Human Development Case Study: Piaget, Freud, Bandura, Skinner, Bronfenbrenner and Vygotsky
I created this paper for my graduate theories of human development class at the University of Rochester. Our professor asked us to pick a character from the "Up" film series and use different theoretical lenses to analyze the development of that character. I chose Suzy Lusk, and used lenses from Piaget, Freud, Bandura, Skinner, Bronfenbrenner and Vygotsky. I have displayed my paper below.
Up Series, Suzy Lusk, Theories of Human Development
Introduction
This paper summarizes the human development theories and empirical research previously reviewed by Piaget, Freud, Bandura, Skinner, and Bronfenbrenner. It explains how each theory enhances the understanding of the case study, Suzy Lusk, from the Up series. It also applies Vygotsky's Social-Historical Theory of Cognitive Development as an additional method to analyze our case, focusing on ages 49 and 56. The author will discuss future work, arguing which theories of human development they plan to adopt and why. Integrating the perspectives of many different theories may offer a richer understanding of human development.
Piaget’s Cognitive Development Theory (Formist)
Piaget's cognitive development theory posits that children progress through distinct stages of cognitive growth: sensorimotor (0-2 years), preoperational (2-7 years), concrete operational (7-11 years), and formal operations (11 years to adulthood) (Crain, 2011, pp. 119-158). This progression is marked by increasingly sophisticated thought processes, decreasing egocentrism, and transitioning from concrete to abstract reasoning. Further exploring Piaget's concepts, Im-Bolter et al. (2016) studied the development of the theory of mind (ToM), which is inversely related to Piaget's notion of egocentrism. Im-Bolter et al. suggest that advancements in ToM closely correlate with improvements in language skills and executive functioning, which are crucial for interpreting and engaging in social interactions.
Applying Piaget's cognitive development theory to Suzy's life journey in the "Up" series provides insights into her psychological growth from childhood to her late fifties. At age 7, Suzy exhibits the preoperational stage with egocentric and immediate thinking, which is evident when she says, "I don't know anybody who's colored. And I don't want to know anybody who's colored, thank you very much". By "21 Up", she has progressed into the formal operational stage, engaging in abstract reasoning about personal and societal issues, as reflected in her statement, "I don't think there's any point sitting in your own country. I mean, I'd like to see how people live on the other side of the world". In her adult years, Suzy's deep introspective capability, a hallmark of mature formal operational thinking, is showcased when she discusses the complexities of personal identity and life choices, for example, at age 49: "Maybe now is the first time that I actually feel happy within my own skin. It's taken me a long time to do it. But I actually feel that I can accept decisions, wrong decisions that I've possibly made in the past, I'm comfortable with it now, I can live with it".
Freud’s Psychoanalytic Theory (Organismic)
Freud's psychoanalytic theory is composed of multiple parts. Freud developed the technique of free association to treat patients with hysteria (Crain, 2011, pp. 262-263). During free association, Freud noticed patients appeared blocked on specific topics, often ones of a sexual nature. Studying blocks led to Freud's development of the Oedipus (and Electra) Complex Theories. Freud then studied dreams and the unconscious as a method to bypass blocks (Crain, 2011, pp. 263-263). Freud went on to develop his Stages of Psychosexual Development, which include the oral stage, the anal stage, the phallic (or Oedipal) stage, the latency stage, and the genital stage (puberty) (Crain, 2011, pp. 264-275). Freud also developed theories on the agency of mind, which included the concepts of id, ego, and superego (Crain, 2011, pp. 276-279).
Applying Freud's psychoanalytic theory to Suzy Lusk in the 'Up' series reveals her developmental trajectory through his psychosexual stages. Her childhood, characterized by structured play and strict discipline, suggests her alignment with the anal stage, focused on order and control. The influence of being primarily raised by a nanny, coupled with her parents' relative absence and their subsequent divorce, hints at dynamics related to the Electra complex during the phallic stage. This complex may have led Suzy to fail to fully identify with a maternal figure—whether her nanny or mother—potentially resulting in her later isolation from female roles and an overemphasis on her relationship with her husband. As an adult, Suzy's reflections on her marriage, acknowledging 'Any marriage has its ups and downs, but somehow, we have worked through the difficult times,' illustrate her progression into the genital stage. This stage showcases a mature integration of her id, ego, and superego, balancing personal desires with societal expectations. Her career as a grief counselor in later life marks a significant phase where she engages with her emotions and connects with other women, reflecting resolved psychosexual conflicts.
Bandura’s Self-Efficacy Appraisal Theory (Mechanistic)
Bandura's self-efficacy theory focuses on individuals' belief in their ability to succeed in specific situations or accomplish tasks. This belief, known as self-efficacy, profoundly affects both motivation and performance. According to Bandura, individuals with high self-efficacy are more likely to embrace challenges, persist in the face of setbacks, and succeed more often than those with low self-efficacy. Four primary sources influence self-efficacy: personal performance accomplishments, vicarious experiences, verbal persuasion, and physiological states (Crain, 2011, pp. 219-221).
