List of Popular Theories of Psychology

12/17/2019 List of Popular Theories of Psychology
Psychology Discussion
List of Popular
Theories of
Psychology
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List of popular theories of
psychology: 1. Piaget Theory of
Development 2. Kohlberg’s Theory
of Moral Development 3.
Spearman’s Two-Factor Theory 4.
Thurstone’s Multiple Factor
Theory 5. Cannon’s Theory 6. The
Psycho-Analytic Theory (Freud) 7.
The Constitutional Theory
(Sheldon).
1. Piaget Theory of
Development:
Stages of Intellectual
Development:
Piaget may be best known for his

stages of cognitive development.
Piaget discovered that children
think and reason differently at
different periods in their lives. He
believed that everyone passed
through an invariant sequence of
four qualitatively distinct stages.
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Invariant means that a person

cannot skip stages or reorder them.
Although every normal child
passes through the stages in exactly
the same order, there is some
variability in the ages at which
children attain each stage.
The four stages are- sensorimotor

—birth to 2 years; preoperational—
2 years to 7 years; concrete
operational—7 years to 11 years;
and formal operational (abstract
thinking)—11 years and up. Each
stage has major cognitive tasks
which must be accomplished. In
the sensorimotor stage, the mental
structures are mainly concerned
with the mastery of concrete
objects. The mastery of symbols
takes place in the preoperational
stage. In the concrete stage,
children learn mastery of classes,
relations, and numbers and how to
reason. The last stage deals with
the mastery of thought.
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How Children Learn:
We discovered that education is

not something which the teacher
does, but that it is a natural process
which develops spontaneously in
the human being. It is not acquired
by listening to words, but in virtue
of experiences in which the child
acts on his environment. The
teacher’s task is not to task, but to
prepare and arrange a series of
motives for cultural activity in a
special environment made for the
child.
Dr. Maria Montessori:
A central component of Piaget’s

developmental theory of learning
and thinking is that both involve
the participation of the learner.
Knowledge is not merely
transmitted verbally but must be

constructed and reconstructed by
the learner. Piaget asserted that for
a child to know and construct
knowledge of the world, the child
must act on objects and it is this
action which provides knowledge
of those objects; the mind
organizes reality and acts upon it.
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The learner must be active; he is

not a vessel to be filled with facts.
Piaget’s approach to learning is a
readiness approach. Readiness
approaches in developmental
psychology emphasize that
children cannot learn something
until maturation gives them certain
prerequisites. The ability to learn
any cognitive content is always
related to their stage of intellectual
development. Children who are at

a certain stage cannot be taught the
concepts of a higher stage.
Intellectual growth involves three

fundamental processes-
assimilation, accommodation and
equilibration. Assimilation involves
the incorporation of new events
into pre-existing cognitive
structures. Accommodation means
existing structures change to
accommodate to the new
information. This dual process,
assimilation-accommodation,
enables the child to form schema.
Equilibration involves the person
striking a balance between himself
and the environment, between
assimilation and accommodation.
When a child experiences a new

event, disequilibrium sets in until
he is able to assimilate and
accommodate the new information
and thus attain equilibrium. There
are many types of equilibrium
between assimilation and
accommodation that vary with the
levels of development and the
problems to be solved. For Piaget,
equilibration is the major factor in
explaining why some children
advance more quickly in the

development of logical intelligence
than do others.
Implications for Education:
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A Piagetian-inspired curricula
emphasizes a learner-centred
educational philosophy. The
teaching methods which most
American school children are
familiar with teacher lectures,
demonstrations, audio-visual
presentations, teaching machines,
and programmed instruction do
not fit in with Piaget’s ideas on the
acquisition of knowledge. Piaget
exposed active discovery learning
environments in our schools.
Intelligence grows through the

twin processes of assimilation and
accommodation; therefore,
experiences should be planned to
allow opportunities for
assimilation and accommodation.
Children need to explore, to
manipulate, to experiment, to
question, and to search out
answers’ for themselves—activity is
essential.
However, this does not mean that

