Comparison of approaches
Views on development:
Psychodynamic: most coherent theory of development, specific psychosexual
stages determined by age
Cognitive approach: stage theories within contributed to our understanding, as
get older form increasingly complex schemas
Biological approach: maturation is important whereby genetically determined
changes in a child’s physiological status influence psychological and behavioural
characteristics
Humanistic approach: see development of self as ongoing. Childhood important
in relation to unconditional positive regard
Behaviourist approach: don’t offer coherent stages, see processes that underpin
learning as continuous occurring at any age
Social learning theory: don’t offer coherent stages, see processes that underpin
learning as continuous occurring at any age
Nature vs nurture:
Psychodynamic approach: behaviour driven by biological drives and instincts but
relationships with parents also fundamental
Cognitive psychology: recognise many info processing abilities and schema are
innate and refined through experience
Biological approach: behaviour is result of genetic blueprint (genotype) through
the way it is expressed is influenced by the environment (phenotype)
Humanistic approach: regard parents, friends and wider society impact on
person self-concept
Behaviourist approach: blank slates at birth, all behaviour learned
Social learning theory: observation and imitation to learn
Reductionism:
Psychodynamic approach: reduces much of behaviour to influence of sexual
drives and biological instincts but personality often viewed as holistic
Cognitive approach: machine reductionism, presents people as info processing
systems
Biological approach: reductionist in way it explains human behaviour and
psychological states at level of gene or neuron
Humanistic approach: holistic approach, involves investigating all aspects of the
individual
Views on development:
Psychodynamic: most coherent theory of development, specific psychosexual
stages determined by age
Cognitive approach: stage theories within contributed to our understanding, as
get older form increasingly complex schemas
Biological approach: maturation is important whereby genetically determined
changes in a child’s physiological status influence psychological and behavioural
characteristics
Humanistic approach: see development of self as ongoing. Childhood important
in relation to unconditional positive regard
Behaviourist approach: don’t offer coherent stages, see processes that underpin
learning as continuous occurring at any age
Social learning theory: don’t offer coherent stages, see processes that underpin
learning as continuous occurring at any age
Nature vs nurture:
Psychodynamic approach: behaviour driven by biological drives and instincts but
relationships with parents also fundamental
Cognitive psychology: recognise many info processing abilities and schema are
innate and refined through experience
Biological approach: behaviour is result of genetic blueprint (genotype) through
the way it is expressed is influenced by the environment (phenotype)
Humanistic approach: regard parents, friends and wider society impact on
person self-concept
Behaviourist approach: blank slates at birth, all behaviour learned
Social learning theory: observation and imitation to learn
Reductionism:
Psychodynamic approach: reduces much of behaviour to influence of sexual
drives and biological instincts but personality often viewed as holistic
Cognitive approach: machine reductionism, presents people as info processing
systems
Biological approach: reductionist in way it explains human behaviour and
psychological states at level of gene or neuron
Humanistic approach: holistic approach, involves investigating all aspects of the
individual
