Erik Erikson's Stages of Psychosocial Development and Piaget's Cognitive Development Stages - AP Psychology

trust vs. mistrust

is the world predictable and supportive?

positive:

secure attachment, trust, hope

negative:

mistrust, social withdrawal

autonomy vs. shame and doubt

am I self-sufficient or must I rely on others?

positive: confidence, independence, coping skills

negative: shame, doubt, compulsion, impulsivity

initiative vs. guilt

am I good or bad? will I feel guilty for trying new things?

positive: acceptance of rules, imagination, positive risk-taking

negative: guilt, dependence, lying

industry vs. inferiority

am I successful or am I worthless? how can I function in comparison to others?

positive: competence, productivity, confidence

negative: inertia, inferiority, giving up

identify vs. role confusion

who am I? what is my place in society?

positive: positive self-image, self-confidence, sense of self, happiness with choices

negative: role confusion, withdrawal, rebellion, dissatisfaction with choices

intimacy vs. isolation

am I able to become close with others, but still maintain my sense of self?

positive: love, companionship, partnership

negative: promiscuity, isolation, loneliness

generativity vs. stagnation

am I able to give love and attention beyond myself? have I nurtured the next generation?

positive: satisfaction, accomplishment

negative: self-absorption, boredom

integrity vs. despair

how do I deal with the end of my career? am I still useful? how do I cope with loss?

positive: satisfaction with life, objectivity

negative: preoccupation with past, failures and decisions

sensorimotor stage

characteristic(s): exploratory play

significant milestone(s): object permanence

preoperational stage

characterisitc(s): symbolic thinking, egocentric, conservation

significant milestone(s): overcoming egocentrism, overcoming conservation

concrete operational stage

more logical thinking

formal operational stage

abstract and hypothetical thinking

exploratory play

infants learn through physical interactions with objects, such as touching, mouthing, and shaking them

lack of object permanence

the belief that objects cease to exist when they are out of sight, common in very youung infants

egocentrism

the inability to see the world from another person’s perspective; assumes others see, think, and feel the same way they do

lack of conservation

the inability to understand that quantity remains the same despite changes in shape or arrangement

abstract thinking

the ability to think logically about abstract ideas, such as scientific principles and hypothetical situations