children should be allowed to do
whatever they want. So what is the
role of the teacher? Teachers
should be able to assess the child’s
present cognitive level; their
strengths and weaknesses.
Instruction should be
individualized as much as possible
and children should have
opportunities to communicate with
one another, to argue and debate
issues. He saw teachers as
facilitators of knowledge—they are
there to guide and stimulate the
students.
Allow children to make mistakes

and learn from them. Learning is
much more meaningful if the child
is allowed to experiment on his

own rather than listening to the
teacher lecture. The teacher should
present students with materials
and situations and occasions that
allow them to discover new
learning.
In his book to understand is to

Invent Piaget said the basic
principle of active methods
can be expressed as follows:
“To understand is to discover, to

reconstruct by rediscovery, and
such conditions must be complied
with if in the future individuals are
to be formed who are capable of
production and creativity and not
simply repetition”. In active
learning, the teacher must have
confidence in the child’s ability to
learn on his own.
Critique of Piaget’s Theory of

Intellectual Development:
Erikson’s theory may be

questioned as to whether his stages
must be regarded as sequential,
and only occurring within the age
ranges he suggests. There is
debates as to whether people only
search for identity during the

adolescent years or if one stage
needs to happen before other
stages can be completed. However,
Erikson states that each of these
processes occur throughout the
lifetime in one form or another,
and he emphasizes these “phases”
only because it is at these times
that the conflicts become most
prominent.
Most empirical research into

Erikson has related to his views on
adolescence and attempts to
establish identity. His theoretical
approach was studied and
supported, particularly regarding
adolescence, by James E. Marica.
Marica’s work has distinguished
different forms of identity, and
there is some empirical evidence
that those people who form the
most coherent self-concept in
adolescence are those who are
most able to make intimate
attachments in early adulthood.
This supports Eriksonian theory, in
that it suggests that those best
equipped to resolve the crisis of
early adulthood are those who have
most successfully resolved the

crisis of adolescence.
2. Kohlberg’s Theory of Moral

Development:
Lawrence Kohlberg’s stages of

moral development constitute an
adaptation of a psychological
theory originally conceived by the
Swiss psychologist Jean Piaget.
Kohlberg began work on this topic
while a psychology graduate
student at the University of
Chicago in 1958, and expanded and
developed this theory throughout
his life.
The theory holds that moral

reasoning, the basis for ethical
behaviour, has six identifiable
developmental stages, each more
adequate at responding to moral
dilemmas than its predecessor.
Kohlberg followed the
development of moral judgement
for beyond the ages studied earlier
by Piaget, who also claimed that
logic and morality develop through
constructive stages. Expanding on
Piaget’s work, Kohlberg
determined that the process of
moral development was principally
concerned with justice, and that it

continued throughout the
knowledge’s lifetime, a notion that
spawned dialogue on the
philosophical implications of such
research.
The six stages of moral

development are grouped into
three levels- pre-conventional
morality, conventional morality,
and post-conventional morality.
For his studies, Kohlberg relied on

stories such as the Heinz dilemma,
and was interested in how
individuals would justify their
actions if placed in similar more
dilemmas. He then analyzed the
form of moral reasoning displayed,
rather than its conclusion, and
classified it as belonging to one of
six distinct stages.
There have been critiques of the

theory from several perspectives.
Arguments include that it
emphasizes justice to the exclusion
of other moral values, such as
caring; that there is such an
overlap between stages that they
should more properly be regarded
as separate domains; or that

evaluations of the reasons for
moral choices are mostly post hoc
rationalizations (by both decision
makers and psychologists studying
them) of essentially intuitive
decisions.
Nevertheless, an entirely new field

within psychology was created as a
direct result of Kohlberg’s theory,
and according to Haggbloom et al.
s study of the most eminent
psychologists of the 20th century,
Kohlberg was the 16th most
frequently cited psychologist in
introductory psychology text-books
throughout the century, as well as
the 30th most eminent overall.
Kohlberg’s scale is about how

