Hull’s Drive Theory Clark Hull can be regarded as the first dominant motivational theorist. He formulated his general theory of motivation and related it with experimental psychology. He drew on ideas from a number of other thinkers including Charles Darwin, Ivan Pavlov, and John. B. Watson and Edward L. Thorndike. He based his theory around the concept of homeostasis, the idea that the body actively works to maintain a certain state of balance or equilibrium. Based on this idea, Hull (1943) suggested that all motivation arises as a result of the biological needs. In his theory, Hull used the term drive to refer to the state of tension or arousal caused by biological or physiological needs. Thirst, hunger and the need for warmth are all examples …show more content…
Drive is a pooled energy source. This was examined by varying two needs simultaneously and showing that they both activated the same response. While Hull 's theory was popular during the middle part of the 20th-century, it began to fall out of favor due to a number of reasons. Because of his emphasis on quantifying his variables in such a narrowly defined way, his theory lacks generalizability. However, his emphasis on rigorous experimental techniques and scientific methods did have an important influence in the field of psychology. One of the biggest problems with Hull 's drive reduction theory is that it does not account for how secondary reinforcements reduce drives. Unlike primary drives such as hunger and thirst, secondary reinforcements do nothing to directly reduce physiological and biological needs. While Hull 's theory has largely fallen out of favor in psychology, it is still worthwhile to understand the effect it had on other psychologists of the time and how it helped contribute to later research in psychology. Lewin’s Field Theory Kurt Lewin’s field theory flourished between 1935 and 1960. His emphasis on coalescing psychology with the philosophy of science resulted in an extensive number of pragmatic studies performed in the realms of child development, motivation and social behavior, particularly having to do with experiments and research on children’s …show more content…
Lewin further says, behavior exists in a totality of interacting facts which involve a forceful field. The environments or situations in any part of the field are influenced by and depend on every other part of the field. This psychological field is otherwise known as the life space which includes the individual and his psychological or behavioral environment also known as facts that affect the behavior or thoughts of the individual at a certain point in time. Life space is most frequently determined by the physical and social environment that the individual finds himself in. It may include places where he goes, events that occur, feelings about places and people encountered what he sees on TV or reads in books, his imagined thoughts and goals. Encompassed by a child’s life space are forces which the child may be aware of or not, in addition to forces which are accepted by the child as true though they may not be so. Some say that Lewin’s conceptions were more of an approach rather than a theory, pointing out that Lewin failed to present an organized description and elaboration of his views on child development. In spite of criticisms, however, Lewin merits recognition for stimulating a vast amount of innovative research on children. He was quite effective at motivating other researchers to explore novel avenues of research. He unlocked new perspectives on development by borrowing ideas from physics and
In Daniel H. Pink’s book called “Drive”, tells about the theory of what’s motivation a person hence what’s their drive. In the introduction, he explained about the Harlow’s puzzle experiment with rhesus monkey and observe there were three drive of doing the activity. Pink He concluded the first drive was the biological motivation, the second drive was about the reward and punishment effect, and finally the third drive was intrinsic motivation. In the chapter 1, he explained the carrots and sticks theory where is you reward someone doing the activity, they will more work if they are kept getting reward. But if they were punished or not rewarded for the activity, they will do less or won’t do the activity.
In the book Drive by Daniel Pink, argues that carrots and sticks (motivation 2.0) don’t work anymore, we have inhale psychological need for autonomy, mastery, and purpose (motivation 3.0). Motivation 1.0 was about survival, and in motivation 2.0 was built around external rewards and punishments. For instance, it has three incompatibility problems with our modern world how we organize what we do because we are intrinsically not only extrinsically motivated. Also thinks about what we do because economists are finally realizing that we are full-fledge human beings. In addition, most important how we do what we do because work is often creative and interesting rather than boring.
DEVELOPMENTAL MILESTONES 6 DEVELOPMENTAL MILESTONES Developmental Milestones in a Three Year Old Infant Using the Denver II Developmental Screening Tool Claudia Aguilar Keiser University Normal Development in a Three Year Old Infant According to Brazelton (2001), after surviving the “terrible two’s”, we have to start getting prepared for a preschooler, his constantly “why’s” and all of the magic that comes with this age; starting with the fact that child finally listens to you, paying more attention to what he is being told and letting his imagination fly and run wild. The author mentions different areas where development can be clearly noticed, such as the language area, by the child’s ability to say his or her name and age, also being able
Psy20150 Essay. Name: Clodagh Finnerty Student Number: 13362386 ‘It has been argued that two events led to the development of the modern discipline of Psychology: the foundation of Wilhelm Wundt’s Institute of Experimental Psychology, and the introduction of a new theory of evolution, described in Darwin’s Origin of Species. Critically assess the impact of these events on Psychology and society.’
