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Theories of Development
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Critical Thinking Questions As in other psychological
fields of study, the area of developmental psychology consists of a number of different theoretical orientations. The one thing all of these theories have in common is their attempt to answer the questions "What are the factors
that influence human development?" and "How can developmental problems be ameliorated?"
At their most fundamental level, however, theories of human
development have traditionally taken two very different approaches: emphasizing biological influences such as physiology and genetics, known as "nature", or emphasizing environmental influences such as parenting,
personal experience and learning, and culture, known as "nurture". The dichotomy formed by these approaches has been labeled the "nature - nurture" controversy. Read the following articles which discuss
various positions on this topic and answer the following questions: What is the current status of the nature-nurture debate according to these articles? What do these articles have in common? What are their main differences? Which of
the theories discussed in the articles seems more reasonable to you? Why? Provide support for your answers. "An optimistic look at the nature-nurture controversy." Julius Segal. The Brown University Child and
Adolescent Behavior Letter, July 1998 v14 n7 pS1(2). "Experience, brain, and behavior: The importance of a head start." Leon Eisenberg. Pediatrics, May 1999 v103 i5 p1031(1). "Behavioral genetics and
evolutionary psychology: Unified perspective on personality research." Nancy L. Segal and Kevin B. MacDonald. Human Biology, April 1998 v70 n2 p159(26).
Research Questions
When doing research a scientist is usually guided by a theory or set of
theories. The researcher's theoretical orientation has influences on the research conducted in a variety of ways: it influences the questions the researcher asks, the methodology that the researcher chooses, and finally, it has an
effect on the explanations the researcher offers for the results of research. Below are two articles reporting research on the ability of infants to learn language. The processes through which this occurs are still hotly
debated between nativists (who view language acquisition as in innate ability) and behaviorists (who contend that language is learned through repeated exposure and reinforcement). After reading these articles answer the following
questions: What is the theoretical perspective taken by the authors of each paper? How might this have influenced the main points? How was infant memory or learning of language measured in the studies discussed? Can you think of other
methods for measuring infant learning of language? What conclusions might a researcher with a different theoretical perspective come to regarding the results of these studies? "Infants' memory for spoken words." Peter W.
Jusczyk and Elizabeth A. Hohne. Science, Sep 26, 1997 v277 n5334 p1984(3). "Learning rediscovered." (research on language learning by infants) Elizabeth Bates; Jeffrey Elman. Science,
Dec 13, 1996 v274 n5294 p1849(2).
Suggested Readings from Infotrac College Edition
"Lifespan psychology: Theory and
application to intellectual functioning." Paul B. Baltes, Ursula M. Staudinger and Ulman Lindenberger. Annual Review of Psychology, Annual 1999 p471(1). A discussion of the role of theory in research over the lifespan,
developed through a discussion of intellectual functioning. "Who are the Freudians?" Edith Kurzweil. Society, May-June 1999 v36 i4 p67(5). This is an article that examines the current status of
psychoanalytic theorists, and an apparent lack of unity within this once influential perspective. "Burying Freud and praising him: ambivalence over psychoanalysis fuels new examinations of his legacy." (Sigmund Freud)
Marci McDonald. U.S. News & World Report, Oct 19, 1998 v125 n25 p60(2). This article provides another look at Freud and the psychological perspective that he engendered. "Cognitive development: Children's
knowledge about the mind." John H. Flavell. Annual Review of Psychology, Annual 1999 p21(1). A scholarly discussion of three influential theories that have explained the development of children's knowledge of the mind. "Politics of biology: How the nature vs. nurture debate shapes public policy - and our view of ourselves." Wray Herbert. U.S. News & World Report, April 21, 1997 v122 n15 p72(7). An
article examining the effects that scientific explanations of development have on public policy and self-understanding for laypersons.