Applying Bandura's Self-Efficacy Theory to Suzy Lusk in the "Up" series reveals how her belief in her abilities has influenced specific areas of her life, highlighting gaps in her overall confidence. At age 21, Suzy expresses high self-efficacy regarding her travel plans: "I'm going in July for about two months with my cousin... We just feel that if we don't go now, we never will" (21 Up). Past successes fuel this confidence. Her belief in her capabilities as a parent and spouse is also evident through the support and verbal persuasion from her husband, Rupert: "We've been married for 27 years now... we've worked through the difficult times" (49 Up). However, by age 56, Suzy reflects on a perceived lack of confidence compared to younger generations, recognizing a shortfall in broader life confidence despite her successes: "I think what I admire about the young today is their confidence and that's what I wished I'd had. They just seem to take life and deal with it" (56 Up). This reflection indicates that while Suzy's self-efficacy is strong in areas with direct experiences and social support, it does not universally translate to all aspects of life, leading to regrets in her professional life and relationships outside her immediate family.
Skinner's Operant Conditioning Theory (Mechanistic)
Skinner's operant conditioning theory emphasizes how the consequences of our actions shape our behavior. Positive outcomes (reinforcement) strengthen behaviors, while negative outcomes (punishment) weaken them. Skinner identified different types of reinforcers (primary vs. secondary, positive vs. negative) and explored concepts like discrimination, generalization, reinforcement schedules, shaping, and extinction to account for the complexities of learning (Crain, 2011, pp. 191-198). Expanding on Skinner's operant conditioning, Cameron et al. (2005) examined rewards and intrinsic motivation. Their study divided college students solving puzzles into reward groups. Notably, students rewarded for success at both the learning and testing stages showed greater intrinsic motivation and task performance. Cameron et al.'s study suggests that well-timed rewards can boost achievement and inherent task enjoyment.
Applying Skinner's Operant Conditioning Theory to Suzy Lusk in the "Up" series illustrates how positive and negative reinforcements have influenced her decisions. Suzy's marriage is positively reinforced by the support and companionship of her husband, Rupert, enhancing her life satisfaction and emotional stability. She highlights this when she reflects, "We've been married for 27 years now... we've worked through the difficult times" (49 Up), indicating the emotional support that reinforces her commitment. Simultaneously, it acts as negative reinforcement where she seeks to avoid the unhappiness and turmoil she observed in her parents' marriage, exemplified by Suzy's comment, "My parents' marriage was breaking up and like a lot of children I think you feel that you could take the blame for why they'd broken up." (56 Up). Conversely, punishment is evident in her reluctance to participate in the documentary series, as she was coerced into it, leading to a negative association with the series, described in "21 Up ": "I know I was very difficult. Because I was very anti doing it [the documentary]. I was pressurized into doing it by my parents. And I hated it." These examples demonstrate how operant conditioning through both reinforcement and punishment has played a significant role in shaping Suzy's life.
Bronfenbrenner’s Bioecological Model (Contextualist)
Bronfenbrenner's Bioecological Model provides a framework for understanding the interplay between environmental factors and human development across the life course. This model includes five nested systems: the microsystem, involving direct environments like family and school; the mesosystem, which links these environments, such as interactions between family and educators; the exosystem, covering indirect influences like a parent's workplace; the macrosystem, which includes broader cultural and societal influences; and the chronosystem, emphasizing the role of time and life events in development (Bronfenbrenner, 1981; 1986). Research by Flouri (2004) uses Bronfenbrenner's Bioecological Model. Flouri found that positive parental involvement at ages 7 and 16 correlates with increased subjective well-being at age 42. However, parenting directly affects well-being only slightly (6-13%); researchers suggest significant indirect impacts through enhanced education, health, religious involvement, and relationship stability.
Applying Bronfenbrenner's Bioecological Model to Suzy Lusk underscores how various environmental systems influence her development. Suzy's microsystem prominently includes her family, where she emphasizes the importance of a stable family environment, "I hope by Rupert and I giving them a close family unit, that they'll keep their heads and won't feel that they're slightly lost like I did" (35 Up). Significant shifts occur in her microsystem and chronosystem with the passing of her mother and her career change to a bereavement counselor, "I got into bereavement counseling about four years ago. It was very harrowing" (42 Up). The influence of the macrosystem is evident in Suzy's reflections on societal expectations for women's roles, which she discusses in the context of her education and career choices, "I would have made more of my education instead of rather throwing it away" (42 Up), highlighting societal norms that might have restricted her educational and professional opportunities.
Vygotsky's Social-Historical Theory of Cognitive Development (Contextualist)
Vygotsky's Social-Historical Theory of Cognitive Development looks at the role of social interaction and cultural tools in shaping human cognitive abilities. Vygotsky argued that cognitive development is a product of social processes, emphasizing the interaction between individuals and their socio-cultural environment. His famous concept, the Zone of Proximal Development (ZPD), highlights the potential for cognitive development through social interaction, suggesting that what a child can achieve with guidance today, they can do independently tomorrow. Vygotsky's work suggests that mental capacities are a subjective attribute of culture, history, and society (Crain, 2016, pp. 236-265).
Applying Vygotsky's theory to Suzy, we see how her cognitive and emotional development is a product of her socio-historical context and cultural environment. Suzy's initial choices to forego higher education and her role as a stay-at-home mother reflect the traditional gender roles and societal norms prevalent during her formative years and within her social class. This societal influence is evident when Suzy expresses her regret about her education and career, "I would have made more of my education instead of rather throwing it away." Suzy's relationship with her husband, Rupert, exemplifies Vygotsky's Zone of Proximal Development (ZPD). Rupert acts as a critical social agent in her cognitive and emotional development. Suzy describes their relationship's supportive dynamics: "He's just always been there for me and I know I can rely on him and you know he's my punch bag in the same way as you know I'm probably his".
Adoption Within This Author’s Work
In this author's work and practice, the plan is to embrace all the theories we have learned. Some have had more of an impact on this author than others. This author sees himself as having several traits: introspective, introverted, creative, intuitive, systematizing, and logical. This author immediately gravitated towards the theories of Piaget and Freud. Piaget's method, which involves observing the cognitive faculty as it naturally develops within humans, resonated with his introspective, logical, and systematizing sides. Freud's effort to understand the individual from the unconscious and psychosexual stages naturally spoke to this author's introverted, creative, and intuitive sides. This author does not see himself as having the following traits: extroversion, social prowess, observational, detail orientation, and conformity. Bandura and Skinner, who emphasize scientific observation and detail-oriented research, naturally challenged this author; to him, their approach seems to reduce the human to an object. The feeling of being challenged continued with Vygotsky and Bronfenbrenner, who looked at the social and extroverted connections to others and how our individuality conforms to a historical culture and context; for this author, it reduces the human to a herd animal without free will.
By challenging himself to extend his realm of thought to include concepts by Bandura, Skinner, Bronfenbrenner, and Vygotsky, this author felt he grew the most as a person. Theories that challenge are often those one must work hardest to embrace and see through their work. Adopting these naturally different perspectives will help the author grow empathy as a practitioner and grow his field of influence and relevance as a thinker and actor. These theories collaborate by providing various lenses and insights for different people and situations. They also share commonalities; for example, while Vygotsky and Piaget oppose each other on individual versus collective aspects, they align well in their ability to systematize. Freud and Bandura could be seen as opposing in their view of development as being internally driven by drives versus externally formed via observation and models. However, they share a common thread in stressing the importance of early childhood experiences in shaping an individual. We can see Skinner and Bronfenbrenner opposed, with Skinner looking at immediate influences of the surrounding environment on the individual and Brofenbrenner trying to grapple with large-scale, somewhat invisible forces coming to bear on the individual over more extended periods. However, both thinkers agree that the environment critically shapes the individual, albeit at different levels of scope.
Conclusion
In conclusion, this paper summarized theories of human development from Piaget, Freud, Bandura, Skinner, Bronfenbrenner, and Vygotsky. This paper leveraged empirical research from Im-Bolter, Cameron, and Flouri to add additional depth to the theories of Piaget, Skinner, and Bronfenbrenner, respectively. This paper applied these theories to Suzy Lusk from the Up Series, particularly on applying Vygotsky's theories to Suzy at ages 49 and 56. Lastly, this paper discusses which theories to adopt in this author's future work and argues why. This author explained how these theories can work together and how adopting these theories would impact this author's work.
References
Bronfenbrenner, U. (1981). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press.
Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(6), 723-742. https://doi.org/10.1037/0012-1649.22.6.723
Cameron, J., Pierce, W. D., Banko, K. M., & Gear, A. (2005). Achievement-Based Rewards and Intrinsic Motivation: A Test of Cognitive Mediators. Journal of Educational Psychology, 97(4), 641-655. https://doi.org/10.1037/0022-0663.97.4.641
Crain, W. (2011). Theories of Development: Concepts and Applications (6th ed.). Pearson Prentice Hall.
Flouri, E. (2004). Subjective Well-Being in Midlife: The Role of Involvement of and Closeness to Parents in Childhood. Journal of Happiness Studies, 5(3), 335-358. https://doi.org/10.1023/B:JOHS.0000048461.21694.92
Im-Bolter, N., Agostino, A., & Owens-Jaffray, K. (2016). Theory of mind in middle childhood and early adolescence: Different from before? Journal of Experimental Child Psychology, 149, 98-115. https://doi.org/10.1016/j.jecp.2015.12.006