This theme addresses the question of whether or not children shape their own development. It is evident that the active child theme applies to the subject of infant cognitive development, as infants contribute to their development through the use of visual preferences and observation, interaction with the environment, and through the use of play. The bountiful research in the field of infant cognitive development serves as a confirmation that infants are not as inactive as they were once thought to be. Infants are the pioneers of their minds and they are able to gain a great deal of knowledge through their observation of the world
It starts with infancy and continues to adulthood. By gaining knowledge about child development, a synopsis of what children can do at various ages can be formed. Following are the three theoretical perspectives of child development: i. Maturationist’s View of Child Development : Maturationism is a premature childhood educational philosophy emphasizing the child as a growing individual in which knowledge exists. Based on Arnold Gessell’s work, maturationists suggest that “genetic factors play a bigger role in development than environmental ones” [8].
The various development theories could greatly help us in guiding and caring for children. As every child is unique and does have different experiences, there is no single theory that can effectively explain
There are several similarities and differences between behaviorism (skinner) and psychoanalysis (Freud). Both behaviorism and psychoanalysis do not believe in the concept of free will in humans and they are both deterministic. Behavioral approach assets that the environment and the consequences of behavior control people while psychoanalysis believe that people are controlled by their unconscious drives. Through his observations, Freud believed that childhood experiences could lead to emotional problems in adulthood. Skinner in his experiment proved that behavior that produces pleasurable consequences is likely to be repeated whilst that which produces negative consequences is stamped out.
Biological, cognitive, and socioemotional processes are all connected in the developmental task of a baby smiling at his or her mother’s touch. Biological processes produce changes in an individual’s physical nature. Cognitive processes bring changes to the individual’s thought, intelligence, and language. Socioemotional processes include changes in the individual’s relationships with other people, changes in emotions and changes in personality. For the baby, the biological process has to do with the physical touch by the mother and the baby’s
Many theorists discuss ways in which children are developing. Physically, emotionally, socially and language progressions. Within the early childhood sector, the study of children's development is vividly important as teachers learn to observe the children's individual learning patterns and habits. The practical knowledge of how to develop a child further will assist in utilising the children's skills and holistic development to their fullest potential, however, knowing how to practically aid children in the separate developmental domains is also key as individual kids need more help in some areas than others.
Kurt Lewin’s major contribution lies in the field of Group Dynamics, Field Theory and Action Research. He modelled the social change process in organisational, particularly, industrial setups. 1. Group Dynamics: - Lewin’s definition of a group is widely accepted. Here the basic line of argument is that groups come into being in a psychological sense ‘not because their members necessarily are similar to one another (although they may be); rather, a group exists when people in it realize their fate depends on the fate of the group as a whole’
According to his theory, individuals are born without built-in knowledge. Everybody learns through experience, perception and parental guidance. One answer to providing more effective circumstances to children could be a much more self-critical, reflective and differentiated strategies of instruction developed through meaningful observations, noticing and recognizing what is important, influencing and significant to the child and about the child, and reacting in a supportive way. This kind of healthy interaction between individual child’s genes and the environmental context in which they develop would mean a good initial start. Moreover, chances of positive pathways in life seem to be enhanced by heredity vulnerabilities and complex behaviors.
Having the right knowledge, skills and experience in understanding how children or young people develop are very important tools for early years practitioners. We must put to mind that each child born to this world is unique; they are born with different characters and their personalities and behaviours are formed and influenced by variety of factors. These factors may affect their ways of interacting to the environment and community or setting in which they live in. In my experience as a child care practitioner most of the time, adults mainly focus on the physical development of a child and so quick to base their conclusion or judgement on the physical aspect.
Throughout this course of four weeks, my perspective of child development has changed drastically in this short amount of time. This was my first class that was related to child development and there was a lot of material that was important to learn and understand. I came to this class with not much knowledge, but I am definitely leaving this class with an abundance of information that I will be able to use in my career or just in general. Discontinuous Within the process of child development, my view is based upon that is children are constantly growing through stages which is a discontinuous process.
By: García, Justin D., PhD, Salem Press Encyclopedia, January, 2017. Retrieved from: https://content.ashford.edu/ Groark, C., McCarthy, S. & Kirk, A. (2014). Early child development: From theory to practice [Electronic version]. Retrieved from: