>The Humanistic Perspective: A focus on Uniquely Human Qualities<\/h2>\n<p>The humanistic perspective rose to prominence in the mid-20th century in response to psychoanalytic theory and behaviorism; this perspective focuses on how healthy people develop and emphasizes an individual&#8217;s inherent drive towards self-actualization and creativity. <strong>Humanism<\/strong> emphasizes human potential and an individual&#8217;s ability to change, and rejects the idea of biological determinism. Humanistic work and research are sometimes criticized for being qualitative (not measurement-based), but there exist a number of quantitative research strains within humanistic psychology, including research on happiness, self-concept, meditation, and the outcomes of humanistic psychotherapy (Friedman, 2008).<\/p>\n<h3>Carl Rogers and Humanism<\/h3>\n<p>One pioneering humanistic theorist was Carl Rogers. He\u00a0was an influential\u00a0humanistic\u00a0psychologist who developed a\u00a0personality\u00a0theory\u00a0that emphasized the importance of the self-actualizing tendency in\u00a0shaping\u00a0human personalities. He also believed that humans are constantly reacting to\u00a0stimuli\u00a0with their\u00a0subjective\u00a0reality (<strong>phenomenal field<\/strong>), which changes continuously. Over time, a person develops a\u00a0self-concept\u00a0based on the feedback from this field of reality.<\/p>\n<div style=\"width: 507px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/1931\/2017\/05\/30181017\/phenomenal-field.jpeg\" alt=\"Image of the phenomenal field. showing that both the individual and motivation lead toward the self, and the environment and learning influence the self. The self includes objects, people, behaviors, images, and thoughts.\" width=\"497\" height=\"239\" \/><\/p>\n<p class=\"wp-caption-text\"><strong>Figure 1<\/strong>. The phenomenal field refers to a person&#8217;s subjective reality, which includes external objects and people as well as internal thoughts and emotions. The person&#8217;s motivations and environments both act on their phenomenal field.<\/p>\n<\/div>\n<p>One of Rogers\u2019s main ideas about personality regards\u00a0self-concept, our thoughts and feelings about ourselves. How would you respond to the question, \u201cWho am I?\u201d Your answer can show how you see yourself. If your response is primarily positive, then you tend to feel good about who you are, and you probably see the world as a safe and positive place. If your response is mainly negative, then you may feel unhappy with who you are. Rogers further divided the self into two categories: the ideal self and the real self. The\u00a0ideal self\u00a0is the person that you would like to be; the\u00a0real self\u00a0is the person you actually are. Rogers focused on the idea that we need to achieve consistency between these two selves.<\/p>\n<h4>Unconditional Positive Regard<\/h4>\n<p>Human beings develop an ideal self and a real self, based on the conditional status of positive regard. How closely one&#8217;s real self matches up with their ideal self is called\u00a0congruence. We experience\u00a0congruence\u00a0when our thoughts about our real self and ideal self are very similar\u2014in other words when our self-concept is accurate<strong>.\u00a0<\/strong>High congruence leads to a greater sense of self-worth and a healthy, productive life.\u00a0Conversely, when there is a great discrepancy between our ideal and actual selves, we experience a state Rogers called\u00a0incongruence, which can lead to maladjustment.<\/p>\n<p>According to Rogers, parents can help their children achieve their ideal self by giving them unconditional positive regard, or unconditional love. In the development of self-concept, positive regard is key. Unconditional positive regard is an environment that is free of preconceived notions of value. Conditional positive regard is full of conditions of worth that must be achieved to be considered successful. Rogers (1980) explained it this way: \u201cAs persons are accepted and prized, they tend to develop a more caring attitude towards themselves\u201d (p. 116).<\/p>\n<h4>The Good Life<\/h4>\n<p>Rogers described life in terms of principles rather than stages of development. These principles exist in fluid processes rather than static states. He claimed that a fully functioning person would continually aim to fulfill his or her potential in each of these processes, achieving what he called &#8220;the good life.<em>&#8220;<\/em>\u00a0These people would allow personality and self-concept to emanate from experience. He found that fully functioning individuals had several\u00a0traits\u00a0or tendencies in common:<\/p>\n<ol>\n<li>A growing openness to experience\u2013they move away from defensiveness.<\/li>\n<li>An increasingly existential lifestyle\u2013living each moment fully, rather than distorting the moment to fit personality or self-concept.<\/li>\n<li>Increasing organismic trust\u2013they trust their own judgment and their ability to choose behavior that is appropriate for each moment.<\/li>\n<li>Freedom of choice\u2013they are not restricted by incongruence and are able to make a wide range of choices\u00a0more\u00a0fluently. They believe that they play a role in determining their own behavior and so feel responsible for their own behavior.<\/li>\n<li>Higher levels of creativity\u2013they will be more creative in the way they adapt to their own circumstances without feeling a need to conform.<\/li>\n<li>Reliability\u00a0and constructiveness\u2013they can be trusted to act constructively. Even aggressive needs will be matched and balanced by\u00a0intrinsic\u00a0goodness in congruent individuals.<\/li>\n<li>A rich full life\u2013they will experience joy and pain, love and heartbreak, fear and courage more intensely.<\/li>\n<\/ol>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>\t<iframe id=\"lumen_assessment_16528\" class=\"resizable\" src=\"https:\/\/assessments.lumenlearning.com\/assessments\/load?assessment_id=16528&#38;embed=1&#38;external_user_id=&#38;external_context_id=&#38;iframe_resize_id=lumen_assessment_16528\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:400px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<h3>Abraham Maslow&#8217;s\u00a0Hierarchy of Needs<\/h3>\n<p>Abraham Maslow (1908\u20131970) was an American psychologist who is best known for proposing a <strong>hierarchy of human needs<\/strong> in motivating behavior. Maslow described a pattern through which human motivations generally move, meaning that in order for motivation to occur at the next level, each level must be satisfied within the individual themselves. These stages include:<\/p>\n<ul>\n<li>physiological needs:\u00a0the main physical requirements for human survival, including homeostasis, food, water, sleep, shelter, and sex.<\/li>\n<li>safety needs: the need for personal, emotional, financial, and physical security.\u00a0Once a person&#8217;s physiological needs are relatively satisfied, their safety needs take precedence and dominate behavior. In the absence of physical safety \u2013 due to war, natural disaster,\u00a0family violence,\u00a0childhood abuse, institutional racism, etc. \u2013 people may (re-)experience\u00a0post-traumatic stress disorder\u00a0or\u00a0transgenerational trauma. In the absence of economic safety \u2013 due to an economic crisis and lack of work opportunities \u2013 these safety needs manifest themselves in ways such as a preference for\u00a0job security, grievance procedures for protecting the individual from unilateral authority, savings accounts, insurance policies, disability accommodations, etc. This level is more likely to predominate in children as they generally have a greater need to feel safe.<\/li>\n<li>love and belonging: the need for friendships, intimacy, and belonging.\u00a0This need is especially strong in childhood and it can override the need for safety as witnessed in children who cling to abusive parents. Deficiencies within this level of Maslow&#8217;s hierarchy \u2013 due to\u00a0hospitalism,\u00a0neglect,\u00a0shunning,\u00a0ostracism, etc. \u2013 can adversely affect the individual&#8217;s ability to form and maintain emotionally significant relationships in general.<\/li>\n<li>esteem: the typical human desire to be accepted and valued by others. People often engage in a profession or hobby to gain recognition.\u00a0Esteem needs are ego needs or status needs. People develop a concern with getting recognition, status, importance, and respect from others. Most humans have a need to feel respected; this includes the need to have\u00a0self-esteem\u00a0and self-respect.<\/li>\n<li>self-actualization:\u00a0Maslow describes this level as the desire to accomplish everything that one can, to become the most that one can be.