people justify behaviours and his
stages are not a method of ranking
how moral someone’s behaviour is.
There should however be a
correlation between how someone
scores on the scale and how they
behave, and the general hypotheses
is that moral behaviour is more
responsible, consistent and
predictable from people at higher
levels.
3. Spearman’s Two-Factor
Theory:
He did not believe in the concept of

faculty psychology that mental
powers are independent of one
another. According to Spearman
theory, mental powers are unitary.
He did research work at Oxford.
He divided students in two groups
and gave them tests in many school
subjects and then calculated
correlation in every two subjects,
the correlation thus obtained was
always positive. According to
Spearman this is because
something is common in all tests.
This he called general mental
ability, every work requires some
specific ability which can be
denoted by ‘g’ and’s’.
Spearman Gave Two Types of

Abilities:
(a) General ability, and
(b) Specific ability.
Spearman’s two factors theory can

be explained by his ‘Tetrad
Equation’.
For example four tests are

given in school subjects, their
correlation matrix are
arranged in following table:
These equations are always zero,

because there is something
common, factorial analysis method
devised by Spearman (1927). We
obtain two factor loadings.
Early in the present century,

Spearman found that diverse test
of mental abilities usually gave
inter-correlations which could be
wholly accounted only by a single

general factor plus specific factors.
Tetrad difference criterion is used.
Spearman was one of the first to

attack the factor problem. He
worked with groups of four tests.
Spearman’s Famous Tetrad

Differences:
Divergence of these differences

form zero.
Schematic Representation of
Spearman’s Two Factor
Theory:
Criticism of the Spearman’s

Theory:
The factor analysis approach

helped in given full-fledged theory
of intelligence.
1. Tetrad equations are not always

equal to zero, it means there is no
general ability in all tests.
2. It is very difficult to calculate

equation suggested by Spearman.
3. According to him each ability

consisted of general and specific
abilities, while every job has its
own specific ability.
4. Thurstone’s Multiple Factor

Theory (P.M.A.):
L.L. Thurstone also made a factor
analytical study and Sound seven
factors on the basis by application

of this test on Chicago University
students. He found seven factors
when applied the test on children.
(a) Spatial Abilities (S)
(b) Perceptual Ability (P)
(c) Numerical Ability (N)
(d) Verbal Comprehension (V)
(e) Memory Ability (M)
(f) Deductive or Inductive

Reasoning (R)
(g) Word Fluency (W)
Thurstone called these abilities

primary or fundamental mental
abilities (P.M.A.).
The loadings of multiple factor

pattern is referred as simple
structure. It is often used in
analyzing tests of abilities. It
requires three or four factors.
Multiple Factor Theory L.L.

Thurstone:
The loadings of multi-factor

pattern are referred to as simple.
Tabular Representation of
Multi-Factor Theory by
Thurstone:
5. Cannon’s Theory:
Cannon’s Theory regarding
emotion also is known as the
‘Emergence Theory’ or the
‘Hypothalamic theory’. According
to his view, the major part in

emotional reactions is played by
the excretion of the hypothalamus.
In this view, the cerebral cortex is
the centre of emotional experience
while the internal brain or
diencephalon, which is formed for
hypothalamus and thalamus, is the
centre of emotional expression,
stimulation and effects.
The nervous impulses reach the

thalamus through the sensory
nerves. The thalamus attaches to
this an emotional quality and
passes it on the cerebral cortex so
that the person experiences a
specific emotion. While sending it
on the cerebral cortex, the
thalamus deflects a part of the
nervous impulse to the viscera and
the muscles. This results in a
change in them which can be
observed.
It is undoubtedly true that

Cannon’s theory is more
appropriate than James-Lange
theory. It has been provide that the
hypothalamus does have a hand in
the control of emotions. The
acceptance of this theory makes it
possible to understand how the
emotions remain unaffected by the

spinal cord or by the mild reactions
of the viscera.
It also explains the failure of

adrenaline injections to arouse
emotion. But his point of view is
limited and one-sided, as Lashley
has shown by his experiment;
every aspect of emotion cannot be
explained by this theory. In reality,
the other parts of nervous system
have as much a hand in emotions
as the hypothalamus. For example,
the cerebral cortex has a greater
part in the adjustability of
emotions.
6. The Psycho-Analytic Theory

