DEVELOPMENTAL PSYCHOLOGY Flashcards
1
Q
PIAGET: Believed
A
Cognitive development depends upon the interaction of the brains biological maturation with personal experiences
Proposed all children go through 4 cognitive steps
- Regardless of culture
Each linked to an approximate age range
Some people may be capable of more advanced thinking than that associated with their chronological are, still use mental abilities associated with an earlier stage
2
Q
PIAGET: Stages
A
Developmental periods in which characteristic patterns of behavior are demonstrated
Specific capacities of behavior become established or evident
Stage theories different from continuous approaches to development
- Changes are quiet smooth and linear as they are marked by more discontinuous steps of development
3
Q
PIAGET: Three assumptions that characterize stage approaches
A
- individuals must progress through specific stages in a certain unchanging order where each stage builds on the previous one
- movement and progression through the stages is closely linked to age changes
- development at each stage is sign-posted by major steps that lead to dramatic behavior transitions
4
Q
PIAGET: How infants understand the world
A
The child works through the creating of thinking frameworks, concept or mental patterns called schemas
The infant’s simple frameworks, based around reflexes such as gripping and sucking, become more complex and symbolic as the child gets older
A child develops these frameworks via the duel process of assimilation and accomodation
As we interact with our world we construct and modify our schemas
5
Q
PIAGET: Schema
A
An idea about what something is and how to deal with it - these are the basic building clocks of intelligent behavior that enables them to understand their world
6
Q
PIAGET: Assimilation
A
How a child uses old frameworks to deal with new ones; they ‘fit’ the world into what they already know
7
Q
PIAGET: Accomodation
A
How existing methods or ideas are changed to deal with or adjust to new situations
8
Q
PIAGET: Sensorimotor Stage
A
(0-2 years)
- Child’s intellectual development is mostly non-verbal
- Mainly concerned with learning to coordinate purposeful movements with information from the senses by looking at, touching and mouthing objects in their immediate environment
- Begin to integrate sensory and motor information and or coordinate their motor responses
- Gradually learn that there is a relationship between their actions and the external world
- Learn that they can manipulate objects and produce effects
- -> object permanence
9
Q
PIAGET: Preoperational Stage
A
(2-7 years)
- Begin to think symbolically and use language
- Thinking is still very intuitive
- -> thinking the sun follows you when you walk - Use of language is not as sophisticated as it might seem
- -> tendency to confuse words with the objects they represent
- -> name of object as much a part of it as size, shape, and colour - Egocentrism
- Animism
- Centration
- Transformatin
- Seriation
10
Q
PIAGET: Concrete Operational Stage
A
(7-11 years)
- Begin to use concepts of time, space and number
- Can think logically about very concrete objects or situations, categories and principles
- Ability to reverse thoughts or mental operations
- Reversibility
- Conservation
- Classification
11
Q
PIAGET: Formal Operational Stage
A
(11 years and up)
- Thinking is based more on abstract principles, such as democracy or honor
- Become less egocentric
- Also become able to consider hypothetical possibilities
- Able to consider the possibilities and discuss their implications
- Full intellectual ability is attained during this stage
- Capable of inductive reasoning and deductive reasoning and they can comprehend more advanced mathematics, physics, philosophy, psychology and other abstract systems
- Can test hypothesis in a scientific manner
- Can think formally about some topics, but their thinking becomes concrete when the topic is unfamiliar
- Formal thinking may be more a result of cultural and learning than of maturation
- Abstract thinking
- Logical thinking
- Inductive thinking
- Deductive thinking
12
Q
KOHLBERG: Believed
A
- That there is a universal sequence to the development of morality and the stages begin early in childhood
- Saw morality as developing in innate stages in a set order when biological maturation is ready as experiences which fail to fit existing schemas challenge current moral thinking
- Each moral stage involves different kinds of thinking to reach moral decisions, the focus on how moral thinking occurs
- Moral behavior results from moral thinking
13
Q
KOHLBERG: Preconventional Stage
A
- Stage to show signs that they are starting to have a basic understanding of moral behavior
- ‘Preconventional’ as children don’t yet speak as members of society - they see morality as something external to themselves
- Think in terms of n external authority where acts are described as wrong if they are punished and right if they lead to a positive consequence
14
Q
KOHLBERG: Preconventional Stage
STAGE 1 = Punishment and Obedience
A
- Egocentric - punishment rather than interest in others
- Don’t recognized different points of view
- Punishment provides information about what is wrong not good or bad
- Confuses perspective of authority with one’s own
15
Q
KOHLBERG: Preconventional Stage
STAGE 2 = Naive Reward Related to Self
A
- Child follows rules if in their interest, rewards, pleasure seeking orientation
- Correct behavior is based on own needs - moral thinking is based on reward and self interest
- Shows concerns for others but not out of loyalty or justice - more you help me the more I help you
- Aware of different interests and that these may cause conflict - start to realize that other people have needs that need to be met as well
16
Q
KOHLBERG: Conventional Stage
A
- Children learn the nature of authority within their family and society
- Older children view rules as necessary for maintaining social order
- Rules are followed not so much to avoid punishment but to gain approval from others
- Rules are seen as absolute guides that should be strictly enforced
- Moral reasoning is guided and determined by conformity
17
Q
KOHLBERG: Conventional Stage
STAGE 3 = Mutual Interpersonal Expectations, Conformity and Relationships
A
- Determined by approval/disapproval of those close to us (friends/family)