\u00a0<sup id=\"cite_ref-Maslow,_A._1954_5-4\" class=\"reference\"><\/sup>Individuals may perceive or focus on this need very specifically. For example, one individual may have a strong desire to become an ideal parent. In another, the desire may be expressed athletically. For others, it may be expressed in paintings, pictures, or inventions. Some examples of this include utilizing abilities and talents, pursuing goals, and seeking happiness.<sup id=\"cite_ref-Maslow,_A._1954_5-5\" class=\"reference\"><\/sup><\/li>\n<\/ul>\n<p>Furthermore, this theory is a key foundation in understanding how drive and motivation are correlated when discussing human behavior. Each of these individual levels contains a certain amount of internal sensation that must be met in order for an individual to complete their hierarchy.<sup id=\"cite_ref-:0_3-1\" class=\"reference\"><\/sup>\u00a0The goal in Maslow&#8217;s theory is to attain the fifth level or stage of\u00a0<strong>self-actualization.<\/strong><\/p>\n<div id=\"attachment_3288\" style=\"width: 741px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/09023731\/800px-Maslows_hierarchy_of_needs.png\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-3288\" class=\"wp-image-3288\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/09023731\/800px-Maslows_hierarchy_of_needs.png\" alt=\"Maslow's Hierarchy of Needs. At the bottom of the pyramid are physiological needs (food, water, shelter, warmth), then security needs (safety, employment, assets), social needs (family, friendship, intimacy, belonging), then esteem (self-worth, accomplishment, confidence), and lastly, self-actualization (inner fulfillment).\" width=\"731\" height=\"479\" \/><\/a><\/p>\n<p id=\"caption-attachment-3288\" class=\"wp-caption-text\"><strong>Figure 2<\/strong>. Diagram of\u00a0Maslow&#8217;s hierarchy of needs.\u00a0Maslow&#8217;s hierarchy of\u00a0needs\u00a0is often portrayed in the shape of a pyramid with the largest, most fundamental needs at the bottom and the need for\u00a0self-actualization\u00a0and transcendence at the top. In other words, the crux of the theory is that individuals\u2019 most basic needs must be met before they become motivated to achieve higher-level needs.<\/p>\n<\/div>\n<div class=\"textbox examples\">\n<h3>Watch It<\/h3>\n<p>Watch as Maslow&#8217;s hierarchy of needs comes to life in this quick video.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-3\" title=\"Maslow&#39;s Hierarchy of Needs\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/O-4ithG_07Q?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<\/div>\n<div class=\"textbox tryit\">\n<h3>Try It#<\/h3>\n<p>\t<iframe id=\"lumen_assessment_16529\" class=\"resizable\" src=\"https:\/\/assessments.lumenlearning.com\/assessments\/load?assessment_id=16529&#38;embed=1&#38;external_user_id=&#38;external_context_id=&#38;iframe_resize_id=lumen_assessment_16529\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:400px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<h2>Contextual Perspectives: A Broad Approach to Development<\/h2>\n<p>The<b> contextual perspective\u00a0<\/b>considers the relationship between individuals and their physical, cognitive, and social worlds. It also examines socio-cultural and environmental influences on development. We will focus on two major theorists who pioneered this perspective: Lev Vygotsky and Urie Bronfenbrenner.\u00a0Lev Vygotsky\u00a0was a Russian psychologist who is best known for his sociocultural theory. He believed that social interaction plays a critical role in children&#8217;s learning; through such social interactions, children go through a continuous process of scaffolded learning. Urie\u00a0Bronfenbrenner developed the ecological systems\u00a0theory\u00a0to explain how everything in a child and the child&#8217;s environment affects how a child grows and develops. He labeled different aspects or levels of the environment that influence children&#8217;s development.<\/p>\n<h3><strong>Vygotsky&#8217;s Sociocultural Theory:\u00a0Changes in thought with guidance<\/strong><\/h3>\n<div id=\"attachment_3314\" style=\"width: 227px\" class=\"wp-caption alignright\"><a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11105316\/434px-Lev-Semyonovich-Vygotsky-1896-1934.jpg\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-3314\" class=\"wp-image-3314 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11105316\/434px-Lev-Semyonovich-Vygotsky-1896-1934-217x300.jpg\" alt=\"Headshot of Vygotsky wearing a suit and tie. He has short brown hair, dark features, and no facial hair.\" width=\"217\" height=\"300\" \/><\/a><\/p>\n<p id=\"caption-attachment-3314\" class=\"wp-caption-text\"><strong>Figure 3<\/strong>. Lev Vygotsky, founder of the sociocultural theory, which emphasizes contextual factors in cognitive development.<\/p>\n<\/div>\n<p>Modern social learning theories stem from the work of Russian psychologist Lev Vygotsky, who produced his ideas as a reaction to existing conflicting approaches in psychology (Kozulin, 1990). Vygotsky\u2019s ideas are most recognized for identifying the role of social interactions and culture in the development of higher-order thinking skills. His theory is especially valuable for the insights it provides about the dynamic \u201cinterdependence between individual and social processes in the construction of knowledge\u201d (John-Steiner &amp; Mahn, 1996, p. 192). Vygotsky\u2019s views are often considered primarily as developmental theories, focusing on qualitative changes in behavior over time as attempts to explain unseen processes of development of thought, language, and higher-order thinking skills. Although Vygotsky\u2019s intent was mainly to understand higher psychological processes in children, his ideas have many implications and practical applications for learners of all ages.<\/p>\n<p>Three themes are often identified with Vygotsky\u2019s ideas of sociocultural learning: (1) human development and learning originate in social, historical, and cultural interactions, (2) use of psychological tools, particularly language, mediate development of higher mental functions, and (3) learning occurs within the Zone of Proximal Development. While we discuss these ideas separately, they are closely interrelated, non-hierarchical, and connected.<\/p>\n<p>Vygotsky&#8217;s\u00a0<strong>sociocultural theory<\/strong> emphasizes the importance of culture and interaction in the development of cognitive abilities. Vygotsky contended that thinking has social origins, social interactions play a critical role especially in the development of higher-order thinking skills, and cognitive development cannot be fully understood without considering the social and historical context within which it is embedded. He explained, \u201cEvery function in the child\u2019s cultural development appears twice: first, on the social level, and later, on the individual level; first between people (interpsychological) and then inside the child (intrapsychological)\u201d (Vygotsky, 1978, p. 57). \u00a0It is through working with others on a variety of tasks that a learner adopts socially shared experiences and associated effects and acquires useful strategies and knowledge (Scott &amp; Palincsar, 2013).<\/p>\n<p>Rogoff (1990) refers to this process as guided participation, where a learner actively acquires new culturally valuable skills and capabilities through a meaningful, collaborative activity with an assisting, more experienced other. It is critical to notice that these culturally mediated functions are viewed as being embedded in sociocultural activities rather than being self-contained. Development is a \u201ctransformation of participation in a sociocultural activity\u201d not a transmission of discrete cultural knowledge or skills (Matusov, 2015, p. 315).<\/p>\n<h4>Scaffolding and the Zone of Proximal Development<\/h4>\n<div id=\"attachment_3315\" style=\"width: 310px\" class=\"wp-caption alignleft\"><a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11114020\/070423-F-5271G-001.jpeg\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-3315\" class=\"wp-image-3315 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11114020\/070423-F-5271G-001-300x225.jpeg\" alt=\"Elementary children share their drawings with other classmates April 23 at Aviano Air Base, Italy. Each child drew a picture of using their hands in a positive way instead of using their hands to hit others. Students drew pictures of themselves making a cake, playing an instrument and shooting hoops. (U.S. Air Force photo\/Airman 1st Class Justin Goodrich)\" width=\"300\" height=\"225\" \/><\/a><\/p>\n<p id=\"caption-attachment-3315\" class=\"wp-caption-text\"><strong>Figure 4<\/strong>. According to \u00a0Vygotsky, children can develop cognitively in their understanding of the world and learn what is important in society through play and cooperation with others.<\/p>\n<\/div>\n<p>Vygotsky differed with Piaget in that he believed that a person not only has a set of abilities, but also a set of potential abilities that can be realized if given the\u00a0proper guidance from others.