(Freud):
There are three aspects of this
theory of personality:
(I) The dynamic aspects-
(i) Id
(ii) Ego, and
(iii) Super Ego.
(II) Topographical-
(i) Consciousness,
(ii) Unconscious, and
(iii) Sub-conscious.
(III) Economic aspects-
(i) Defence mechanism.
(I) The Dynamic Aspect of

Personality:
The ego, id and superego are the

parts of psycho. Freud’s theory
made at about the same time as
him shift from the ego libido
polarity of motive to the life and
death insects, had to do with
doctrine of the unconscious. As to
interpret the personality structure
in terms of dynamic aspect of it. It
may be studied in terms of ego, id
and super ego.
(i) Id:
This has the following

components:
a. The Id consists primarily of

drives, inherited instincts or urges.
b. Id has no direct access to the

environment.
c. Id has no sense organs or

muscles.
d. Id is bottomless and blind.
e. Id is unorganized, unstructured,
mixed desires libido and
destructiveness.
Psycho-analysis helps maladjusted

persons to substitute rational
control for frightened repression
and so to build up the ego at the
expenses of the Id.
(ii) Ego:
It includes the following

components:
The conscious self is also called the

ego and the ego had the task of
resisting the unconscious.
a. Ego has the direct access to the

environment.
b. It functions through sense

organs and muscles.
c. It learns through experience, it

gets to know the danger to the
environment and the necessity to
check the id.
d. Its job is to take over the

instincts from the id as far as it
can, and make them conform the
reality principle.
e. Ego task is to control the id.
f. Ego can be splitted into two:
(a) Execution, ego remains proper,

and
(b) Watcher and moral critic or

active.
g. The ego remains a somewhat

ambiguous concept.
(iii) Super Ego:
It has the following

operations:
The super ego corresponds to what

we ordinarily call conscience, so far
as conscience means a blind feeling
of right and wrong rather than
knowledge of what is good for us
and socially valuable.
It is made up of moral elements.

The superego appropriates some of
the aggressive tendency for use
against the ego.
Formation of Super Ego:
It consists of the following:
a. Interjection into the self of the

external moral authority as
represented specially by parents
and other important persons in
early life.
Super ego forms through personal

contact or environment. Ideal are
assimilated into the person
through social personal
relationship.
b. Direction on the interjected or

individual on reality of some
portion of the moralistic libido, so
that individual loves himself.
Interjected ideals began to act as
self-ideals.
c. It cannot explain its command

because source of its authority,
rudiments of super ego where
inherited from primitive man kinds
and takes shape Oedipus complex.
The Oedipus complex:
Usually the boy’s libido fastens on

the mother, the girls on the father.
Oedipus is the here of Greek, the
child Oedipus had killed his father
to marry his mother.
(II) Topographical Aspects:
The psycho formation can be

represented by to
biographically as three
aspects:
(i) Conscious,
(ii) Sub-conscious, and
(iii) Unconscious.
(i) Conscious:
Conscious is a part of psyche. The

individual is fully aware or
contingent of different type activity
engaged by physic.
a. The individual cognitive

conative, and affectively tendency
are implied the conscious mind.
b. The ego of the individual is

directly linked with conscious
sphere.
c. The conscious part of psychic is

sufficiently less in dimension as
compared to the unconscious part.
The 1/8th part of psychic is said to
be conscious part.
(ii) Sub-Conscious:
It is directly related to the

conscious but by little effort it can
be brought to the level of conscious
part of mind. The idea appears
conscious par of mind, comes
mostly from sub-conscious and
fore conscious part.
Individual attention, thinking and

concentration are directly
explainable in terms of sub-
conscious. It acts as threshold. The
ideas never forget can recollect of
recall on the power of conscious
mind.
(iii) Unconscious:

