unit 11 - development

piaget’s 4 stages of cognitive development

1. sensorimotor stage

2. preoperational stage

3. concrete operational stage

4. formal operational stage

stage 1 - sensorimotor stage

• age 0-2

• schemas are developed through sensory and motor activities

• object permanence

object permanence

• apart of stage 1 - sensorimotor stage

• an infant’s recognition (gained during this stage) that objects (or people) continue to exist even when they cannot be seen, heard, or touched directly

  • peek-a-boo

  • believes the toy no longer exists once it is blocked from sight

stage 2 - preoperational stage

• age 2-7

• ability to employ significant language

• able to think symbolically

• thinking is egocentric and animistic

• can’t perform mental operations

  • no conservation, no reversibility

• is the moon following me?

egocentrism

• apart of stage 2 - preoperational stage

• the cognitive inability to differentiate between one's own perspective and that of others

animistic

• apart of preoperational stage

• the worldview that all elements of nature—including animals, plants, rocks, rivers, and weather—possess a distinct spiritual essence, soul, or agency

stage 3 - concrete operational stage

• age 7-11

• can’t think abstractly or hypothetically

• can perform mental “operations” on concrete objects

  • understands reversibility and conservation

• less egocentric

• does the glass have the same amount of liquid?

conservation

• no in stage 2, understand in stage 3

• understanding that quantity (mass, volume) remains the same despite changes in shape

reversibility

• no in stage 2, understand in stage 3

• is the mental ability to reverse actions, understanding that a changed object can return to its original state

stage 4 - formal operational stage

• age 11+

• able to apply operations to abstract concepts and hypothetical situations

• imaginary audience

• personal fable

• great concern for physical apperance

abstract thinking

the ability to conceptualize ideas, principles, and objects that are not physically present, focusing on patterns, relationships, and hidden meanings rather than literal, tangible details

Ainsowrth’s levels of attachment

• secure/normal

• anxious/ambivalent

• anxious/avoidant

• disorganized/disoriented

secure/normal

infant seeks closeness with mother when stranger enters. uses her as a safe base from which to explore, shows moderate distress on separation from her, and is happy when she returns

anxious/ambivalent

infant becomes very upset when mother leaves the room and shows mixed emotions when she returns

anxious/avoidant

infant does not seek closeness or contact with the mother and shows little emotion when the mother departs or returns

disorganized/disoriented

infant exhibits avoidant or ambivalent attachment, often seeming either confused or apprehensive in the presence of the mother

experimental paradigm ainsowrth’s levels of attachment

designed to measure infant attachment (12–18 months) style by observing reactions to separation and reunion with their caregiver

baumrind’s parenting styles

• differentiated by their degree of 2 factors: control (C) or warmth (W)

• permissive-neglectful

• permissive-indulgent

• authoritarian

• authoritative

permissive-neglectful

• low C - low W

• parents make few demands, with little structure or monitoring (low C)

• parents show little interest in emotional support (low W)

• “I don’t care about what you do”

• children tend to have more social skills and little self control

permissive-indulgent

• low C - high W

• parents set few limits or demands (low C)

• parents are highly involved and emotionally connected (high W)

• “I care about you - and you’re free to do as you like!”

• children often fail to learn respect for others, tend to be impulsive, immature and out of control

authoritarian

• high C - low W

• parents are rigid and punitive (high C) - a lot of expectations

• parents are low on warmth and responsiveness (low W)

• “I don’t care what you want - just do it my way, or else!”

• children tend to be easily upset, moody, aggressive, and often fail to learn good communication skills

authoritative

• high C - high W

• parents generally set and enforce firm limits (high C)

• parents tend to be highly involved, tender, and emotionally supportive (high W)

• “I really care about you, but there are rules, and you need to be responsible”

• children become self-reliant/self-controlled, high-achieving and emotionally well

kohlberg’s stages of moral development

• 3 levels, 2 stages each

• preconventional level

• conventional level

• postconventional level

preconventional level

• birth to adolescence

• moral judgment is self-centered (egocentric)

• what is right is what one can get away with, or what is personally satisfying

stage 1 preconventional level

• punishment-obedience orientation

• focus is on self-interest, obedience to authority and avoidance of punishment

stage 2 preconventional level

• instrumental-exchange orientation

• morality is based on reciprocity - an equal exchange of favors

conventional level

• adolescence to young adulthood

• moral reasoning is other-centered

• societal rules are accepted because they help ensure the social order

stage 3 conventional level

• good-child orientation

• primary concern is being nice and getting approval’ others are judged by their intentions

stage 4 conventional level

• law-and-order orientation

• morality is based on a larger perspective — societal laws, realizing that, if everyone violated those laws, there would be chaos

postconventional level

• adulthood

• moral reasoning based on personal standard of right and wrong

• morality is defined in terms of abstract principles and values that apply to all situations and societies

stage 5 postconventional level

• social-contract orientation

• societal laws are generally obeyed unless they fail to express the will of the majority or fail to maximize social welfare

stage 6 postconventional level

• universal-ethics orientation

• “right” is determined by universal ethical principles (e.g. nonviolence, human dignity, freedom…)

erikson’s 8 stages of psychosocial development

1. trust versus mistrust

2. autonomy versus shame and doubt

3. initiative versus guilt

4. industry versus inferiority

5. identity versus role confusion

6. intimacy versus isolation

7. generatively versus stagnation

8. ego integrity versus despair

trust vs mistrust

• birth-age 1

• infants learn to trust or mistrust their caregivers and based on whether or not their needs—such as food, affection, safety—are met

autonomy vs shame and doubt

• ages 1-3

• toddlers start to assert their sense of independence (autonomy)

• if caregivers encourage self-sufficiency, the toddler will learn to be independent versus feeling shame and doubt

initiative vs guilt

• ages 3-6

• preschoolers learn to initiate activities and have a sense of social self to develop self-confidence and responsibility

• if not, they feel irresponsible, anxious, and guilty

industry vs inferiority

• ages 6-12

• elementary school-aged children who succeed in learning new, productive life skills develop a sense of pride and competence (industry)

• those who fail to develop these skills feel inadequate and unproductive (inferior)

identity vs role confusion

• ages 12-20

• adolescents develop a coherent and stable sense of self by exploring many roles self-definition (identity) and deciding who or what they want to be in terms or career, attitudes, and so on

• failure to resolve this identity crisis may lead to apathy, withdrawal, and/or role confusion

intimacy vs isolation

• early adulthood

• young adults form lasting meaningful relationships that help them develop a sense of connectedness and intimacy with others

• if not, they become psychologically isolated

generativity vs stagnation

• middle adulthood

• the challenge for middle-aged adults is in nurturing the young, and making contributions to society through their work, family, or community activities

• failing to meet this challenge leads to self-indulgence and a sense of stagnation.

ego integrity vs despair

• late adulthood

• older adults reflect on their past and if reflection shows a life well-spent, they experience self-acceptance and satisfaction (integrity)

• if not, they experience regret and dissatisfaction (despair)