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CALP Theory Reviewer

Freud proposed three parts of the mind: conscious, preconscious, and unconscious. He also introduced the structural model of personality consisting of the id, ego, and superego. Additionally, he proposed five psychosexual stages of development. Piaget described four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. Erikson proposed eight psychosocial stages of development focused on developing trust, autonomy, initiative, identity, intimacy, generativity, and integrity. Kohlberg identified three stages of moral development centered around rewards/punishments, social norms, and ethical principles. Vygotsky emphasized social and cultural influences through the zone of

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CALP Theory Reviewer

Freud proposed three parts of the mind: conscious, preconscious, and unconscious. He also introduced the structural model of personality consisting of the id, ego, and superego. Additionally, he proposed five psychosexual stages of development. Piaget described four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. Erikson proposed eight psychosocial stages of development focused on developing trust, autonomy, initiative, identity, intimacy, generativity, and integrity. Kohlberg identified three stages of moral development centered around rewards/punishments, social norms, and ethical principles. Vygotsky emphasized social and cultural influences through the zone of

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Freud’s Psychoanalytic Theory:

Three parts of the mind: According to Freud, the mind is composed of three parts – the
conscious, preconscious, and unconscious. The conscious contains thoughts and
feelings that are currently in awareness, the preconscious contains thoughts and
feelings that are easily accessible but not currently in awareness, and the unconscious
contains thoughts, feelings, and memories that are repressed and not accessible to
consciousness.

Structural model of personality: Freud introduced the structural model of personality


consisting of three components – the id, ego, and superego. The id is the primitive and
instinctual part of personality, the ego is the rational and reality-oriented part of
personality, and the superego is the part of personality that represents internalized
ideals and values.

Psychosexual stages: Freud proposed that individuals go through five psychosexual


stages of development – the oral stage, the anal stage, the phallic stage, the latent
stage, and the genital stage. Each stage is characterized by a focus on different
erogenous zones and conflicts related to them.

Piaget’s Stages of Cognitive Development:

Sensorimotor stage: This stage spans from birth to two years old and is characterized
by the development of object permanence, or the understanding that objects continue to
exist even when they are not in sight.

Preoperational stage: This stage spans from two to seven years old and is
characterized by the development of symbolic thought, the ability to use symbols to
represent objects or concepts.

Concrete operational stage: This stage spans from seven to eleven years old and is
characterized by the development of logical thinking and the ability to perform concrete
operations.
Formal operational stage: This stage begins at age eleven and is characterized by the
development of abstract thinking and the ability to reason about hypothetical situations.

Erikson’s Psychosocial Theory of Development:

Trust vs. mistrust: This stage occurs in infancy and is characterized by the development
of trust in caregivers.

Autonomy vs. shame and doubt: This stage occurs in toddlerhood and is characterized
by the development of a sense of independence and autonomy.

Initiative vs. guilt: This stage occurs in early childhood and is characterized by the
development of a sense of initiative and the ability to take on new challenges.

Industry vs. inferiority: This stage occurs in middle childhood and is characterized by the
development of a sense of competence and mastery.

Identity vs. role confusion: This stage occurs in adolescence and is characterized by the
development of a sense of identity and the ability to make important life decisions.

Intimacy vs. isolation: This stage occurs in early adulthood and is characterized by the
development of close relationships and the ability to form intimate connections with
others.

Generativity vs. stagnation: This stage occurs in middle adulthood and is characterized
by the development of a sense of productivity and contribution to society.

Integrity vs. despair: This stage occurs in late adulthood and is characterized by the
development of a sense of acceptance and satisfaction with one’s life.

Kohlberg’s Stages of Moral Development:

Pre-conventional stage: This stage is characterized by a focus on rewards and


punishments. Individuals at this stage make moral decisions based on whether or not
an action will result in punishment or reward.
Conventional stage: This stage is characterized by a focus on social norms and
expectations. Individuals at this stage make moral decisions based on whether or not an
action is consistent with social norms and values.

Post-conventional stage: This stage is characterized by a focus on abstract principles


and ethical considerations. Individuals at this stage make moral decisions based on
universal ethical principles.

Vygotsky’s Socio-cultural Theory:

Zone of Proximal Development: Vygotsky’s sociocultural theory emphasizes the


importance of the social and cultural context in which development occurs. The zone of
proximal development refers to the range of tasks that a child can perform with
assistance from a more knowledgeable other, but cannot yet perform independently.
The zone of proximal development is important because it provides a way for children to
learn and acquire new skills through interactions with others.

Cognitive Load Theory: Cognitive load theory is a theory of how the brain processes
information and how cognitive load affects learning. The theory suggests that there are
three types of cognitive load: intrinsic, extraneous, and germane. Intrinsic cognitive load
is the inherent difficulty of the material being learned, extraneous cognitive load is
caused by external factors that interfere with learning, and germane cognitive load is the
mental effort needed to process the Information being learned.

Self-Determination Theory: Self-determination theory is a theory of motivation that


suggests that people are more likely to be motivated when their basic psychological
needs for autonomy, competence, and relatedness are met. Autonomy refers to the
need to feel in control of one’s actions, competence refers to the need to feel capable
and effective, and relatedness refers to the need to feel connected to others.

Social Learning Theory: Social learning theory suggests that people learn by observing
others and imitating their behaviors. The theory emphasizes the importance of
reinforcement and punishment in shaping behavior. Social learning theory also
suggests that people are more likely to imitate behaviors that they perceive as being
successful or rewarded.

Cognitive-Behavioral Theory: Cognitive-behavioral theory is a theory of how thoughts,


feelings, and behaviors are interconnected and influence each other. The theory
suggests that negative thoughts and beliefs can lead to negative emotions and
behaviors. Cognitive-behavioral therapy is a type of therapy that is based on this theory
and aims to help people identify and change negative patterns of thinking and behavior.

Humanistic Theory: Humanistic theory is a theory of psychology that emphasizes the


importance of personal growth and self-actualization. The theory suggests that people
have an innate drive to reach their full potential and to become the best version of
themselves. Humanistic psychology focuses on the subjective experience of the
individual and the importance of the individual’s unique perspective.

Bronfenbrenner’s Ecological Theory:

Microsystem: This level includes the immediate environment that a person interacts
with, such as family, school, and peers.

Mesosystem: This level includes the relationships between the components of the
microsystem, such as the relationship between the family and the school.

Exosystem: This level includes the social settings that indirectly influence an individual,
such as a parent’s workplace or the local government’s policies.

Macrosystem: This level encompasses the broader cultural and societal norms, values,
and beliefs that shape the other systems. It includes factors such as socioeconomic
status, political ideologies, and historical events.

Chronosystem: This level represents the changes and transitions that occur over time in
a person’s life and the broader social context. It includes both normative life transitions,
such as starting school or retiring, and non-normative transitions, such as the loss of a
loved one or a natural disaster.

According to Bronfenbrenner, development occurs as a result of the dynamic


interaction between an individual and their environment. The ecological theory
highlights the importance of considering the multiple systems and levels of influence
that shape an individual’s development, rather than focusing solely on individual traits or
behaviors. By understanding the complex interplay between an individual and their
environment, the ecological theory provides a framework for understanding how
different factors contribute to human development and offers insights into how to create
positive change.

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