characteristics:
a. The unconscious is more real

and permanent aspect of human
personality, mere than 3/4th of
human psychic consists of the

conscious.
b. The unconscious is vast and

bottomless its mystery cannot be
easily known motives.
c. The evidence for the unconscious

part of psychic is the dream
analysis, slip of tongue and slip of
eye and other human behaviour
which cannot be explained by
conscious motives.
d. The unconscious is the sheet of

instinctual organ of the Id. It is
huge area occupied by instinctual
forces of the individual.
e. The unconscious part of an

individual reflect the true
individual compared to his
appearance i.e., real personality
can be structural to know
unconscious, dream analysis.
(III) Economic Aspect of

Personality:
The nature exercise economy and

follows the principle of test
expended on existing total
situation.
Law of parsimony (economy).

Freud believes making a person try
to make ill due to his over work
and confine to bed. Similar the
case in mental area, we try to live
psychologically least expanse of
this economy. It reflects different
mechanism that used by human
psychic.
1. Defence mechanism are those

than toes resolve the conflict rather
than specific fashion.
2. Minor mechanism are used as

supplementary tools by the major
mechanism.
Mechanism of Personality:
1. The mechanism is function, ways

and means between Id, and super
ego.
2. They tend to eliminate or reduce

the security of conflict situation.
3. They are economical methods of

resolution.
4. Not all conflict can be resolved,

there are some conflict which
continue and continuation of
conflicts is sometimes very harmful

for the growth of personality.
(i) Major Mechanism of

Consciousness:
1. Repression, and
2. Discriminatory decision.
(ii) Major Mechanism of

Unconsciousness:
1. Conversion
2. Regression
3. Sublimation
4. Reaction formation, and
5. Rationalization.
(iii) Major Mechanism of Both

(Conscious and Unconscious):
1. Transference
2. Identification
3. Introjection
4. Projection, and
5. Displacements.
(a) Major Mechanism of

Consciousness:
(i) Repression:
It is the part of conflict situation

which is most unaccented.
Unconscious may be forced into
conscious by the ego when they
occur, the mechanism is called
repression. Inhibition where an
individual consciously or purposely
refrains from an activity.
(ii) Suppression:
Where an individual consciously

forces unacceptable idea out of his
mind successfully for period of
time. Inhibition is deliberately or
consciously avoid the situation.
(iii) Discriminatory Decision:
It is found in normal adult quite

frequently and less frequently in
children. Conflicts are resolved by
discriminate decision and
renunciation, weighting the pros
and cons.
(b) Major Mechanism of

Unconsciousness:
(1) Conversion:
It is the mechanism which

represses energy, connected with
the frustration basic drive is
changed (converted) into the
functional symptom bodily disease.
The conflict is resolved by
conscious or unconsciously into
sickness. This mechanisms making
weak physiologically and
psychologically.
Conversion hysteria the disease

due to the repression of derive, the
energy thwarted and takes the
form of disease. It is due to basic
urges. Many a time headache may
not be due to physical fatigue but
due to thwarting the basic desire.
The mental disturbance is due to
basic urges.
(2) Regression (Means Going

Back):
It implies the reversal of the

ordinary progressive sequence of
development and hence turns into
more personality structure. The
conflict is solved by flight into
childhood.
Two types of regression:
(i) Ego regression, and
(ii) Libido regression.
Ego-regression is to return into

earlier activity enacts as he is in the
earlier stage may be in ego and
libido. These two may occur libido
regression without ego-regression.
On the other hand, we seldom find
ego regression without libido
regression.
(3) Sublimation:
It is the solution of basic urges

through the substitution a socially
acceptable goal, there is redirection
of basic urge into socially approved
channel, the manifested behaviour
are not only socially acceptable, but
have definite social values. The
unconscious is resolved flight into
creative work, e.g., poet is
interested in fine art, and many a
time shows the tendency of
sublimation. Expressing his desires
in same forms his urges cannot be
satisfied in original form.
(4) Reaction Formation over

