PSY 211 Module Five Milestone Template
You must address both Part One and Part Two of the template. Complete this template by replacing the bracketed text with the relevant
information.
Part One: Theories at a Glance Table
After reviewing the example row, complete the table below to prepare you to complete Project Two.
Identify the appropriate perspective(s) that best relate to each theorist by inserting an X under the appropriate perspective column. It is
possible that some theorists may apply more than one perspective.
Identify the primary theoretical concept(s) of each theorist and provide a brief explanation of the perspective–theorist alignment you
identified.
Theorist Biological Perspective
Indicate with an ‘X’ if present
in the theory.
Psychological Perspective
Indicate with an ‘X’ if present
in the theory.
Social Perspective
Indicate with an ‘X’ if present
in the theory.
Primary Theoretical Concept(s) or
Theme and Explanation
Sigmund Freud
(example row)
X X Primary Concepts: Psychosexual
development, conflicts, neuroses
Explanation: Freud's insights on
unconscious processes is linked to
the biological perspective. For
example, different brain systems
(i.e., hippocampus, amygdala,
sensory cortex) impact memory,
emotion, and sensation, all of
which can influence our
perception. In addition, Freud's
focus on conflicts and neuroses is
linked to the psychological
perspective. For example,
unresolved trauma can manifest in
phobias, compulsions, and
unintentional expressions.
Erik Erikson X X Primary Concepts: Psychological
theory of development
Explanation: This theory is a
discontinuous, active, and
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Theorist Biological Perspective
Indicate with an ‘X’ if present
in the theory.
Psychological Perspective
Indicate with an ‘X’ if present
in the theory.
Social Perspective
Indicate with an ‘X’ if present
in the theory.
Primary Theoretical Concept(s) or
Theme and Explanation
universal approach that states
individuals are pushed by
biological maturation and the
social demands of their
environment through the eight
stages of development: trust vs.
mistrust, autonomy vs. shame and
doubt, initiative vs. guilt, industry
vs. inferiority, identity vs.
confusion, intimacy vs. isolation,
generativity vs. stagnation, and
integrity vs. despair (Sigelman &
Rider, 2017a, p. 38)
Maria Montessori X X X
Primary Concepts: The
Montess
ori
method
of
educat
The Montessori method of
education
Explanation: continuous, active,
and universal approach that
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Theorist Biological Perspective
Indicate with an ‘X’ if present
in the theory.
Psychological Perspective
Indicate with an ‘X’ if present
in the theory.
Social Perspective
Indicate with an ‘X’ if present
in the theory.
Primary Theoretical Concept(s) or
Theme and Explanation
emphasizes individual instruction
and self-paced learning because
children are naturally curious and
capable of learning individually
(Meinke, 2019)
Jean Piaget X X Primary Concepts: Cognitive
development
Explanation: Primary Concepts:
Piaget’s Theory of Cognitive
DevelopmentExplanation: Piaget’s
theory is a discontinuous, active,
and universal approach that posed
that children actively construct
their understandings of the world
based on their interactions within
the world; the four stages are
sensorimotor, preoperational,
concrete operations, and formal
operations (Sigelman & Rider).
Lev Vygotsky X X Primary Concepts: Cognitive
abilities are socially guided
Explanation: [Insert text.]
Aaron Beck X X Primary Concepts: Psychotherapy,
psychopathology, psychometrics
and suicide.
Explanation: [Insert text.]
John Watson X X Primary Concepts:
Behaviori
sm and
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Theorist Biological Perspective
Indicate with an ‘X’ if present
in the theory.
Psychological Perspective
Indicate with an ‘X’ if present
in the theory.
Social Perspective
Indicate with an ‘X’ if present
in the theory.
Primary Theoretical Concept(s) or
Theme and Explanation
behavior
modificat
ion
Behaviorism and behavior
modification
Explanation: [Insert text.]
B. F. Skinner X X Primary Concepts: Operant
conditioning, behavior analysis,
verbal behavior and radical
behaviorism
Explanation: B.F. Skinner’s theory
of operant conditioning is a
continuous, passive, and context-
specific approach stating that
consequences determine the
probability of repeated behavior
(McLeod, 2018).
Mary Ainsworth X X Primary Concepts: Attachment
theory
Explanation: B.F. Skinner’s theory
of operant conditioning is a
continuous, passive, and context-
specific approach stating that
consequences determine the
probability of repeated behavior
(McLeod, 2018).
Albert Bandura X X Primary Concepts: Social
CognitiveTheoryExplanation: This
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Theorist Biological Perspective
Indicate with an ‘X’ if present
in the theory.
Psychological Perspective
Indicate with an ‘X’ if present
in the theory.
Social Perspective
Indicate with an ‘X’ if present
in the theory.
Primary Theoretical Concept(s) or
Theme and Explanation
theory is a continuous, active, and
context-specific approach of the
importance of observing,
modeling, and imitating behaviors,
attitudes, and emotional reactions
of others and puts a heavy
emphasis on the environmental
factors that influence learning and
behavior (McLeod, 2016)
Kurt Fischer X X Primary Concepts: Cognitive and
emotional development
Explanation: This theory is a
continuous, active, and context-
specific approach that defines
skills as emotions, motivations,
meaning, and actions and states
that human behavior is dynamic; it
changes in response to the
context of our environment
(Sigelman & Rider, 2017e, p. 211)
Urie
Bronfenbrenner
X X X Primary Concepts: Ecological
systems theory. Also was the
cofounder of the Head Start
Program
Explanation: This systems theory is
both continuous and
discontinuous and both active and
passive depending on the
environment and is a context-
specific approach that emphasizes
the interaction between biology,
psychology, and social
environments that influence
development; the four systems
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Theorist Biological Perspective
Indicate with an ‘X’ if present
in the theory.
Psychological Perspective
Indicate with an ‘X’ if present
in the theory.
Social Perspective
Indicate with an ‘X’ if present
in the theory.
Primary Theoretical Concept(s) or
Theme and Explanation
are: microsystems, mesosystems,
exosystems, (Sigelman & Rider,
2017f, p. 50-51).
Part Two: Short-Response Questions
Identify a theorist from the Theories at a Glance table, summarize their theory, and explain the aspects of that theory that relate to one
of the three perspectives: biological, psychological, or social. Support your answer with a credible source.
[Insert text.]
Select another theorist from the Theories at a Glance table and explain how their theory applies to your own learning development and
lived experience.
[Insert text.]
References
leahy, R. & Doud. E. T. (Eds.). (2002, April 4). Cognitive Models of Depression. In R. Leahy & E. Doud (Eds.), Clinical advances in cognitive
psychotherapy: Theory and Application (pp. 29-62). Springer Publishing Co.Lopez, K. (n.d.) Pedagogy profile: The Montessori method.
Supply Desk. Retrieved October 1, 2022, from https://www.supplydesk.co.uk/resource/pedagogy-profile-montessori-method/McLeod,
S. (2016). Albert Bandura’s social learning theory. Simply Psychology. Retrieved September 30, 2022, from
https://www.simplypsychology.org/bandura.htmlMcLeod, S. (2018). What is operant conditioning and how does it work? Simply
Psychology. Retrieved September 28, 2022, from https://www.simplypsychology.org/operant-conditioning.htmlMcLeod, S. (2022,
August 18). Vygotsky's sociocultural theory of cognitive development. Simply Psychology. Retrieved September 29, 2022, from
https://www.simplypsychology.org/vygotsky.htmlMeinke, H. (2019, November 4). Exploring the pros and cons of Montessori education.
Rasmussen University. Retrieved October 1, 2022, from
https://www.rasmussen.edu/degrees/education/blog/pros_cons_montessori_education/Ruhl, C. (2021, June 29). Montessori method of
education. Simply Psychology. Retrieved September 29, 2022, from https://www.simplypsychology.org/montessori-method-of-
education.htmlSigelman, C. K., & Rider, E. A. (2017a). Theories of human development. In Life-Span Human Development (9th ed., p. 38).
Cengage Learning US. https://bookshelf.vitalsource.com/books/9781337516068Sigelman, C. K., & Rider, E. A. (2017b). Cognitive
developmental theory. In Life-Span Human Development (9th ed., p.46). Cengage Learning US.
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https://bookshelf.vitalsource.com/books/9781337516068Sigelman, C. K., & Rider, E. A. (2017c). Learning theories. In Life-Span Human
Development (9th ed., p. 41). Cengage Learning US. https://bookshelf.vitalsource.com/books/9781337516068Sigelman, C. K., & Rider, E.
A. (2017d). Perspectives on relationships. In Life-Span Human Development (9th ed., p. 440). Cengage Learning US.
https://bookshelf.vitalsource.com/books/9781337516068Sigelman, C. K., & Rider, E. A. (2017e). Fischer’s dynamic skill framework. In
Life-Span Human Development (9th ed., p. 211). Cengage Learning US.
https://bookshelf.vitalsource.com/books/9781337516068Sigelman, C. K., & Rider, E. A. (2017f). Systems theory. In Life-Span Human
Development (9th ed., pp. 50-51). Cengage Learning US. https://bookshelf.vitalsource.com/books/97813375160687
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