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 Developmental Theory History

○ Researchers question what the mechanisms or underlying processes are
○ Before the 1950’s, developmental theory concentrated on children, a little into adolescence,
but rarely included adult development.
○ Nature versus Nurture debate: Is it genetics or is it environment?
 Three Models of individual-environment interactions
○ Organismic/Biological: Arnold Gessell: studied individual changes from maturational
processes as they unfold throughout life. Nature is the primary force.
○ Criticism: change occurs in leaps

○ Mechanistic/Environmental: John B Watson: individual future could be molded entirely

by environment provided by parents.
Nurture: is the primary force.
Criticism: difficult to study and generalize because there are no clear-cut stages.

○ Interactionist- interaction of nature and nurture

 Researchers begin using new terminology
 Multidimensionality-multiple plans in development so it is not possible to describe
in parallel steps.
 Reciprocity of development: individual influence and are influenced by the
environment they live in.
 Niche Picking: genetic and environmental factors work together to influence the
direction individual lives take.
 Biological Theories
1. Genes and DNA Perspective: inheritable characteristics are found in the genome
DNA holds the codes for the body to produce proteins needed to survive
Gene carries information used to produce proteins needed for various bodily
function.
Proteins vital to survival may become defective

2. Programmed Aging
Aging and thus death are built into our genes
Genes that drive reproduction and development when young drive declines in later life.
We have aging genes that are dormant but when activated the dying process begins.
○ Replicative senescence: loss of cells ability to reproduce
○ Studies show finite number of times (50 times a cell can replicate
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3. Random Error Aging
○ Free radical theory and role as antioxidants and caloric restriction
○ Unstable molecules due to loss of an electron damage cells.
○ Cross linking theory-form cross links where they are not suppose to.
○ Progeria: premature aging because of mutation of Lamin A. Holds information for cell
structure. About 1 in 4 million newborns affected by this genetic mutation. Cause
premature aging.
○

○ Summary of Biological Theories

 Psychological Theories
1. Erik Erikson’s Psychological Theory(1963) Development of the ego/self through 8 stages or
crisis over the entire life course.

○ Epigenetic Principle: need to complete one crisis before the next can begin since each stage
builds off those previous
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○ Stage 5: Identity Achievement versus Identity Diffusion

○ Stage 6: Intimacy versus Isolation- no romance partner, life long commitment
○ Stage 7: Generatively versus Stagnation-share wisdom
○ Stage 8: Ego Integrity versus Despair

2. Identity Process Theory

○ Identity  Threshold Experience Identity Assimilation  Identity Accommodation

○ Summary of Psychological Theories: Key is to understand changes that occur in an

individual’s self understanding.
Covers lifelong development
Development is seen as linear
Very conformist/universality
No real explanations of mechanisms
 Sociocultural Theories
1. Bronfenbrenner’s Ecological Perspective-identified multiple levels of the environmental that
interact with individuals processes of change.
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○ Individual
○ Microsystem
○ Mesosystem
○ Exosystem
○ Macrosystem
○ Chronosyste

2. Life Course Perspective: stresses importance of age-based norms roles , and attitudes in adult
development.
○ Social Clock- parent hood
 Career progress by 30, raise family in 30’s.

○ Disengagement Theory-the old person gradual retreats leadership roles, but as society
withdrawal there support.

○ Continuity Theory: when forced out of social roles against there will.

○ Summary of Sociocultural Theory: importance of looking at individuals lives in more than

one setting
Gives too little attention to biological and cognitive factors in development and does not
address the step by step developmental changes that are the focus of theories like Piaget’s
and Erickson’s