\u00a0He believed that through guided participation known as <strong>scaffolding<\/strong>, with a teacher or capable peer, a child can learn cognitive skills within a certain range known as the <strong>zone of proximal development<\/strong>. While Piaget\u2019s ideas of cognitive development assume that development through certain stages is biologically determined, originates in the individual, and precedes cognitive complexity, Vygotsky presents a different view in which learning drives development.\u00a0The idea of learning driving development, rather than being determined by the developmental level of the learner, fundamentally changes our understanding of the learning process and has significant instructional and educational implications (Miller, 2011).<\/p>\n<p>Have you ever taught a child to perform a task?\u00a0Maybe it was brushing their teeth or preparing food.\u00a0Chances are you spoke to them and described what you were doing while you demonstrated the skill and let them work along with you throughout the process.\u00a0You gave them assistance when they seemed to need it, but once they knew what to do-you stood back and let them go.\u00a0This\u00a0is scaffolding.\u00a0This\u00a0approach to teaching has also been adopted by educators.\u00a0Rather than assessing students on what they are doing, they should be understood in terms of what they are capable of doing with the proper guidance.<\/p>\n<p>This difference in assumptions has significant implications for the design and development of learning experiences. If we believe as Piaget did that development precedes learning, then we will make sure that new concepts and problems are not introduced until learners have developed innate capabilities to understand them. On the other hand, if we believe as Vygotsky did that learning drives development and that development occurs as we learn a variety of concepts and principles, recognizing their applicability to new tasks and new situations, then our instructional design will look very different.<\/p>\n<div class=\"textbox examples\">\n<h3>Watch It<\/h3>\n<p>Watch this video to learn more about Vygotsky&#8217;s theory of sociocultural development.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Vygotsky sociocultural development | Individuals and Society | MCAT | Khan Academy\" width=\"500\" height=\"375\" src=\"https:\/\/www.youtube.com\/embed\/-p_-0n2f35o?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<\/div>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>\t<iframe id=\"lumen_assessment_16530\" class=\"resizable\" src=\"https:\/\/assessments.lumenlearning.com\/assessments\/load?assessment_id=16530&#38;embed=1&#38;external_user_id=&#38;external_context_id=&#38;iframe_resize_id=lumen_assessment_16530\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:400px;\"><br \/>\n\t<\/iframe><\/p>\n<p>&nbsp;<\/p>\n<p>\t<iframe id=\"lumen_assessment_16531\" class=\"resizable\" src=\"https:\/\/assessments.lumenlearning.com\/assessments\/load?assessment_id=16531&#38;embed=1&#38;external_user_id=&#38;external_context_id=&#38;iframe_resize_id=lumen_assessment_16531\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:400px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<h3 id=\"firstHeading\" class=\"firstHeading\" lang=\"en\">Bronfenbrenner&#8217;s Ecological Systems Theory<\/h3>\n<p>Another psychologist who recognized the importance of the environment on development was American psychologist, Urie Bronfenbrenner (1917-2005), who formulated the <strong>ecological systems theory<\/strong> to explain how the inherent qualities of a child and their environment interact to influence how they will grow and develop.\u00a0The term &#8220;ecological&#8221; refers to a natural environment; human development is understood through this model as a long-lasting transformation in the way one perceives and deals with the environment. Bronfenbrenner&#8217;s ecological theory stresses the importance of studying children in the context of multiple environments because children typically find themselves\u00a0enmeshed simultaneously in different ecosystems. Each of these systems inevitably interact with and influence each other in every aspect of the child\u2019s life,\u00a0from the most intimate level to the broadest.\u00a0Furthermore, he eventually renamed his theory the<strong>\u00a0bioecological model<\/strong>\u00a0in order to recognize the importance of biological processes in development.<sup id=\"cite_ref-ceci_8-0\" class=\"reference\"><\/sup>\u00a0However, he only recognized biology as producing a person&#8217;s potential, with this potential being realized or not via environmental and social forces.<\/p>\n<p>An individual is impacted by <strong>microsystems<\/strong> such as parents or siblings; those who have direct, significant contact with the person.\u00a0The\u00a0input of those people is modified by the cognitive and biological state of the individual as well. These influence the person\u2019s actions, which in turn influence systems operating on them.\u00a0The\u00a0<strong>mesosystem<\/strong> includes larger organizational structures such as school, the family, or religion.\u00a0These institutions impact the microsystems just described.\u00a0For example, the religious teachings and traditions of a family may create a climate that makes the family feel stigmatized and this indirectly impacts the child\u2019s view of their self and others.\u00a0The\u00a0philosophy of the school system, daily routine, assessment methods, and other characteristics can affect the child\u2019s self-image, growth, sense of accomplishment, and schedule, thereby impacting the child physically, cognitively, and emotionally.\u00a0These mesosystems both influence and are influenced by the larger contexts of the community, referred to as the <strong>exosystem<\/strong>.\u00a0A community\u2019s values, history, and economy can impact the organizational structures it houses.\u00a0And the community is influenced by <strong>macrosystems<\/strong>, which are cultural elements such as global economic conditions, war, technological trends, values, philosophies, and a society\u2019s responses to the global community.\u00a0In sum, a child\u2019s experiences are shaped by larger forces such as the family, school, religion, and culture.\u00a0All of this occurs within the relevant historical context and timeframe, or <strong>chronosystem<\/strong>.\u00a0<span style=\"background-color: #ffffff;\">The chronosystem is made up of the environmental events and transitions that occur throughout a child\u2019s life, including any socio-historical events. This system consists of all the experiences that a person has had during their lifetime. <\/span><\/p>\n<div id=\"attachment_3316\" style=\"width: 517px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11134153\/Bronfenbrenners_Ecological_Theory_of_Development_English.jpg\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-3316\" class=\"wp-image-3316 size-full\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/11134153\/Bronfenbrenners_Ecological_Theory_of_Development_English.jpg\" alt=\"Image of Brofenbrenner's system, displayed as a target. In the center circle is an individual, then the microsystem, the mesosystem, the exosystem, and the macrosystem.\" width=\"507\" height=\"482\" \/><\/a><\/p>\n<p id=\"caption-attachment-3316\" class=\"wp-caption-text\"><strong>Figure 5<\/strong>. Brofenbrenner&#8217;s ecological theory emphasizes the influence of microsystems, mesosystems, exosystems, and the macrosystems on an individual. Not pictured is the chronosystem, or the historical context and timeframe which provides the context for all the other systems.\u00a0The chronosystem includes environmental events, major life transitions, and historical events.<\/p>\n<\/div>\n<div class=\"textbox examples\">\n<h3>Watch It<\/h3>\n<p>This short video from Professor Rachelle Tannenbaum of Anne Arundel Community College explains and gives examples of Brofenbrenner&#8217;s theory.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-2\" title=\"Bronfenbrenner&#39;s ecological theory\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/HV4E05BnoI8?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<\/div>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>\t<iframe id=\"lumen_assessment_16532\" class=\"resizable\" src=\"https:\/\/assessments.lumenlearning.com\/assessments\/load?assessment_id=16532&#38;embed=1&#38;external_user_id=&#38;external_context_id=&#38;iframe_resize_id=lumen_assessment_16532\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:400px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<h2>The Evolutionary Perspective: Genetic Inheritance from our Ancestors<\/h2>\n<h3>The fundamentals of the evolutionary perspective<\/h3>\n<div id=\"attachment_3835\" style=\"width: 189px\" class=\"wp-caption alignright\"><a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/21183944\/charles-robert-darwin-629111.jpg\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-3835\" class=\"wp-image-3835\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/21183944\/charles-robert-darwin-629111-234x300.jpg\" alt=\"Portrait of Charles Darwin.