Compensation:
The development of behaviour

which diametrically opposed to the
unconscious urges or wishes, the
conscious conflict is resolved
behaviour denial of it. A person is
preaching moral but may not
moral man. Actually a people show
and possesses more than his real.
(5) Rationalization:
The mechanism by which the

individual justify his belief and
action by going other reason than
those activated along with other
regression, sublimation reaction
available in normal adult. No
agreeable to prove his feeling with
his own commands so rationalize
his motive with logic for something
actual reason is not given
rationalization.
(c) Minor Mechanism:
(1) Transference:
It signifies the shifting of feeling of

love-egoic cathoxies from one
object and person to another.
Freud gave an example of patient

suffering from neurosis they show
the tendency of love to the doctor.
The patient derives same type of
love feeling exhibit by patient
toward the doctor as she exhibit
toward her father, mother and
husband.
(2) Identification:
It refers to the mechanism through

a person attempt to mould his ego,
after death of someone else
believes himself to have some other
person e.g., children make usually
identify himself to his teacher at
lower stage of education female
teachers are proved more effective
rather than higher stage. We
identify to the person whom we get
pleasure.
(3) Introjection:
It refers in corporation of the ego

into itself of the outside
environment of other individual of
object apart of himself, empathy
sympathy always with me in letters
that sign of in introjection ‘you
shall carry one.
(4) Projection:
It may be considered as inverse of

introjection in that the ego attitude
toward the environmental objects
or other person’s characteristics of
their own personality which are
unexpected to the ego to seek faults
in others. Try to look qualities of
others, you are also weak you are
also late. These are lame excuses.
(5) Displacement:
It refers of transfer of one object to

another.
7. The Constitutional Theory

(Sheldon):
The theory is developed by

Sheldon. He insists on
measurement of traits as they are
continuous variables.
He has developed a psychology of

personality which recognizes the
importance of biological
constitutional factors. He has
emphasized on a continuous
variable approach for the
measurement of constitutional as
opposed to the earlier method of
classification on the basis of broad
discontinuity. But, it resembles

with older topologist.
All earlier topologist of personality

assume that behaviour
characteristics are related in same
fundamental way to underlying
biological factors.
Sheldon Thesis:
He postulates that human

physique and personality can be
adequately described in terms of
three fundamental temperamental
patterns.
Primary components of
human physique are given
below:
(1) Endomorphy,
(2) Mesomorphy, and
(3) Ectomorphy.
(1) Endomorphy:
This temperament has three

components:
(a) The degree to which an

individual shows rotundness.
(b) An under development of

muscles and bones.
(c) Over development of fat and

viscera especially the latter.
(2) Mesomorphy:
This temperament has the

following characteristics:
The degree to which an

individual shows:
(a) A predominance of
development has bones muscles as
opposed to the other bodily
components.
(b) Possesses an athletic body

which is hard well-proportioned
muscular.
(3) Ectomorphy:

characteristics:
It is the component which

determines the relative
development of skin and nervous
tissue over the other components.
An invalidity physique is
related to the pre-ponderance
of development of three
fundamental embryonic-
tissues:
(i) Endoderm:
Innermost layers of embryonic

cells.
(ii) Mesoderm:
Middle layer from which muscles

and blood survived.
(iii) Ectoderm:
Cellular layer from which skin,

hair, central nervous system
derived.
An individual is rated on seven

point scale on each of the above
components. In addition to these
primary components, the
individual may also be rated on the
degree to which he demonstrates.
(1) Dysplasia,
(2) Gyndromorphy and
(3) Texture
(1) Dysplasia:
The extent to which a person shows

a lack of harmony or markedly
uneven mixture of the basic
components in any part of his
body. Ex-an otherwise
endomorphic individual with the
laps of endomorphs delinquencies,
mental disease.
(2) Gyndromorphy:
The extent to which an individual

has the bodily characteristics
commonly identified with numbers
of the opposite sex.
(3) Texture:
Texture is the degree to which an

