developmental psychology stages Flashcards
piaget - (0-2) infants know the world mostly in terms of their sensory impressions and motor activities; no object permanence
sensorimotor
piaget - (2-7) a child learns to use language but does not yet comprehend the mental operations of concrete logic
preoperational
piaget - (7-11) children gain the mental operations that enable them to think logically about concrete events
concrete operational
piaget - (11+) children begin to think logically about abstract concepts
formal operational
kohlberg - (preconventional) rules are fixed and absolute, avoiding punishment is the most important motivator
obedience and punishment
kohlberg - (preconventional) judging actions based on what’s best for their individual needs, “what’s in it for me?”
self-interest and exchange
kohlberg - (conventional) living by social expectations and roles, emphasis on conformity, being nice, and considering how our decisions affect our relationships “what do others think of me?”
interpersonal accord and conformity
kohlberg - (conventional) considers people as a whole when making judgments, maintaining law and order by following rules, doing one’s duty, respecting authority
authority and maintaining social order
kohlberg - (postconventional) accounts for the differing values, opinions, and beliefs of other people. Rules of law are important for maintaining a society, but do they apply equally to all members?
social contract and individual rights
kohlberg - (postconventional) based on abstract reasoning, people follow internalized principles of justice, even if they conflict with laws and rules
universal ethical principles
erikson - the infant is uncertain about the world in which they live, and looks towards their primary caregiver for stability and consistency of care. if provided, the child learns to trust the world rather than developing anxiety about it
trust vs mistrust
erikson - children at this stage are focused on developing a sense of personal control over physical skills and a sense of independence. if child is supported in their interests they develop confidence, if overly controlled they will lack self-esteem
autonomy vs shame
erikson - children assert themselves more frequently through directing play and other social interaction. if child interacts with other children they develop decision-making skills, if not they might feel like a nuisance and withdraw from others
initiative vs shame
erikson - If children are encouraged and reinforced in their school abilities, they begin to feel competent and confident in their ability to achieve goals. if not, the child begins to feel inferior, doubting his own abilities, and therefore may not reach his or her potential
industry vs inferiority
erikson - adolescents search for a sense of self and personal identity, through an intense exploration of personal values, beliefs, and goals. failure to establish a sense of identity within society can lead to role confusion. success leads to happiness and a sense of belonging in society
identity vs role confusion
erikson - the major conflict centers on forming intimate, loving relationships with others. succeeding results in happy relationships and a sense of commitment, safety, and care within a relationship. failure leads to avoiding intimacy, fearing commitment, isolation, loneliness, and sometimes depression
intimacy vs isolation
erikson - individuals experience a need to create or nurture things that will outlast them, Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world and feeling disconnected from society as a whole
generativity vs stagnation
erikson - individuals in this stage contemplate accomplishments and can develop integrity if they see themselves as leading a successful life, this lets them accept death without fear. failure leads to unproductivity, guilt about our past, and despair, often leading to depression and hopelessness.
ego integrity vs despair
developed social learning theory (social behavior is learned by observing and imitating the behavior of others) and the concept of self-efficacy (an individual’s belief in his or her capacity to execute behaviors necessary to exert control over one’s own motivation, behavior, and social environment)
Albert Bandura
developed theory that personality depended directly on the resolution of existential crises that occurred in stages throughout life
Erick Erikson
identified the four different types of parenting styles: authoritarian, permissive, negligent, and authoritative
Diana Baumrind
developed the theory of imprinting (a primary stage of emotional and neurobehavioural development in which the infant recognizes its mother through oral tactile memory for continuing evolutionary survival)
Konrad Lorenz
demonstrated the devastating effects of deprivation on monkeys and the importance of a caregiver’s love for healthy childhood development.
Harry Harlow
developed attachment theory (young children need to develop a relationship with at least one primary caregiver for normal social and emotional development.)
Mary Ainsworth
created a psychoanalytic theory of personality that suggests human behavior is the outcome of interactions and conflicts between three hypothetical component parts of the mind: the id, ego, and superego
Sigmund Freud
developed a stage theory of child cognitive development (4 stages), detailed observational studies of cognition in children, and a series of simple but ingenious tests to reveal different cognitive abilities
Jean Piaget
developed a theory of moral development (6 stages)
Lawerence Kohlberg