\" width=\"179\" height=\"230\" \/><\/a><\/p>\n<p id=\"caption-attachment-3835\" class=\"wp-caption-text\"><strong>Figure 6.\u00a0<\/strong> A portrait of Charles Robert Darwin.\u00a0<em><span style=\"color: #6f6f6f; font-size: 1.15em; text-align: initial;\">In the distant future I see open fields for far more important researches. Psychology will be based on a new foundation, that of the necessary acquirement of each mental power and capacity by gradation.\u00a0<\/span><\/em><span style=\"font-size: 0.9em; text-align: justify;\">\u2014\u2009<\/span><cite style=\"text-align: justify;\"><cite class=\"citation\">Darwin, Charles (1859).\u00a0<span class=\"cs1-ws-icon\" title=\"s:Page:Origin_of_Species_1859_facsimile.djvu\/500\"><i>The Origin of Species<\/i>\u00a0<\/span>. p.\u00a0488 \u2013 via\u00a0Wikisource<\/cite><\/cite><\/p>\n<\/div>\n<div>One very influential approach in understanding human development is the evolutionary perspective, the final developmental perspective that we will consider. This perspective seeks to identify behavior that is the result of our genetic inheritance from our ancestors.\u00a0<b>Evolutionary psychology<\/b>\u00a0is a theoretical approach in the\u00a0social\u00a0and\u00a0natural sciences\u00a0that examines psychological structure from a modern\u00a0evolutionary\u00a0perspective. It seeks to identify which human psychological traits are evolved\u00a0adaptations\u00a0\u2013 that is, the functional products of\u00a0natural selection\u00a0or\u00a0sexual selection in human evolution.<\/div>\n<div><\/div>\n<div>David M. Buss\u00a0is an\u00a0evolutionary psychologist\u00a0at the\u00a0University of Texas at Austin, theorizing and researching human\u00a0sex differences\u00a0in mate selection. The primary topics of his research include male mating strategies, conflict between the sexes,\u00a0social status, social reputation, prestige, the emotion of\u00a0jealousy,\u00a0homicide, anti-homicide defenses, and\u2014most recently\u2014stalking. All of these are approached from an evolutionary perspective.<\/div>\n<div><\/div>\n<div>\n<p>Evolutionary psychology has its historical roots in\u00a0Charles Darwin&#8217;s theory of natural selection.<sup id=\"cite_ref-Psychology_5-2\" class=\"reference\"><\/sup>\u00a0In\u00a0<i>The Origin of Species<\/i>, Darwin predicted that psychology would develop an evolutionary basis, and\u00a0<span style=\"font-size: 1em; text-align: initial;\">that a process of natural selection creates traits in a species that are adaptive to its environment.<\/span><\/p>\n<p><span style=\"font-size: 1em; text-align: initial;\">Using Darwin\u2019s\u00a0arguments, evolutionary approaches<\/span><span style=\"font-size: 1em; text-align: initial;\">\u00a0claim that one&#8217;s genetic inheritance not only determine such physical traits as skin and eye color, but also certain personality traits and social behaviors. For example, some evolutionary developmental psychologists suggest that behavior such as shyness and jealousy may be produced in part by genetic causes, presumably because they helped increase the survival rates of human&#8217;s ancient relatives.<a class=\"footnote\" title=\"David M. Buss The Evolution of Desire: Strategies of Human Mating BasicBooks, Jun 25, 2003\" id=\"return-footnote-2702-1\" href=\"#footnote-2702-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a><a class=\"footnote\" title=\"Buss, A.H 2012 Pathways to individuality: evolution and development of personality traits. Washington, DC: American psychological Association\" id=\"return-footnote-2702-2\" href=\"#footnote-2702-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a><a class=\"footnote\" title=\"Easton, JM., Schipper, L., And Shackleford, T. 2007 morbid jealousy from an evolutionary psychological perspective. Evolution and human behavior, 28, 399 \u2013402\" id=\"return-footnote-2702-3\" href=\"#footnote-2702-3\" aria-label=\"Footnote 3\"><sup class=\"footnote\">[3]<\/sup><\/a><\/span><\/p>\n<\/div>\n<h3>Lorenz and Imprinting<\/h3>\n<div>\n<div id=\"attachment_4525\" style=\"width: 405px\" class=\"wp-caption alignleft\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-4525\" class=\"wp-image-4525\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2019\/04\/10033710\/20090426_Parc_Paradisio_0357.jpg\" alt=\"Baby graylag geese.\" width=\"395\" height=\"297\" \/><\/p>\n<p id=\"caption-attachment-4525\" class=\"wp-caption-text\"><strong>Figure 7<\/strong>. Through a process known as imprinting, birds who leave the nest early attach to the first moving object they see.<\/p>\n<\/div>\n<p class=\"auths\"><span style=\"font-size: 1em;\">The evolutionary perspective draws heavily on the field of <strong>ethology<\/strong>, which examines the ways in which our biological makeup influences our behavior.\u00a0<\/span><span style=\"font-size: 1em;\">The primary proponent of ethology was Konrad Lorenz, who discovered that newborn geese are genetically pre-programmed to become attached to the first moving object they see after birth.\u00a0<\/span><span style=\"font-size: 1em;\">Lorenz&#8217;s work led developmentalists to consider the ways in which human behavior might reflect inborn genetic patterns. Working with geese, he investigated the principle of\u00a0imprinting<strong>,<\/strong> the process by which some\u00a0nidifugous\u00a0birds (i.e. birds that leave their nest early) bond instinctively with the first moving object that they see within the first hours of hatching. Although Lorenz did not discover the topic, he became widely known for his descriptions of imprinting as an instinctive bond.\u00a0<\/span><\/p>\n<p class=\"auths\"><span style=\"font-size: 1em;\">In\u00a0psychology\u00a0and\u00a0ethology,\u00a0<b>imprinting<\/b>\u00a0is any kind of phase-sensitive\u00a0learning\u00a0(learning occurring at a particular age or a particular life stage) that is rapid and apparently independent of the consequences of behavior. It was first used to describe situations in which an animal or person learns the characteristics of some stimulus, which is therefore said to be &#8220;imprinted&#8221; onto the subject. Imprinting is hypothesized to have a\u00a0critical period.<\/span><\/p>\n<h3 class=\"auths\">Behavioral Genetics<\/h3>\n<p class=\"auths\"><span style=\"font-size: 1em;\">The evolutionary perspective encompasses one of the fastest-growing areas within the field of lifespan development: behavioral genetics. <strong>Behavioral genetics<\/strong>\u00a0is a field of\u00a0scientific\u00a0research\u00a0that uses\u00a0genetic\u00a0methods\u00a0to investigate the\u00a0nature and origins\u00a0of\u00a0individual differences\u00a0in\u00a0behavior and\u00a0studies the effects of heredity on behavior. Behavioral geneticists strive to understand how we might inherit certain behavioral traits and how the environment influences whether we actually displayed those traits. It also considers how genetic factors may influence psychological disorders such as schizophrenia, depression and substance abuse.<a class=\"footnote\" title=\"Origins of the Social Mind: Evolutionary Psychology and Child Development, Bruce J. Ellis, David F. Bjorklund pp 3-18 New York Guilford Press, Jan 1, 2005\" id=\"return-footnote-2702-4\" href=\"#footnote-2702-4\" aria-label=\"Footnote 4\"><sup class=\"footnote\">[4]<\/sup><\/a><a class=\"footnote\" title=\"Rembis , M. 2009( re)defining disability in the \u201cgenetic age\u201d: behavioral genetics, \u201cnew\u201d eugenics and the future of impairment. Disability and society, 24, 585 - 597\" id=\"return-footnote-2702-5\" href=\"#footnote-2702-5\" aria-label=\"Footnote 5\"><sup class=\"footnote\">[5]<\/sup><\/a><a class=\"footnote\" title=\"PLOMIN, R., DEFRIES, J. C. , KnOPIK, V. S., &amp; NEIDERHISER, J. M. 2016. Top 10 replicated findings from behavioral genetics. Perspectives on psychological science, 11, 3\u201323.\" id=\"return-footnote-2702-6\" href=\"#footnote-2702-6\" aria-label=\"Footnote 6\"><sup class=\"footnote\">[6]<\/sup><\/a><\/span><\/p>\n<div class=\"textbox exercises\">\n<h3>Link to Learning<\/h3>\n<p>In Stanford professor and author of <em>Why Zebras Don&#8217;t Get Ulcers<\/em>, <a href=\"https:\/\/www.youtube.com\/watch?v=ORthzIOEf30\">Robert Sapolsky&#8217;s Ted Talk<\/a>, Sapolsky describes how our history and biology influence our behavior. This tour of our individual and collective history provides an enlightening overview of behavioral genetics.