1. Watson's developmental psychology theory
Watson believes that the essence of psychology is behavior, and psychological consciousness belongs to behavior. All kinds of psychological phenomena are components or aspects of fiber, which can be expressed by objective stimulus-response, including advanced psychological activities such as thinking.
environmentalism
Watson's most prominent view on psychological development is environmental determinism. Mainly reflected in the following two aspects:
First, deny the role of heredity.
Watson clearly pointed out that psychology no longer needs the concept of instinct.
Second, exaggerate the role of environment and education.
Based on the stimulus-response formula, Watson believes that environment and education are the only conditions for behavior development.
First of all, Watson put forward an important conclusion, that is, the differences in childhood structure and training are enough to explain the differences in behavior later. Secondly, Watson put forward the omnipotence theory of education. Finally, Watson thinks that the decisive condition of learning is external stimulus.
Watson's environmental determinism has certain reference significance for education and teaching, but it infinitely exaggerates the role of environment and education, ignores the feelings of individual self-awareness, and is prone to problems, because environment and education are only a part of individual growth and development. I searched Watson's education for children online, and the result was not good. Although psychology is an unknown field to me, no matter what kind of research, we need to respect people's unique individuals.
(2) Research on children's emotional development.
Watson's research on psychological development mainly focuses on the theme of emotional development. In this respect, he focuses on the conditioned reflex formed by children on the basis of three noes, that is, non-learning emotional response, and he also attaches importance to the emotional behavior of children's jealousy and shame.
Skinner's developmental psychology theory.
The world falls into its own theoretical system, distinguishing between reaction behavior and operation behavior. It is time to call behavioral responses caused by observable stimuli reactive behaviors and behavioral responses caused by unobservable stimuli operational behaviors.
(A) the principle of strengthening the control of behavior. Skinner's operant conditioning emphasizes the principles of shaping, strengthening and fading, and strengthening in time.
First of all, in Skinner's view, reinforcement is the basis of shaping behavior. Secondly, reinforcement plays an important role in the development of behavior. Without reinforcement, behavior will fade, and behavior without reinforcement will fade easily. Finally, Kinner emphasized timely reinforcement, arguing that untimely reinforcement is not conducive to the development of human behavior.
In fact, this part of the theory is often used in our education and teaching. For example, we will praise those children who observe discipline at the beginning of school, such as sitting up straight and raising their hands in class. Under such constant shaping and strengthening, children will control their words and deeds according to the rules that everyone abides by. I agree with one thing here: the world suggests that punishment should be replaced by retrogression, and the positive role of reinforcement should be advocated. For example, for those children who deliberately make mistakes to attract attention, we just take it lightly, or even pretend not to see it, thus making the children's behavior gradually disappear.
(B) the actual control of children's behavior
Skinner attaches importance to applying his theory to practice. 1. The role of the incubator (try to avoid all bad external stimuli, create a behavioral environment suitable for children's development, and cultivate children's healthy body and mind. ) 2. Behavior correction. Pretend not to know about children's quarrels and quarrels, and don't strengthen children's bad behavior. This is similar to the observation and correction of bad behavior in a program "Super Nanny". 3. Learning machines and teaching procedures. (Behavior shaping, for large-scale education and teaching, it is more difficult to take good care of every child. Program teaching has a series of principles, such as presenting information in small steps, knowing the results in time, and students actively participating in learning. This is similar to the classroom teaching steps and timely feedback of learning results, but how to operate it needs in-depth research and data search.
Bandura's developmental psychology theory.
(a) observation, learning and its process. Observational learning is a basic concept of Bandura's social learning theory. The so-called observational learning is actually learning by observing the behavior and results of others.
Observational learning shows a certain process. Bandura believes that this process includes attention process, retention process, action reproduction process and motivation process. It should be the power of example. Seeing others' successful or praised behavior will strengthen and produce the tendency of the same behavior. If you see the behavior of failure or punishment, you will weaken or restrain the tendency of this behavior.
Self-reinforcing dependence and self-evaluation criteria. This standard of self-evaluation is established by children's response to their own behavior in a self-affirmation and self-criticism way according to whether their own behavior is comparable to others. This also depends on the evaluation of children by adults. Children establish their own evaluation through adult evaluation, and acquire self-evaluation ability and evaluation criteria. I think this has a lot to do with environmental impact.
(B) the role of social learning in the process of socialization.
Bandura's social learning theory discusses learning from the perspective of human sociality, emphasizing observational learning, and holds that the change of human behavior is not determined by individual internal factors or external environmental factors alone. Is determined by the interaction between the two. This theory holds that people create environmental conditions and experiences through their own actions. The created environmental conditions and experiences, as internal factors of individuals, in turn affect future behaviors.
This reflects the characteristics of human learning to a considerable extent and reveals the process of human learning. It has certain theoretical and practical value. However, although he attached importance to cognitive factors, he did not fully discuss them and lacked the necessary experimental basis. Therefore, his social learning theory has certain limitations.