- Good behavior is gone to please others/gain approval
- Following rules
- Maintaining trust, respect, loyalty - this is what moral thinking is based on
- Large amounts of conformity (from those who the individuals see’s as important - follows rules to get praise)
- Less egocentric and more able to put themselves in other people’s shoes
18
Q
KOHLBERG: Conventional Stage
STAGE 4 = Authority - Law and Order
A
- Determined by society’s rules/laws to be obeyed (social system)
- Doing your duty and following social rules
- Follow/conform to rules to maintain the welfare of society
- Conscience is the moral guide - it doesn’t matter if two people disagree, we have to do what is right for society
19
Q
KOHLBERG: Postconventional Stage
A
- Adolescents and adults decide on a personal set of ethics
- Acceptance of rules is less rigid and the individuals moral thinking tends to be more flexible
- It is accepted that if an individuals may choose their own personal beliefs/ethics to guide their behaviour
20
Q
KOHLBERG: Postconventional Stage
STAGE 5 = Social Construct/Individual Rights
A
- Determined by society’s rules which are viewed as fallible rather than absolute - open to question
- Laws should be obeyed for the good of the community
- Emotional bonds and relationships are put to oneside
- Consider the moral and legal points of views
- Try to balance human rights and laws of society
- Some adults reach this level
21
Q
KOHLBERG: Postconventional Stage
STAGE 6 = Universal Ethical Principles and Moral Point of View
A
- Respect for others
- Determined by abstract ethical principles that emphasis equality and justice - we have self-chosen ethical principles
- Universal principles are those applied all around the world
- Any rational individual would identify that the nature of morality rests on respect for others and rules and laws are there to guide us
- Very few adults reach this stage
22
Q
ERIKSON: Believed
A
- We face a psychosocial dilemma (a conflict between personal impulses and the social world) or a crisis at every stage of live
- Resolving these dilemmas creates a new balance between a persona and society
- Numerous unsuccessful outcomes results in us having a crisis and making it hard for us to deal with later problems
- Everyone’s personality is shaped by how individuals cope with and deal with these crisises
- The eight stages are developmental phases in which the individual’s major goal is to satisfy desires related to social needs
23
Q
ERIKSON:
Stage 1 = Trust v Mistrust
A
(0-1)
- Infants depends completely on adults to take care of their basic needs - attachments are formed/ trust and mistrust
- Trust –> Predictable world around the child where basic needs are met
- Mistrust –> Unpredictable world, inadequate care, basic needs not met or inconsistent
- This is not resolved once and for all in the first year of life - this issue arisis at each stage of development
- Can gain trust in infancy and lose it later
24
Q
ERIKSON:
Stage 2 = Autonomy v Shame/Doubt
A
(1-3)
- Children start to explore the world around them - independence
- Parent encourage this - don’t tell children off for mistakes/accidents or laugh at them/speak cruelly/finish off sentences
- Parents who praise their child for their achievements instill a sense of autonomy and pride in the child
- Parents who ridicule their children/criticize them for not succeeding make their child feel ashamed and doubt their ability
25
ERIKSON:
| Stage 3 = Initiative v Guilt
(3-5)
- Children start to take initiative through play and to solve problems - they learn to make plans and to carry out tasks
- Parent reinforce this by giving children freedom to play, ask questions, use their imagination and choose activities
- The child will feel guilt about initiative activities if a parent severely criticisms them, prevents play or discourages their questions
- A child needs to balance their initiative within their set boundaries
26
ERIKSON:
| Stage 4 = Industry v Inferiority
(6-12)
- Describe the primary school years as the child's 'entrance to life'
- Children start to learn skills values by society and success failure can affect a child's feelings of adequacy
- Children learn a sense of industry (becoming productive or more active) - if they win praise for productive activities such as painting, cooking, reading etc.
- If a child's efforts are seen as messy, childish or inadequate they will feel inferior
- This stage shows how important other people around the child become - not just parent/family but now friends, teachers and other adults
27
ERIKSON:
| Stage 5 = Identity v Role Confusion
(12-18)
- Caught between childhood and adult
- Mental and physical maturation
- Conflicting experiences must be integrated into this new identity
- People who fail to develop a sense of identity suffer from role confusion - they are uncertain about who they are and where they are going
28
ERIKSON:
| Stage 6 = Intimacy v Isolation
(18-40)
- The individual feels the need for intimacy in their life
- They have established to stable identity and they are now prepared to share meaningful love/deep friendship with others
- Intimacy --> not just physical - he also referred to an ability to care about others and share an experience with them
- Failure to establish intimacy can lead to feeling of isolation (feeling alone and uncared for) - this can often lead to further difficulties later in life
29
ERIKSON:
| Stage 7 = Generativity v Stagnation
(40-65)
- Generativity --> Caring about oneself, ones children and future generations
- Stagnation --> Overly concerned with own personal needs and comforts and their lack of personal growth. Become bored and inactive
- An individual concerns broaden to include the welfare of others and society as a whole
- Failure to do this leads to stagnation - life loses meaning and the person feel depressed, trapped and bitter
30
ERIKSON:
| Stage 8 = Integrity v Despair
(65+)
- Old age is a time for reflection - he said a person should be able to look back over their life with acceptance and satisfaction - integrity (self-respect)
- Can face aging and death with dignity
- If they view life with regrets then this lead to despair - heartache and remorse
- Life is viewed as a series of missed opportunities- individual feels like a failure and its too late to reverse previous decisions
- Aging and death become and source of fear and depression