<\/p>\n<\/div>\n<h3>Criticisms of the Evolutionary Perspective<\/h3>\n<div><span style=\"font-size: 1em;\">There is a general acceptance that Darwin&#8217;s evolutionary theory provides an accurate description of basic genetic processes and that the evolutionary perspective is increasingly visible in the field of lifespan development. However, applications of the evolutionary perspective have been subjected to considerable criticism. Some developmental psychologists are concerned over too much emphasis on genetic and biological aspects of behavior and suggest that the evolutionary perspective places insufficient attention on environmental and social factors involved in producing children\u2019s and adults behavior. Other critics argue that there is no good way to experimentally test theories derived from this approach because humans evolved so long ago. For example, we may admit that jealousy helps individuals to survive more effectively, but how do we prove it. All things considered however, the evolutionary approach is continually stimulating research on how our biological inheritance at least partially influences our traits and behaviors.<a class=\"footnote\" title=\"Bjorklund, D. 2006 mother knows best, epigenetic inheritance, maternal effects, and the evolution of human intelligence. Developmental review, 26, 213 \u2013242.\" id=\"return-footnote-2702-7\" href=\"#footnote-2702-7\" aria-label=\"Footnote 7\"><sup class=\"footnote\">[7]<\/sup><\/a><a class=\"footnote\" title=\"Baptista, T., Aldana, E., Angeles , F., And Beaulieu , S. 2008. Evolution theory: an overview of its applications in psychiatry. Psychopathology, 41, 17 \u201327.\" id=\"return-footnote-2702-8\" href=\"#footnote-2702-8\" aria-label=\"Footnote 8\"><sup class=\"footnote\">[8]<\/sup><\/a><a class=\"footnote\" title=\"Del Giudice, M. 2015. Self-regulation in an evolutionary perspective. In G. E. Gendolla, M. Tops, S. L. Koole, G. E. Gendolla, M. Tops, &amp; S. L. Koole (Eds), Handbook of behavioral approaches to self-regulation. New York, New York: Springer science + business media\" id=\"return-footnote-2702-9\" href=\"#footnote-2702-9\" aria-label=\"Footnote 9\"><sup class=\"footnote\">[9]<\/sup><\/a><\/span><\/div>\n<\/div>\n<div>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>\t<iframe id=\"lumen_assessment_16533\" class=\"resizable\" src=\"https:\/\/assessments.lumenlearning.com\/assessments\/load?assessment_id=16533&#38;embed=1&#38;external_user_id=&#38;external_context_id=&#38;iframe_resize_id=lumen_assessment_16533\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:400px;\"><br \/>\n\t<\/iframe><\/p>\n<p>&nbsp;<\/p>\n<p>\t<iframe id=\"lumen_assessment_16534\" class=\"resizable\" src=\"https:\/\/assessments.lumenlearning.com\/assessments\/load?assessment_id=16534&#38;embed=1&#38;external_user_id=&#38;external_context_id=&#38;iframe_resize_id=lumen_assessment_16534\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:400px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<\/div>\n<h2>Comparing and Evaluating Lifespan Theories<\/h2>\n<p><span style=\"color: #333333;\">Developmental theories provide a set of guiding principles and concepts that describe and explain human development. Some developmental theories focus on the formation of a particular quality, such as Piaget&#8217;s theory of cognitive development. Other developmental theories focus on growth that happens throughout the lifespan, such as Erikson&#8217;s theory of psychosocial development. It would be natural to wonder which of the perspectives provides the most accurate account of human development, but clearly, each perspective is based on its own premises and focuses on different aspects of development. Many lifespan developmentalists use an eclectic approach, drawing on several perspectives at the same time because the same developmental phenomenon can be looked at from a number of perspectives.<\/span><\/p>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p><iframe loading=\"lazy\" src=\"https:\/\/lumenlearning.h5p.com\/content\/1290798196103649038\/embed\" width=\"1088\" height=\"637\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><script src=\"https:\/\/lumenlearning.h5p.com\/js\/h5p-resizer.js\" charset=\"UTF-8\"><\/script><\/p>\n<\/div>\n<p>In the table below, we&#8217;ll review some of the major theories that you learned about in this module. Recall that three key issues considered in human development examine if development is continuous or discontinuous, if it is the same for everyone or distinct for individuals (one course of development or many), and if development is more influenced by nature or by nurture. The table below reviews how each of these major theories approaches each of these issues.<\/p>\n<table style=\"border-collapse: collapse; width: 141.781%; height: 132px;\">\n<tbody>\n<tr>\n<td style=\"width: 157.823%;\" colspan=\"6\"><strong>Table 1. Major Theories in Human Development<a class=\"footnote\" title=\"Berk, L. E. (1998). &quot;Stances of Major Theories on Basic Issues in Human Development.&quot;Development through the lifespan. Boston: Allyn and Bacon. p. 26.\" id=\"return-footnote-2702-10\" href=\"#footnote-2702-10\" aria-label=\"Footnote 10\"><sup class=\"footnote\">[10]<\/sup><\/a><\/strong><\/td>\n<\/tr>\n<tr style=\"height: 12px;\">\n<td style=\"width: 22.932%; height: 12px;\">\n<h3><strong>Theory<\/strong><\/h3>\n<\/td>\n<td style=\"width: 46.6113%; height: 12px;\">\n<h3><strong>Major ideas<\/strong><\/h3>\n<\/td>\n<td style=\"width: 1.04275%;\">\n<h3><strong>Continuous or discontinuous development?<\/strong><\/h3>\n<\/td>\n<td style=\"width: 16.5832%;\">\n<h3><strong>One course of development or many?<\/strong><\/h3>\n<\/td>\n<td style=\"width: 1.04275%;\">\n<h3><strong>More influenced by nature or nurture?<\/strong><\/h3>\n<\/td>\n<td style=\"width: 69.6109%; height: 12px;\">\n<h3><strong>Major Theorist(s)\u00a0<\/strong><\/h3>\n<\/td>\n<\/tr>\n<tr style=\"height: 12px;\">\n<td style=\"width: 22.932%; height: 12px;\">Psychosexual theory<\/td>\n<td style=\"width: 46.6113%; height: 12px;\">Behavior is motivated by inner forces, memories, and conflicts that are generally beyond people&#8217;s awareness and control. Emphasizes the unconscious, defense mechanisms, and influences of the id, ego, and superego.<\/td>\n<td style=\"width: 1.04275%;\">Discontinuous; there are distinct stages of development<\/td>\n<td style=\"width: 16.5832%;\">One course; stages are universal for everyone<\/td>\n<td style=\"width: 1.04275%;\">Both; natural impulses combined with early childhood experiences impact development<\/td>\n<td style=\"width: 69.6109%; height: 12px;\">Sigmund Freud<\/td>\n<\/tr>\n<tr style=\"height: 12px;\">\n<td style=\"width: 22.932%; height: 12px;\">Psychosocial theory<\/td>\n<td style=\"width: 46.6113%; height: 12px;\">A person negotiates biological and sociocultural influences as they move through eight stages, each characterized by a psychosocial crisis:\u00a0\u00a0trust vs. mistrust, autonomy vs. shame\/doubt,\u00a0initiative vs. guilt,\u00a0industry vs. inferiority,\u00a0\u00a0identity vs. role confusion,\u00a0intimacy vs. isolation, generativity vs. stagnation, ego integrity vs. despair.<\/td>\n<td style=\"width: 1.04275%;\">Discontinuous; there are distinct stages of development<\/td>\n<td style=\"width: 16.5832%;\">One course; stages are universal for everyone<\/td>\n<td style=\"width: 1.04275%;\">Both; natural impulses combined with sociocultural experiences impact development<\/td>\n<td style=\"width: 69.6109%; height: 12px;\">Erik Erikson<\/td>\n<\/tr>\n<tr style=\"height: 12px;\">\n<td style=\"width: 22.932%; height: 12px;\">Classical conditioning<\/td>\n<td style=\"width: 46.6113%; height: 12px;\">Learning by the association of a response with a stimulus; a person comes to respond in a particular way to a neutral stimulus that normally does not bring about that type of response.<\/td>\n<td style=\"width: 1.04275%;\">Continuous; learning is ongoing without distinct stages<\/td>\n<td style=\"width: 16.5832%;\">Many courses; learned behaviors vary by person<\/td>\n<td style=\"width: 1.04275%;\">Mostly nurture; behavior is conditioned<\/td>\n<td style=\"width: 69.6109%; height: 12px;\">Ivan Pavlov, John Watson<\/td>\n<\/tr>\n<tr style=\"height: 12px;\">\n<td style=\"width: 22.932%; height: 12px;\">Operant conditioning<\/td>\n<td style=\"width: 46.6113%; height: 12px;\">Learning that occurs when a voluntary response is strengthened or weakened by its association with positive or negative consequences. Rewards and punishments can strengthen or discourage behaviors.<\/td>\n<td style=\"width: 1.04275%;\">Continuous; learning is ongoing without distinct stages<\/td>\n<td style=\"width: 16.5832%;\">Many courses; learned behaviors vary by person<\/td>\n<td style=\"width: 1.04275%;\">Mostly nurture; behavior is conditioned<\/td>\n<td style=\"width: 69.6109%; height: 12px;\">B.F. Skinner<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 22.932%;\">Social cognitive theory (social learning theory)<\/td>\n<td style=\"width: 46.6113%;\">Learning occurs in a social context; considering the relationship between the environment and a person&#8217;s behavior. Learning can occur through observation.