Although my research was mainly to find how parenting styles affect child development, it can be concluded that parents do play a role in a child's cognitive development, however it affects other areas of development as well. According to Piaget, children develop in certain stages and substages which don’t 100 percent have to do with parenting styles. Although a parent can set the stage for how the child will grow up and view the world, a lot of cognitive development occurs naturally. The nature versus nurture debate will continue for ages to come, but thankfully there is still plenty of research being done. However, it is safe to say that parenting styles do indeed affect a child’s cognitive
Aggression is something psychologists find hard to define because what one person may say is aggressive behaviour another person may think differently. Aggression has been described as “behaviour that results in injury or destruction of property” (Bandura) and Berkowitz defined it as “Behaviour that is intended to injure some-one physically or psychologically.” Both these definitions have a common ground; the “intention to harm. ”(Bushman,2002) Social psychologists argue that aggressive behaviour arises out of our interactions with others in our social world.
It is evident that both Piaget and Vygotsky acknowledge cognitive development in children as a process and view the child as an active learner. However, it is important that a distinguish is made between their different stages of development. Although Piaget seems to have adequately described general sequences of intellectual development, his tendency to infer underlying competencies from intellectual performances often led him to underestimate children’s cognitive capabilities. Some investigators have challenged Piaget’s assumption that development occurs in stages, whereas others have criticized his theory for failing to specify how children progress from one “stage” of intellect to the next, and for underestimating social and cultural influences on intellectual development. Vygotsky provided a valuable service by reminding us that cognitive growth is best understood when studied in the social and cultural contexts in which it occurs.
A range of behaviors which can lead to both physical and psychological harm to oneself, other, or objects in the environment is known as aggression. There are a number of ways to express aggression, such as physically, mentally and verbally. The basic assumption of aggression is that all behaviors represent an attempt to adapt to the environment and survival and mastery/control are served as the two basic needs that encourage successful adaptation. And humans are not innately aggressive will be discussed after going through what is aggression.
For example, many people have criticized Maslow saying that the theory wouldn’t apply to different cultures. Additionally, several individuals have said that the needs of people from different genders or ethnicities don’t necessarily fit the guidelines. After the initially theory, Maslow said that the needs aren’t necessarily strictly defined, but the major concept still applies. Despite the weaknesses, the strengths of the theory are still valid. It allows psychologists and other people to identify and rationalize the behaviors of different people.
Why human beings need to be aggressive? Some researchers describe how motivational processes influence a child's acquisition, transfer, and use of knowledge and skills. There are recent research within the social-cognitive framework illustrates adaptive and maladaptive motivational patterns, and a research-based model of motivational processes, which is presented that shows how the particular performance or learning goals children pursue on cognitive tasks shape their reactions to success and failure as well as influence the quality of their cognitive performance. Moreover, implications for practice and the design of interventions to change maladaptive motivational processes are particularly outline.
Theory The first theory, I used to inspect my personal that is Bandura’s Social Learning Theory. This theory has advanced the social cognitive perspective of personality. There are few main concepts of this theory include reciprocal determinism, observational learning and modeling, and self-regulation. His theory emphasizes modeling as a way of learning by observing others and criticizes cultures for providing inappropriate models such as aggression.
It is very typical for children and teenagers to have some narcissistic traits, but these do not mean that they will develop the disorder. However, it often begins to develop during the teen years or in early adulthood. Part 3: Is There Any Treatment for Narcissistic Personality Disorder?
In the reality of crime, each unlawful act perpetrated against society, society frequently questions what may influence an individual’s behavior towards unlawful misconducts. Factors such as as family, friends, communities, schools, environments and surroundings can have a positive or negative influence towards an individual’s behavior. Those aspects could either influence an individual’s behavior towards deviant conduct or avoid it. There are individuals who engage in unlawful acts for pleasure and its benefits and those who participate as there was a lack of choice, perhaps something they were unwillingly brought into as a result of their surroundings. Social Learning Theory argues the key cause of an individual’s behavior is through learning
Deviance and Social Learning Literature review The study of deviance and social learning theory uses different variables in determining the extent of using in each substance. The concept and variables of social learning theory are the imitation, definition, differential association, and differential reinforcement towards the explanation of deviant behavior. These variables served as the predictors in illustrating the results of the past research conducted. Most of the variables being used give a wide range in the extension of the study to elaborate the effects and results of its variants in the commission of an act.