A group of white rats were divided into smart rats and dumb rats based on their maze-walking abilities. Smart rats were paired with smart rats, and dumb rats were paired with dumb rats. Finally, it was found that the performance difference between the smart group and the dumb group was obvious, which illustrates the influence of genetics on animal behavioral abilities.

advocates genetic determinism

Celebrity genealogy survey method: look at how many celebrities are among the relatives of celebrities and how many celebrities are among the relatives of ordinary people. It turns out that the proportion of famous celebrities in the two groups is very different.

Twin study design

自然环境

社会环境

Harlow

Mohsen

direct impact

Indirect effects

Views held by more contemporary researchers

Heredity is the necessary material prerequisite for psychological development, and lays the innate foundation for individual differences in psychological development. It stipulates the high and low limits of development, but it cannot limit the development process and the level achieved.

Within the limits prescribed by heredity, a child's level of development is determined by the environment

The relative effects of heredity and environment on psychological development have different effects at different stages and fields of individual development.

Developmental psychology theories that emphasize "environmental factors," such as behaviorism and social learning theory, hold this view

Development is only the accumulation of quantity, that is, a small and gradual process. There are no stages.

Developmental psychology theories that emphasize "genetic factors", such as maturity theory, Piaget's epistemology, and the new and old psychoanalytic theories of Freud and Erikson, all hold this view.

Development has stages and leaps, unfolding in the form of new behavioral patterns. During a specific period of development, thoughts, emotions, and behaviors all undergo qualitative changes.

Psychological development is the unity of continuity and stages

universality

Diversity

Goslings and ducklings regard the first person they see after birth as their mother

wolf boy

Maturation (the growth of the organism, especially the maturation of the brain and nervous system)

Natural experience (obtained through contact with the external environment)

Social experience (obtained during social interaction and social transmission)

balance

Schema (core concept)

assimilation

adapt

balance

At this stage, children form some low-level behavior diagrams during activities, and use them to adapt to and further explore the external environment. Among them, grabbing by hand and sucking by mouth are their main means of exploring the world around them (relying on perception). and movements, etc. to understand the surrounding world. Through feelings and movements, babies realize that they and others, themselves and objects exist separately)

Piaget believed that children will only show planned actions in the later stages of the sensorimotor stage. This kind of action shows that children have formed the ability to mentally represent events. However, some researchers have proven that children can mentally represent events. The age of maintaining representations or representations of objects and using representations to organize their behavior in advance predates Piaget's age. Piaget also pointed out that delayed imitation can prove that children already have memory representations of things they have seen previously, but research has proven that children as young as six weeks old can imitate behaviors they have seen the day before.

During this stage, children's speech and concepts develop at an alarming rate

Features

two sub-stages

Teaching suggestions

Children at primary school level are already able to accept conservation issues

Older children in the concrete operational stage can respond to implicit essences. Preschool children only understand what they see with their eyes and do not have the ability to infer the real meaning behind what they see.

The formation of serialization (arranging things in a certain logical order) to transitivity (understanding the relationship between two objects and a third object, and inferring the relationship between two objects accordingly)

Class containment ability: the ability to re-establish the relationship between parts and the whole, and the ability to pay attention to two types of things at the same time

At this stage, individuals are no longer limited to reasoning about specific experiences, but think in a more abstract, idealized, and logical way.

Features

contribute

meaning of education

Piaget underestimated the cognitive abilities of children and overestimated those of adolescents

ability

effort

task difficulty

luck

physical and mental condition

other

can be summarized as

Predicting students’ subsequent learning motivation based on their attributions helps teachers help students form correct attributions

Long-term negative attributions hinder students' personality development

Teachers' feedback will affect students' attributions, so teachers should give students appropriate feedback

Change students' negative self-perception and improve learning motivation through attribution training

Spend a lot of time on building good relationships with students and colleagues instead of focusing on students’ progress in learning

The focus of attention is on improving students' performance. At this stage, teachers are concerned about how to teach each class well.

At this stage, teachers will consider the individual differences of students and realize that students with different development levels have different needs. Certain teaching materials and methods may not be suitable for all students. They must learn to teach students in accordance with their aptitude.

Learn general teaching principles, course content and teaching methods, become familiar with the steps of classroom teaching and various teaching situations, and gain the most preliminary teaching experience

Integrate theoretical knowledge and teaching experience, and can use some teaching strategies to improve teaching effects, but cannot consciously control and adjust their teaching behaviors

Clarify their teaching goals and content, become more conscious in their teaching behavior, and be able to prioritize, but their teaching skills are not yet proficient, they lack flexibility, and their handling of unexpected events is not flexible enough

Have keen observation of classroom teaching situations and students' reactions, be able to foresee teaching effects and students' reactions, be able to identify students' understanding of content based on students' expressions, and adjust their teaching plans in a timely manner based on the teaching process and students' reactions.

Have your own characteristics and easily solve problems