<\/td>\n<td style=\"width: 1.04275%;\">Continuous; learning is gradual and ongoing without distinct stages<\/td>\n<td style=\"width: 16.5832%;\">Many courses; learned behaviors vary by person<\/td>\n<td style=\"width: 1.04275%;\">Mostly nurture; behavior is observed and learned<\/td>\n<td style=\"width: 69.6109%;\">Albert Bandura<\/td>\n<\/tr>\n<tr style=\"height: 12px;\">\n<td style=\"width: 22.932%; height: 12px;\">Piaget&#8217;s theory of cognitive development<\/td>\n<td style=\"width: 46.6113%; height: 12px;\">A theory about how people come to gradually acquire, construct, and use knowledge and information. It describes cognitive development through four distinct stages: sensorimotor, preoperational, concrete, and formal.<\/td>\n<td style=\"width: 1.04275%;\">Discontinuous; there are distinct stages of development<\/td>\n<td style=\"width: 16.5832%;\">One course; stages are universal for everyone<\/td>\n<td style=\"width: 1.04275%;\">Both;\u00a0natural impulses combined with experiences that challenge the existing schemas<\/td>\n<td style=\"width: 69.6109%; height: 12px;\">Jean Piaget<\/td>\n<\/tr>\n<tr style=\"height: 12px;\">\n<td style=\"width: 22.932%; height: 12px;\">Information processing<\/td>\n<td style=\"width: 46.6113%; height: 12px;\">A theory that seeks to identify the ways individuals take in, use, and store information (sometimes compared to a computer). It is based on the idea that humans process the information they receive, rather than merely respond to stimuli.<\/td>\n<td style=\"width: 1.04275%;\">Continuous; cognitive development is gradual and ongoing without distinct stages<\/td>\n<td style=\"width: 16.5832%;\">One course; the model applies to everyone<\/td>\n<td style=\"width: 1.04275%;\">Both;\u00a0natural cognitive development combined with experiences of processing information in new and different ways<\/td>\n<td style=\"width: 69.6109%; height: 12px;\">Richard Atkinson, Richard Shiffrin<\/td>\n<\/tr>\n<tr style=\"height: 12px;\">\n<td style=\"width: 22.932%; height: 12px;\">Humanistic theories<\/td>\n<td style=\"width: 46.6113%; height: 12px;\">Theories that emphasizes an individual\u2019s inherent drive towards self-actualization and contend that people have a natural capacity to make decisions about their lives and control their own behavior. Key terms and concepts include unconditional positive regard, striving for &#8220;the good life,&#8221; and the hierarchy of needs.<\/td>\n<td style=\"width: 1.04275%;\">Continuous;\u00a0development is ongoing without distinct stages and can be multidirectional depending on environmental circumstances<\/td>\n<td style=\"width: 16.5832%;\">Mostly one course; Maslow&#8217;s hierarchy of needs is universally applied, but there is an individual course for self-actualization<\/td>\n<td style=\"width: 1.04275%;\">Mostly nurture;\u00a0development is influenced by environmental circumstances and social interactions<\/td>\n<td style=\"width: 69.6109%; height: 12px;\">Carl Rogers, Abraham Maslow<\/td>\n<\/tr>\n<tr style=\"height: 12px;\">\n<td style=\"width: 22.932%; height: 12px;\">Sociocultural theory<\/td>\n<td style=\"width: 46.6113%; height: 12px;\">Vygotsky&#8217;s theory that emphasizes how cognitive development proceeds as a result of social interactions between members of a culture. Key terms and concepts include the zone of proximal development and scaffolding.<\/td>\n<td style=\"width: 1.04275%;\">Both, but mostly continuous as an individual learns and progresses<\/td>\n<td style=\"width: 16.5832%;\">Many courses; there are variations between individuals and cultures<\/td>\n<td style=\"width: 1.04275%;\">Both; development is influenced by\u00a0biological preparation and social experiences<\/td>\n<td style=\"width: 69.6109%; height: 12px;\">Lev Vygotsky<\/td>\n<\/tr>\n<tr style=\"height: 12px;\">\n<td style=\"width: 22.932%; height: 12px;\">Bioecological systems model<\/td>\n<td style=\"width: 46.6113%; height: 12px;\">Urie Bronfenbrenner&#8217;s theory stressing the importance of studying a child in the context of multiple environments, or ecological systems. It is organized into five levels of external influence: microsystem, mesosystem, exosystem, macrosystem, and chronosystem.<\/td>\n<td style=\"width: 1.04275%;\">Both; the influence of each system can be continuous or discontinuous depending on the system in question<\/td>\n<td style=\"width: 16.5832%;\">Many courses; the interaction of people and the environment varies<\/td>\n<td style=\"width: 1.04275%;\">Both; a person&#8217;s biological potential and the environment interact to impact development<\/td>\n<td style=\"width: 69.6109%; height: 12px;\">Urie Bronfenbrenner, Stephen Ceci<\/td>\n<\/tr>\n<tr style=\"height: 12px;\">\n<td style=\"width: 22.932%; height: 12px;\">Evolutionary psychology theory<\/td>\n<td style=\"width: 46.6113%; height: 12px;\">A theory that seeks to identify behavior that is a result of our genetic inheritance from our ancestors.<\/td>\n<td style=\"width: 1.04275%;\">Continuous; current behaviors have been shaped over multiple generations based on successful survival and reproduction<\/td>\n<td style=\"width: 16.5832%;\">Both; behavioral genetics show similarities across the species, but our unique family history also plays a role in development<\/td>\n<td style=\"width: 1.04275%;\">Both; our genetic history and biological impulses interact with life experiences to produce individual development and development across the history and future of the species<\/td>\n<td style=\"width: 69.6109%; height: 12px;\">Charles Darwin, David Buss, Konrad Lorenz, Robert Sapolsky<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>&nbsp;<\/p>\n<p><iframe loading=\"lazy\" src=\"https:\/\/lumenlearning.h5p.com\/content\/1290798217292106038\/embed\" width=\"1088\" height=\"637\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\" data-mce-fragment=\"1\"><\/iframe><script src=\"https:\/\/lumenlearning.h5p.com\/js\/h5p-resizer.js\" charset=\"UTF-8\"><\/script><\/p>\n<\/div>\n<div class=\"textbox key-takeaways\">\n<h3>glossary<\/h3>\n<div class=\"titlepage\">\n<dl>\n<dt>behavioral genetics:<\/dt>\n<dd>one of the fastest-growing areas within the field of lifespan development and studies the effects of heredity on behavior<\/dd>\n<dt>bioecological model:<\/dt>\n<dd>the perspective suggesting that multiple levels of the environment interact with biological potential to influence development<\/dd>\n<dt>chronosystem:<\/dt>\n<dd>the environmental events and transitions that occur throughout a child\u2019s life, including any socio-historical events<\/dd>\n<dt>congruence:<\/dt>\n<dd>an instance or point of agreement or correspondence between the ideal self and the real self in Rogers&#8217; humanistic personality theory<\/dd>\n<dt>contextual perspective:<\/dt>\n<dd>a theory that considers the relationship between individuals and their physical, cognitive, and social worlds<\/dd>\n<dt>ecological systems theory:<\/dt>\n<dd>Urie Bronfenbrenner&#8217;s theory stressing the importance of studying a child in the context of multiple environments, organized into five levels of external influence: microsystem, mesosystem, exosystem, macrosystem, and chronosystem<\/dd>\n<dt>exosystem:<\/dt>\n<dd>the larger contexts of the community, including the values, history, and economy<\/dd>\n<dt>ethology:<\/dt>\n<dd>the study of behavior through a biological lens<\/dd>\n<dt>evolutionary psychology:<\/dt>\n<dd>a field of study that seeks to identify behavior that is a result of our genetic inheritance from our ancestors<\/dd>\n<dt>humanism:<\/dt>\n<dd>a psychological theory that emphasizes an individual&#8217;s inherent drive towards self-actualization and contends that people have a natural capacity to make decisions about their lives and control their own behavior<\/dd>\n<dt>imprinting:<\/dt>\n<dd>in psychology and ethology, imprinting is any kind of phase-sensitive learning (learning occurring at a particular age or a particular life stage) that is rapid and apparently independent of the consequences of behavior<\/dd>\n<dt>macrosystem:<\/dt>\n<dd>cultural elements such as global economic conditions, war, technological trends, values, philosophies, and a society\u2019s responses to the global community which impact a community<\/dd>\n<dt>Maslow&#8217;s hierarchy of needs:<\/dt>\n<dd>a motivational theory in psychology comprising a five-tier model of human needs, often depicted as hierarchical levels within a pyramid. Needs lower down in the hierarchy must be satisfied before individuals are motivated to attend to needs higher up<\/dd>\n<dt>mesosystem:<\/dt>\n<dd>larger organizational structures such as school, the family, or religion<\/dd>\n<dt>microsystem:<\/dt>\n<dd>immediate surrounds including those who have direct, significant contact with the person, such as parents or siblings<\/dd>\n<dt>phenomenal field:<\/dt>\n<dd>our subjective reality, all that we are aware of, including objects and people as well as our behaviors, thoughts, images, and ideas<\/dd>\n<dt>scaffolding:<\/dt>\n<dd>a process in which adults or capable peers model or demonstrate how to solve a problem, and then step back, offering support as needed<\/dd>\n<dt>self-actualization:<\/dt>\n<dd>according to humanistic theory, the realizing of one\u2019s full potential can include creative expression, a quest for spiritual enlightenment, the pursuit of knowledge, or the desire to contribute to society. For Maslow, it is a state of self-fulfillment in which people achieve their highest potential in their own unique way<\/dd>\n<dt>sociocultural theory:<\/dt>\n<dd>Vygotsky&#8217;s theory that emphasizes how cognitive development proceeds as a result of social interactions between members of a culture<\/dd>\n<dt>zone of proximal development (ZPD):<\/dt>\n<dd>the difference between what a learner can do without help, and what they can do with help<\/dd>\n<\/dl>\n<\/div>\n<\/div>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-2702\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>The Humanistic, Contextual, and Evolutionary Perspectives of Development. <strong>Authored by<\/strong>: Sonja Ann Miller for Lumen Learning. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Modification, adaptation, and original content. <strong>Authored by<\/strong>: Sonja Ann Miller for Lumen Learning. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Comparing and Evaluating Lifespan Theories. <strong>Authored by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Brain. <strong>Authored by<\/strong>: johnhain. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/pixabay.com\/images\/id-954822\/\">https:\/\/pixabay.com\/images\/id-954822\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/cc0\">CC0: No Rights Reserved<\/a><\/em><\/li><li>Boundless Psychology. <strong>Provided by<\/strong>: Boundless. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/courses.lumenlearning.com\/boundless-psychology\/chapter\/humanistic-perspectives-on-personality\/\">https:\/\/courses.lumenlearning.com\/boundless-psychology\/chapter\/humanistic-perspectives-on-personality\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Maslow Hierarchy of Needs. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Maslow%27s_hierarchy_of_needs#cite_note-:0-3\">https:\/\/en.wikipedia.org\/wiki\/Maslow%27s_hierarchy_of_needs#cite_note-:0-3<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>The History of Psychology: Behaviorism and Humanism. <strong>Authored by<\/strong>: Lumen Learning. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/courses.lumenlearning.com\/waymaker-psychology\/chapter\/reading-behaviorism\/\">https:\/\/courses.lumenlearning.com\/waymaker-psychology\/chapter\/reading-behaviorism\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Hierarchy of needs image. <strong>Authored by<\/strong>:  AuthortJ. Finkelstein. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Maslow%27s_hierarchy_of_needs.png\">https:\/\/commons.wikimedia.org\/wiki\/File:Maslow%27s_hierarchy_of_needs.png<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Maslow&#039;s Hierarchy of Needs. <strong>Provided by<\/strong>: Sprouts. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.youtube.com\/watch?v=O-4ithG_07Q\">https:\/\/www.youtube.com\/watch?v=O-4ithG_07Q<\/a>. <strong>License<\/strong>: <em>Other<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><li>Psyc 200 Lifespan Psychology. <strong>Authored by<\/strong>: Laura Overstreet. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/opencourselibrary.org\/econ-201\/\">http:\/\/opencourselibrary.org\/econ-201\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Foundations of Learning and Instructional Design Technology information on Vygotsky. <strong>Authored by<\/strong>: Drew Polly, Bohdana Allman, Amanda Casto, Jessica Norwood. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/lidtfoundations.pressbooks.com\/chapter\/sociocultural-learning\/\">https:\/\/lidtfoundations.pressbooks.com\/chapter\/sociocultural-learning\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Bioecological Model. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Bioecological_model\">https:\/\/en.wikipedia.org\/wiki\/Bioecological_model<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Konrad Lorenz. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Konrad_Lorenz\">https:\/\/en.wikipedia.org\/wiki\/Konrad_Lorenz<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Charles Robert Darwin. <strong>Authored by<\/strong>: WikiImages. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/pixabay.com\/images\/id-62911\/\">https:\/\/pixabay.com\/images\/id-62911\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/cc0\">CC0: No Rights Reserved<\/a><\/em><\/li><li>Evolutionary Psychology. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Evolutionary_psychology\">https:\/\/en.wikipedia.org\/wiki\/Evolutionary_psychology<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>David Buss. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/David_Buss\">https:\/\/en.wikipedia.org\/wiki\/David_Buss<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Origin of Species Facsimile. <strong>Provided by<\/strong>: Wikisource. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikisource.org\/wiki\/Page:Origin_of_Species_1859_facsimile.djvu\/500\">https:\/\/en.wikisource.org\/wiki\/Page:Origin_of_Species_1859_facsimile.djvu\/500<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Behavioral Genetics. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Behavioural_genetics#Nature_of_genetic_influence\">https:\/\/en.wikipedia.org\/wiki\/Behavioural_genetics#Nature_of_genetic_influence<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Greylag geese. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Greylag_goose#\/media\/File:20090426_Parc_Paradisio_(0357).jpg\">https:\/\/en.wikipedia.org\/wiki\/Greylag_goose#\/media\/File:20090426_Parc_Paradisio_(0357).jpg<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">All rights reserved content<\/div><ul class=\"citation-list\"><li>Bronfenbrenner ecological theory. <strong>Authored by<\/strong>: Rachelle Tannenbaum. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.youtube.com\/watch?time_continue=173&#038;v=HV4E05BnoI8\">https:\/\/www.youtube.com\/watch?time_continue=173&#038;v=HV4E05BnoI8<\/a>. <strong>License<\/strong>: <em>Other<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><li>Vygotsky sociocultural development. <strong>Provided by<\/strong>: Khan Academy. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.youtube.com\/watch?v=-p_-0n2f35o&#038;feature=youtu.be\">https:\/\/www.youtube.com\/watch?v=-p_-0n2f35o&#038;feature=youtu.be<\/a>. <strong>License<\/strong>: <em>Other<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">Public domain content<\/div><ul class=\"citation-list\"><li>Lev Vygotsky. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Lev-Semyonovich-Vygotsky-1896-1934.jpg\">https:\/\/commons.wikimedia.org\/wiki\/File:Lev-Semyonovich-Vygotsky-1896-1934.jpg<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/pdm\">Public Domain: No Known Copyright<\/a><\/em><\/li><li>Children at school. <strong>Authored by<\/strong>: Airman 1st Class Justin Goodrich. <strong>Provided by<\/strong>: U.S. Air Force photo. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.af.mil\/News\/Article-Display\/Article\/127101\/program-gives-children-positive-outlets-for-problems\/\">https:\/\/www.af.mil\/News\/Article-Display\/Article\/127101\/program-gives-children-positive-outlets-for-problems\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/pdm\">Public Domain: No Known Copyright<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section><hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-2702-1\">David M. Buss The Evolution of Desire: Strategies of Human Mating BasicBooks, Jun 25, 2003 <a href=\"#return-footnote-2702-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-2702-2\">Buss, A.H 2012 Pathways to individuality: evolution and development of personality traits. Washington, DC: American psychological Association <a href=\"#return-footnote-2702-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><li id=\"footnote-2702-3\">Easton, JM., Schipper, L., And Shackleford, T. 2007 morbid jealousy from an evolutionary psychological perspective. Evolution and human behavior, 28, 399 \u2013402 <a href=\"#return-footnote-2702-3\" class=\"return-footnote\" aria-label=\"Return to footnote 3\">&crarr;<\/a><\/li><li id=\"footnote-2702-4\">Origins of the Social Mind: Evolutionary Psychology and Child Development, Bruce J. Ellis, David F. Bjorklund pp 3-18 New York Guilford Press, Jan 1, 2005 <a href=\"#return-footnote-2702-4\" class=\"return-footnote\" aria-label=\"Return to footnote 4\">&crarr;<\/a><\/li><li id=\"footnote-2702-5\">Rembis , M. 2009( re)defining disability in the \u201cgenetic age\u201d: behavioral genetics, \u201cnew\u201d eugenics and the future of impairment. Disability and society, 24, 585 - 597 <a href=\"#return-footnote-2702-5\" class=\"return-footnote\" aria-label=\"Return to footnote 5\">&crarr;<\/a><\/li><li id=\"footnote-2702-6\">PLOMIN, R., DEFRIES, J. C. , KnOPIK, V. S., &amp; NEIDERHISER, J. M. 2016. Top 10 replicated findings from behavioral genetics. Perspectives on psychological science, 11, 3\u201323. <a href=\"#return-footnote-2702-6\" class=\"return-footnote\" aria-label=\"Return to footnote 6\">&crarr;<\/a><\/li><li id=\"footnote-2702-7\">Bjorklund, D. 2006 mother knows best, epigenetic inheritance, maternal effects, and the evolution of human intelligence. Developmental review, 26, 213 \u2013242. <a href=\"#return-footnote-2702-7\" class=\"return-footnote\" aria-label=\"Return to footnote 7\">&crarr;<\/a><\/li><li id=\"footnote-2702-8\">Baptista, T., Aldana, E., Angeles , F., And Beaulieu , S. 2008. Evolution theory: an overview of its applications in psychiatry. Psychopathology, 41, 17 \u201327. <a href=\"#return-footnote-2702-8\" class=\"return-footnote\" aria-label=\"Return to footnote 8\">&crarr;<\/a><\/li><li id=\"footnote-2702-9\">Del Giudice, M. 2015. Self-regulation in an evolutionary perspective. In G. E. Gendolla, M. Tops, S. L. Koole, G. E. Gendolla, M. Tops, &amp; S. L. Koole (Eds), Handbook of behavioral approaches to self-regulation. New York, New York: Springer science + business media <a href=\"#return-footnote-2702-9\" class=\"return-footnote\" aria-label=\"Return to footnote 9\">&crarr;<\/a><\/li><li id=\"footnote-2702-10\">Berk, L. E. (1998). \"Stances of Major Theories on Basic Issues in Human Development.\"Development through the lifespan. Boston: Allyn and Bacon. p. 26. <a href=\"#return-footnote-2702-10\" class=\"return-footnote\" aria-label=\"Return to footnote 10\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":142337,"menu_order":4,"template":"","meta":{"_candela_citation":"[{\"type\":\"original\",\"description\":\"The Humanistic, Contextual, and Evolutionary Perspectives of Development\",\"author\":\"Sonja Ann Miller for Lumen Learning\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Brain\",\"author\":\"johnhain\",\"organization\":\"\",\"url\":\"https:\/\/pixabay.com\/images\/id-954822\/\",\"project\":\"\",\"license\":\"cc0\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Boundless Psychology\",\"author\":\"\",\"organization\":\"Boundless\",\"url\":\"https:\/\/courses.lumenlearning.com\/boundless-psychology\/chapter\/humanistic-perspectives-on-personality\/\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Maslow Hierarchy of Needs\",\"author\":\"\",\"organization\":\"Wikipedia\",\"url\":\"https:\/\/en.wikipedia.org\/wiki\/Maslow%27s_hierarchy_of_needs#cite_note-:0-3\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"The History of Psychology: Behaviorism and Humanism\",\"author\":\"Lumen Learning\",\"organization\":\"\",\"url\":\"https:\/\/courses.lumenlearning.com\/waymaker-psychology\/chapter\/reading-behaviorism\/\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Hierarchy of needs image\",\"author\":\" AuthortJ. Finkelstein\",\"organization\":\"Wikipedia\",\"url\":\"https:\/\/commons.wikimedia.org\/wiki\/File:Maslow%27s_hierarchy_of_needs.png\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Maslow\\'s Hierarchy of Needs\",\"author\":\"\",\"organization\":\"Sprouts\",\"url\":\"https:\/\/www.youtube.com\/watch?v=O-4ithG_07Q\",\"project\":\"\",\"license\":\"other\",\"license_terms\":\"Standard YouTube License\"},{\"type\":\"cc\",\"description\":\"Psyc 200 Lifespan Psychology\",\"author\":\"Laura Overstreet\",\"organization\":\"\",\"url\":\"http:\/\/opencourselibrary.org\/econ-201\/\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Modification, adaptation, and original content\",\"author\":\"Sonja Ann Miller for Lumen Learning\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"pd\",\"description\":\"Lev Vygotsky\",\"author\":\"\",\"organization\":\"Wikipedia\",\"url\":\"https:\/\/commons.wikimedia.org\/wiki\/File:Lev-Semyonovich-Vygotsky-1896-1934.jpg\",\"project\":\"\",\"license\":\"pd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Foundations of Learning and Instructional Design Technology information on Vygotsky\",\"author\":\"Drew Polly, Bohdana Allman, Amanda Casto, Jessica Norwood\",\"organization\":\"\",\"url\":\"https:\/\/lidtfoundations.pressbooks.com\/chapter\/sociocultural-learning\/\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"pd\",\"description\":\"Children at school\",\"author\":\"Airman 1st Class Justin Goodrich\",\"organization\":\"U.S. Air Force photo\",\"url\":\"https:\/\/www.af.mil\/News\/Article-Display\/Article\/127101\/program-gives-children-positive-outlets-for-problems\/\",\"project\":\"\",\"license\":\"pd\",\"license_terms\":\"\"},{\"type\":\"copyrighted_video\",\"description\":\"Bronfenbrenner ecological theory\",\"author\":\"Rachelle Tannenbaum\",\"organization\":\"\",\"url\":\"https:\/\/www.youtube.com\/watch?time_continue=173&v=HV4E05BnoI8\",\"project\":\"\",\"license\":\"other\",\"license_terms\":\"Standard YouTube License\"},{\"type\":\"copyrighted_video\",\"description\":\"Vygotsky sociocultural development\",\"author\":\"\",\"organization\":\"Khan Academy\",\"url\":\"https:\/\/www.youtube.com\/watch?v=-p_-0n2f35o&feature=youtu.be\",\"project\":\"\",\"license\":\"other\",\"license_terms\":\"Standard YouTube License\"},{\"type\":\"cc\",\"description\":\"Bioecological Model\",\"author\":\"\",\"organization\":\"Wikipedia\",\"url\":\"https:\/\/en.wikipedia.org\/wiki\/Bioecological_model\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Konrad Lorenz\",\"author\":\"\",\"organization\":\"Wikipedia\",\"url\":\"https:\/\/en.wikipedia.org\/wiki\/Konrad_Lorenz\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Charles Robert Darwin\",\"author\":\"WikiImages\",\"organization\":\"\",\"url\":\"https:\/\/pixabay.com\/images\/id-62911\/\",\"project\":\"\",\"license\":\"cc0\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Evolutionary Psychology\",\"author\":\"\",\"organization\":\"Wikipedia\",\"url\":\"https:\/\/en.wikipedia.org\/wiki\/Evolutionary_psychology\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"David Buss\",\"author\":\"\",\"organization\":\"Wikipedia\",\"url\":\"https:\/\/en.wikipedia.org\/wiki\/David_Buss\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Origin of Species Facsimile\",\"author\":\"\",\"organization\":\"Wikisource\",\"url\":\"https:\/\/en.wikisource.org\/wiki\/Page:Origin_of_Species_1859_facsimile.djvu\/500\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Behavioral Genetics\",\"author\":\"\",\"organization\":\"Wikipedia\",\"url\":\"https:\/\/en.wikipedia.org\/wiki\/Behavioural_genetics#Nature_of_genetic_influence\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Greylag geese\",\"author\":\"\",\"organization\":\"Wikipedia\",\"url\":\"https:\/\/en.wikipedia.org\/wiki\/Greylag_goose#\/media\/File:20090426_Parc_Paradisio_(0357).jpg\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Comparing and Evaluating Lifespan Theories\",\"author\":\"Lumen Learning\",\"organization\":\"\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"6656cf8d-aab9-414e-bd37-df030214c5eb","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-2702","chapter","type-chapter","status-publish","hentry"],"part":141,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hvcc-lifespandevelopment5\/wp-json\/pressbooks\/v2\/chapters\/2702","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hvcc-lifespandevelopment5\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hvcc-lifespandevelopment5\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-hvcc-lifespandevelopment5\/wp-json\/wp\/v2\/users\/142337"}],"version-history":[{"count":20,"href":"https:\/\/courses.lumenlearning.com\/suny-hvcc-lifespandevelopment5\/wp-json\/pressbooks\/v2\/chapters\/2702\/revisions"}],"predecessor-version":[{"id":6477,"href":"https:\/\/courses.lumenlearning.com\/suny-hvcc-lifespandevelopment5\/wp-json\/pressbooks\/v2\/chapters\/2702\/revisions\/6477"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hvcc-lifespandevelopment5\/wp-json\/pressbooks\/v2\/parts\/141"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hvcc-lifespandevelopment5\/wp-json\/pressbooks\/v2\/chapters\/2702\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hvcc-lifespandevelopment5\/wp-json\/wp\/v2\/media?parent=2702"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-hvcc-lifespandevelopment5\/wp-json\/pressbooks\/v2\/chapter-type?post=2702"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-hvcc-lifespandevelopment5\/wp-json\/wp\/v2\/contributor?post=2702"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-hvcc-lifespandevelopment5\/wp-json\/wp\/v2\/license?post=2702"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}