Professional Documents
Culture Documents
• How do systems
theories, in general,
conceptualize
development?
Contextual/Systems Theories
• Lev Vygotsky: Sociocultural
perspective
– Cognitive development is a
social process
– Problem solving aided by
dialogues
• Gottlieb: Evolutionary/Epigenetic
Systems
– Genes, neural activity,
behavior, and environment
mutually influential
– Normal genes and normal early
experiences most helpful
Learning Objectives
• What are the essential elements of Gottlieb’s
epigenetic psychobiological systems perspective of
development?
• What are the strengths and weaknesses of the
systems approaches to development?
Gottlieb – Developmental Psychobiology
• Interaction: Biological &
environmental influences
• Individual programmed
through evolution
• Current behavior results from
past adaptation
• Ethology: Behavior adaptive
to specific environments
– E.g., food scarcity creates Nomadic people in tents in Turkey
nomadic behaviors
– Species-specific behavior
of animals & humans
Gottlieb: Epigenesis
• Instinctual behavior may or may not occur
• Depends on early physical and social
environments
• Genes alone don’t influence behavior
• A system of interactions
• People develop in changing contexts
– Historical
– Cultural
Strengths and Weaknesses
• Strengths
– Stresses the interaction of
nature and nurture
• Weaknesses
– Only partially formulated
– and tested
– No coherent developmental
theory
Learning Objective
• How can we characterize the theories in general?
Participation Question 1 (from Box 2.1)
• Directions: Choose one option for each statement
and write down the corresponding letter.
Biological influences and learning experiences are
thought to contribute to development. Overall:
a. Biological factors contribute far more
b. Biological factors contribute somewhat more
c. Both biological and environmental factors
contribute equally
d. Environmental factors contribute somewhat more
e.Environmental factors contribute far more
Student Participation Question 2
Children are innately:
a. Mostly bad; they are born with basically
negative, selfish impulses
b. Neither good nor bad; they are tabula
rasae (blank slates)
c. Both good and bad; they are born with
predispositions that are both negative and
positive
d. Mostly good; they are born with many
positive tendencies
Student Participation Question 3
People are basically:
a. Active beings who are the prime determiners
of their own abilities and traits
b. Passive beings whose characteristics are
molded either by social influences (parents,
other significant people, and outside events)
or by biological changes beyond their control.
Student Participation Question 4
Development proceeds:
a. through stages so that the individual changes
rather abruptly into a different kind of person
than s/he was in an earlier stage
b. In a variety of ways – some stage-like, and
some gradual or continuous
c. Continuously – in small increments without
abrupt changes or distinct stages
Student Participation Question 5
When you compare the development of
different individuals, you see:
a. Many similarities: Children and adults
develop along universal paths and
experience similar changes at similar ages
b. Many differences: Different people often
undergo different sequences of change and
have widely different timetables of
development