individual possesses a fine
aesthetically pleasing body as
revealed by the texture of his/her
skin, hair and perhaps underlying
cells.
Primary Dimensions of
Temperament:
Temperament of an individual
refers to his emotional and
motivational nature. Behaviourally
it is his reactive disposition.
Three primary clusters of

traits could account for 1225
correlations among the traits
were studied:
(1) Viscerotionia trait is closely

associated with digestive and vishal
process.
(2) Somatonia trait is associated

with voluntary muscular system
(Sematic structure).
(3) Cerabrotonia traits are the

activities which have to do chiefly
with attentional consciousness.
Relationship between
Physique and Temperaments:
Under this study Sheldon

selected 200 adults and
obtained the following result:
1. Viscerotonia trait is most closely

related to endomorphy
temperament.
2. Somatonia trait is most closely

associated with mesomorphy
temperament.
3. Cerebrotonia trait is most closely

related to ectomorphy
temperaments.
On the basis of the relationship,

temperament can be predicted on
the basis of physique with a
considerable accuracy and
concomitantly physique with the
help of temperature, but causal
relationship cannot be established.
Criticisms of Sheldon Theory:
The following are the

advantages and limitations of
Sheldon Theory of
personality:
1. Most of the studies done by

Sheldon are on adult male subjects.
Therefore, his findings related to
biological traits and temperaments
cannot be applied for female
subjects, because their physique
constitution is different from male.
There is also difference between
temperament of male and female.
2. Sheldon has used rating scale for

measuring these variables;
therefore, the observations have
the ‘Halo effect’ of the rotors.
3. Somatic type is relatively in

variant.
4. It considers, physique and

emotional aspects of a person, but
does not consider the intellectual
and social aspects which are most
important for the psychology of
personality.
5. It has limited the scope for using

this concept of personality in
Education.
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TABLE OF CONTENTS
1. Piaget Theory of Development:

2. Kohlberg’s Theory of Moral
Development:
3. Spearman’s Two-Factor Theory:
4. Thurstone’s Mul ple Factor
Theory (P.M.A.):
5. Cannon’s Theory:
6. The Psycho-Analy c Theory
(Freud):
7. The Cons tu onal Theory
(Sheldon):
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12/17/2019 List of Popular Theories of Psychology

Piaget may be best known for his

Invariant means that a person

The four stages are- sensorimotor

How Children Learn:

We discovered that education is

Dr. Maria Montessori:

A central component of Piaget’s

transmitted verbally but must be

The learner must be active; he is

development. Children who are at

Intellectual growth involves three

When a child experiences a new

advance more quickly in the

Implications for Education:

Intelligence grows through the

However, this does not mean that

Allow children to make mistakes

is allowed to experiment on his

In his book to understand is to

“To understand is to discover, to

Critique of Piaget’s Theory of

Erikson’s theory may be

search for identity during the

Most empirical research into

most successfully resolved the

2. Kohlberg’s Theory of Moral

Lawrence Kohlberg’s stages of

The theory holds that moral

concerned with justice, and that it

The six stages of moral

For his studies, Kohlberg relied on

There have been critiques of the

as separate domains; or that

Nevertheless, an entirely new field

Kohlberg’s scale is about how

He did not believe in the concept of

Spearman Gave Two Types of

(a) General ability, and

(b) Specific ability.

Spearman’s two factors theory can

For example four tests are

These equations are always zero,

Early in the present century,

wholly accounted only by a single

Spearman was one of the first to

Spearman’s Famous Tetrad

Divergence of these differences

Criticism of the Spearman’s

The factor analysis approach

1. Tetrad equations are not always

2. It is very difficult to calculate

3. According to him each ability

4. Thurstone’s Multiple Factor

factors on the basis by application

(a) Spatial Abilities (S)

(b) Perceptual Ability (P)

(c) Numerical Ability (N)

(d) Verbal Comprehension (V)

(e) Memory Ability (M)

(f) Deductive or Inductive

(g) Word Fluency (W)

Thurstone called these abilities

The loadings of multiple factor