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By definition the Psychoanalytic Theory describes development as a primarily unconscious and heavily colored by emotion....

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Thesis Statement For Developmental Psychology

Portions of this article were presented as a keynote speech, “A Transactional Analysis Theory of Methods,” and also as a workshop with Rebecca Trautmann, R.N., M.S.W., entitled “Inquiry, Attunement, and Involvement: The Application of Transactional Analysis Theory” at the 33rd Annual Conference of the International Transactional Analysis Association, San Francisco, California, August 11, 1995. The author gratefully acknowledges the members of the Professional Development Seminars of the Institute for Integrative Psychotherapy, New York, New York; Kent, Connecticut; Dayton, Ohio; Chicago, Illinois; and Indianapolis, Indiana, for their contributions in formulating the ideas in this article.

Jean Piaget was one who made a contribution with his theories on the cognitive development stages.

The most interesting response to crisis will be the search for arevised disciplinary matrix, a revision that will allow for theelimination of at least the most pressing anomalies and optimally thesolution of many outstanding, unsolved puzzles. Such a revisionwill be a scientific revolution. According to Popper the revolutionaryoverthrow of a theory is one that is logically required by ananomaly. According to Kuhn however, there are no rules for decidingthe significance of a puzzle and for weighing puzzles and theirsolutions against one another. The decision to opt for a revision of adisciplinary matrix is not one that is rationally compelled; nor isthe particular choice of revision rationally compelled. For thisreason the revolutionary phase is particularly open to competitionamong differing ideas and rational disagreement about their relativemerits. Kuhn does briefly mention that extra-scientific factors mighthelp decide the outcome of a scientific revolution—thenationalities and personalities of leading protagonists, for example(1962/1970a, 152–3). This suggestion grew in the hands of somesociologists and historians of science into the thesis that theoutcome of a scientific revolution, indeed of any step in thedevelopment of science, is always determined by socio-politicalfactors. Kuhn himself repudiated such ideas and his work makes itclear that the factors determining the outcome of a scientificdispute, particularly in modern science, are almost always to be foundwithin science, specifically in connexion with the puzzle-solvingpower of the competing ideas.

Thesis statement for developmental psychology - …

Thus the theoryis one of the most transformational of all those discussed, though limited to a specificdevelopmental period.

Kuhn's view as expressed in the passage quoted above depends uponmeaning holism—the claim that the meanings of terms areinterrelated in such a way that changing the meaning of one termresults in changes in the meanings of related terms: “To makethe transition to Einstein's universe, the whole conceptual web whosestrands are space, time, matter, force, and so on, had to be shiftedand laid down again on nature whole.” (1962/1970a, 149). Theassumption of meaning holism is a long standing one in Kuhn'swork. One source for this is the later philosophy ofWittgenstein. Another not unrelated source is the assumption of holismin the philosophy of science that is consequent upon the positivistconception of theoretical meaning. According to the latter, it is notthe function of the theoretical part of scientific language to referto and describe unobserved entities. Only observational sentencesdirectly describe the world, and this accounts for them having themeaning that they do. Theories permit the deduction of observationalsentences. This is what gives theoretical expressions theirmeaning. Theoretical statements cannot, however, be reduced toobservational ones. This is because, first, theoretical propositionsare collectively involved in the deduction of observationalstatements, rather than singly. Secondly, theories generatedispositional statements (e.g. about the solubility of a substance,about how they would appear if observed under certain circumstances,etc.), and dispositional statements, being modal, are not equivalentto any truth-function of (non-modal) observationstatements. Consequently, the meaning of a theoretical sentence is notequivalent to the meaning of any observational sentence or combinationof observational sentences. The meaning of a theoretical term is aproduct of two factors: the relationship of the theory or theories ofwhich it is a part to its observational consequences and the role thatparticular term plays within those theories. This is thedouble-language model of the language of science and was the standardpicture of the relationship of a scientific theory to the world whenKuhn wrote The Structure of Scientific Revolutions. Kuhn'schallenge to it lay not in rejecting the anti-realism implicit in theview that theories do not refer to the world but rather in underminingthe assumption that the relationship of observation sentence to theworld is unproblematic. By insisting on the theory-dependence ofobservation, Kuhn in effect argued that the holism of theoreticalmeaning is shared by apparently observational terms also, and for thisreason the problem of incommensurability cannot be solved by recourseto theory-neutral observation sentences.

The theory is shaped around 9different classes of developmental change that occur in the period from 2 to 4 years, howthe parent and child interaction is altered as a consequence of these changes, and howchanges in the child's representation of its world are carried through into each of thesestages.

Thesis statement on developmental theories - Universo …

One of the most well known developmental theories is Sigmund Freud’s psychosexual stages of development.

Winnicott, D. W. (1965). The maturational processes and the facilitating environment: Studies in the theory of emotional development. New York: International Universities Press.

Kuhn states that science does progress, even throughrevolutions (1962/1970a, 160ff.). The phenomenon of Kuhn-loss does, inKuhn's view, rule out the traditional cumulative picture ofprogress. The revolutionary search for a replacement paradigm isdriven by the failure of the existing paradigm to solve certainimportant anomalies. Any replacement paradigm had better solve themajority of those puzzles, or it will not be worth adopting in placeof the existing paradigm. At the same time, even if there is someKuhn-loss, a worthy replacement must also retain much of theproblem-solving power of its predecessor (1962/1970a, 169). (Kuhn doesclarify the point by asserting that the newer theory must retainpretty well all its predecessor's power to solve quantitativeproblems. It may however lose some qualitative, explanatory power(1970b, 20).) Hence we can say that revolutions do bring with them anoverall increase in puzzle-solving power, the number and significanceof the puzzles and anomalies solved by the revised paradigm exceedingthe number and significance of the puzzles-solutions that are nolonger available as a result of Kuhn-loss. Kuhn is quick to deny thatthere is any inference from such increases to improved nearness to thetruth ((1962/1970a, 170–1). Indeed he later denies that any sensecan be made of the notion of nearness to the truth (1970a,206). Rather, he favours an evolutionary view of scientific progress(1962/1970a, 170–3). The evolutionary development of an organismmight be seen as its response to a challenge set by itsenvironment. But that does not imply that there is some ideal form ofthe organism that it is evolving towards. Analogously, scienceimproves by allowing its theories to evolve in response to puzzles andprogress is measured by its success in solving those puzzles; it isnot measured by its progress towards to an ideal true theory.

His theory of cognitive development was as well studied as Freud's theory of psychosexual development was a generation before....
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    Each developmental theorist holds their own unique ideas and theories about various components of human development....

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    Baurmrind is a clinical and developmental psychologist that is known for her theory on parenting style.

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    They both focused on developing their theories to understand human personality and its development....

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Two of the organismic theorists have developed theories to understand humans’ psychological developments through their needs: Abraham Maslow, with his hierarchy of needs theory; and Henry Murray, and his psychogenic needs theory.

Theories and Practices of Development Studies | …

Developmental theory
Case Study Paper: This paper counts for 15% of the final grade. This paper should be no longer than 5 pages double spaced (1” margins, with 12 point,

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Although, contemporary developmental theories include adolescence, adulthood, and late adulthood, the theories early focus on childhood development makes this approach particularly useful when working with children....

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Surrey, J. L. (1985). The “self-in-relation”: A theory of women’s development. In Works in Progress (No. 13). Wellesley, MA: The Stone Center, Wellesley College.

developmental theories of parental contributors

The theory of cognitive development has made a significant impact throughout the history of psychology, and is still practiced and learned about today....

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