Ch 1. Freud, Erickson and Piaget

Question 1

Freud’s First Stage (Birth to 1 1/2)

Answer 1

Oral Stage - Infant’s pleasure centers on the mouth.

Question 2

Freud’s Second Stage (1 1/2 to 3)

Answer 2

Anal Stage - Child’s pleasure focuses on the anus.

Question 3

Freud’s Third Stage (3 to 6)

Answer 3

Phallic Stage - Child’s pleasure focuses on the genitals.

Question 4

Freud’s Fourth Stage (6 to Puberty)

Answer 4

Latency Stage - Child’s represses sexual interest and develops social and intellectual skills.

Question 5

Freud’s Fifth Stage (Puberty Onward)

Answer 5

Genital Stage - A time of sexual reawakening; source of sexual pleasure becomes someone outside family.

Question 6

Erikson’s Theory

Answer 6

Includes eight stages of human development. Each stage consists of a unique developmental task that confronts individuals with a crisis that must be resolved.

Question 7

Erikson’s First Stage (Birth to 1)

Answer 7

Trust vs Mistrust

Question 8

Erikson’s Second Stage (1 to 3)

Answer 8

Autonomy vs Shame and Doubt

Question 9

Erikson’s Third Stage (3 to 5)

Answer 9

Initiative vs Guilt

Question 10

Erikson’s Fourth Stage (6 to Puberty)

Answer 10

Industry vs Inferiority

Question 11

Erikson’s Fifth Stage (Puberty to 20)

Answer 11

Identity vs Role confusion

Question 12

Erikson’s Sixth Stage (20 to 40)

Answer 12

Intimacy vs Isolation

Question 13

Erikson’s Seventh Stage (40 to 65)

Answer 13

Generativity vs Stagnation

Question 14

Erikson’s Eighth Stage (65 Onward)

Answer 14

Integrity vs Despair

Question 15

Trust vs Mistrust

Answer 15

The development of trust during infancy sets the stage for a lifelong expectation that the world will be a good and pleasant place to live.

Question 16

Autonomy vs Shame and Doubt

Answer 16

After gaining trust in their caregivers, infants begin to discover that their behavior is their own. They start to assert their sense of independence or autonomy. They realize their will. If infants and toddlers are restrained too much or punished too harshly, they are likely to develop a sense of shame and doubt.

Question 17

Initiative vs Guilt

Answer 17

As preschool children encounter a widening social world, they face new challenges that require active, purposeful, responsible behavior. Feelings of guilt may arise, though, if the child is irresponsible and is made to feel too anxious.

Question 18

Industry vs Inferiority

Answer 18

Children now need to direct their energy toward mastering knowledge and intellectual skills. The negative outcome is that the child may develop a sense of inferiority—feeling incompetent and unproductive.

Question 19

Intimacy vs Isolation

Answer 19

At this time, individuals face the developmental task of forming intimate relationships. If young adults form healthy friendships and an intimate relationship with another, intimacy will be achieved; if not, isolation will result.

Question 20

Generativity vs Isolation

Answer 20

By generativity Erikson means primarily a concern for helping the younger generation to develop and lead useful lives. The feeling of having done nothing to help the next generation is stagnation.

Question 21

Integrity vs Despair

Answer 21

During this stage, a person reflects on the past. If the person’s life review reveals a life well spent, integrity will be achieved; if not, the retrospective glances likely will yield doubt or gloom—the despair Erikson described.

Question 22

Piaget’s Theory

Answer 22

Theory stating that children actively construct their understanding of the world and go through four stages of cognitive development.

Question 23

Piaget’s First Stage (Birth to 2)

Answer 23

Sensorimotor Stage

Question 24

Piaget’s Second Stage (2 to 7)

Answer 24

Preoperational Stage

Question 25

Piaget’s Third Stage (7 to 11)

Answer 25

Concrete Operational Stage

Question 26

Piaget’s Fourth Stage (11 Onward)

Answer 26

Formal Operational Stage

Question 27

Sensorimotor Stage

Answer 27

In this stage, infants construct an understanding of the world by coordinating sensory experiences (such as seeing and hearing) with physical, motoric actions—hence the term sensorimotor.

Question 28

Preoperational Stage

Answer 28

In this stage, children begin to go beyond simply connecting sensory information with physical action and represent the world with words, images, and drawings. However, according to Piaget, preschool children still lack the ability to perform what he calls operations, which are internalized mental actions that allow children to do mentally what they previously could only do physically. For example, if you imagine putting two sticks together to see whether they would be as long as another stick, without actually moving the sticks, you are performing a concrete operation.

Question 29

Concrete Operational Stage

Answer 29

In this stage, children can perform operations that involve objects, and they can reason logically when the reasoning can be applied to specific or concrete examples. For instance, concrete operational thinkers cannot imagine the steps necessary to complete an algebraic equation, which is too abstract for thinking at this stage of development.

Question 30

Formal Operational Phase

Answer 30

In this stage, individuals move beyond concrete experiences and begin to think in abstract and more logical terms. As part of thinking more abstractly, adolescents develop images of ideal circumstances. They might think about what an ideal parent would be like and compare their parents to this ideal standard. They begin to entertain possibilities for the future and are fascinated with what they can be. In solving problems, they become more systematic, developing hypotheses about why something is happening the way it is and then testing these hypotheses.