Theories of Psychosocial and Cognitive Development

Question 1

What age does Erikson’s psychosocial stage of (Trust vs. Mistrust) occur? Explain this stage.

Answer 1

Trust vs. Mistrust occurs during infancy. Children will generally grow up with trust for the world if their infant needs were met consistently and in a reliable manner. If they didn’t receive this they tend to distrust the world around them to provide for them.

Question 2

What age does Erikson’s psychosocial stage of (Autonomy vs. Shame and Doubt) occur? Explain this stage.

Answer 2

Autonomy vs. Shame and Doubt occurs during the toddler years. This stage is characterized by children developing a sense of autonomy when parents allow children to do things they are capable of doing on their own. If parents do too much for a child, or shame them for mistakes it creates self doubt in a child.

Question 3

What age does Erikson’s psychosocial stage of (Initiative vs. Guilt) occur? Explain this stage.

Answer 3

Initiative vs. Guilt occurs during the pre-k years. Initiative is encouraged as children are given freedom to explore, experiment, and have their questions answered. Guilt develops and children are restricted, and their initiative or questions a not approved of.

Question 4

What age does Erikson’s psychosocial stage of (Industry vs. Inferiority) occur? Explain this stage.

Answer 4

Industry vs. Inferiority occurs during elementary school years. Children are now at a stage where they recognize that if the can create something worthwhile they are recognized for it. i.e good behavior, grades, projects. If their efforts are not praised, even the best efforts to try, they can develop a sense that they are inferior to others.

Question 5

What age does Erikson’s psychosocial stage of (Identity vs. Role Confusion) occur? Explain this stage.

Answer 5

Identity vs. Role Confusion occurs during adolescents. The purpose of this stage is for adolescents to develop the skills and roles needed to take their place in adult society. If they don’t, they risk role confusion which happens by not having a sense of what behavior causes favorable reactions in society.

Question 6

What age does Erikson’s psychosocial stage of (Intimacy vs. Isolation) occur? Explain this stage.

Answer 6

Intimacy vs. isolation occurs during young adulthood. This stage is characterized by YA’s needing to develop close and committed relationships that they need to make significant sacrifices over. If they don’t they will develop a sense of isolation.

Question 7

What age does Erikson’s psychosocial stage of (Generativity vs. Stagnation) occur? Explain this stage.

Answer 7

Generativity vs. Stagnation occurs in adults. Generativity refers to adults willingness to establish and guide the next generation. If they choose not do to so it results in stagnation and self-absorption.

Question 8

What age does Erikson’s psychosocial stage of (Integrity vs. Despair) occur? Explain this stage.

Answer 8

Integrity vs. Despair occurs with the elderly. Integrity is the sense that you lived your life, lived it well, and it must come to an inevitable end. Despair occurs as elderly persons feel time is short and they don’t have time to go back and make changes that would have lead to a better existence.

Question 9

Identify 3 strategies to help a student develop a sense of industry.

Answer 9

1 not grade on a curve?
2 develop clear cut tasks and standards that all students are aware of, and all students should be able to obtain.
3

Question 10

What are Marcia’s Four Identity Statuses?

Answer 10

Identity Diffusion, Foreclosure, Moratorium, Identity Achievement

Question 11

Describe Identity Diffusion according to Marcia’s four identity statuses.

Answer 11

Crisis (not yet experienced) Commitment (weak) Not self-directed; disorganized, impulsive, low self-esteem, alienated from parents; avoids getting involved in schoolwork and interpersonal relationships. (BOYD)

Question 12

Describe Forclosure according to Marcia’s four identity statuses.

Answer 12

Crisis (not experienced) Commitment (strong, focus on parents values) Close-minded, authoritarian, low in anxiety; has difficulty solving problems under stress; feels superior to peers; more dependent on parents and other authority figures for guidance and approval than in other statuses. (MOM)

Question 13

Describe Moratorium according to Marcia’s four identity statuses.

Answer 13

Crisis (partially experienced) Commitment (weak) Anxious, dissatisfied with school; changes major often, daydreams, engages in intense but short-lived relationships; may temporarily reject parental and societal values. (ROMAN)

Question 14

Describe Identity Achievement according to Marcia’s four identity statuses.

Answer 14

Crisis (fully experienced) Commitment (strong) Introspective; more planful, rational, and logical in decision making than in other identity statuses; high self-esteem; works effectively under stress; likely to form close interpersonal relationships. (ME)

Question 15

Define seriation.

Answer 15

formation, arrangement, succession, or position in a series or orderly sequence

Question 16

Define irreversibility.

Answer 16

not reversible.

Question 17

Explain cognitive organization according to Piaget.

Answer 17

The concept of categorizing gathered information. i.e. When we think of tulips and roses as subcategories of the more general category flowers, instead of as two unrelated categories

Question 18

Explain adaptations according to Piaget.

Answer 18

Finding a good fit for information that is new that may not fit with your experiences with reality. assimilation and accommodation (finding a way to fit things in, or creating a new category of understanding)

Question 19

Explain Schemes according to Piaget.

Answer 19

Schemes are organized, generalizable patterns of behavior or thought

Question 20

Explain equilibration according to Piaget.

Answer 20

They process of taking information and organizing it to achieve the best possible adaptation to their environment

Question 21

Explain disequilibrium according to Piaget.

Answer 21

when people encounter something that is inconsistent with or contradicts what they already know or believe, this experience produces a disequilibrium

Question 22

Explain learning according to Piaget.

Answer 22

Learning is when disequilibrium occurs and causes new information to be reprocessed to come to a state of equilibrium.

Question 23

Piaget’s cognitive development stage of sensorimotor.

Answer 23

Birth to 2 years old. Develops schemes primarily through sense and motor activities. Develops object permanence.

Question 24

Piaget’s cognitive development stage of preoperational.

Answer 24

2-7 years old. Gradually acquires ability to conserve and decenter but not capable of operations and unable to mentally reverse actions.
Egocentrism: difficult, if not impossible, to take another person’s point of view

Conservation: ability to recognize that certain properties stay the same despite a change in appearance or position

Centration: tendency to focus attention on only one characteristic of an object or aspect of a problem or event at a time

Question 25

Piaget’s cognitive development stage of concrete operations.

Answer 25

7-11 years old. Capable of operations but solves problems by generalizing from concrete experiences. Not able to manipulate conditions mentally unless they have been experienced.
adolescent egocentrism: inability to differentiate between the world as the adolescent thinks it should be and the world as it actually is

Question 26

Piaget’s cognitive development stage of formal operations.

Answer 26

11+ years old. Able to deal with abstractions, form hypotheses, solve problems systematically, engage in mental manipulations.

Question 27

Piaget role of social interaction and role of instruction.

Answer 27

Role of social interaction: More strongly influenced by peers.

Role of instruction: Formal instruction does not have significant impact.

Question 28

Vygotsky role of social interaction and role of instruction.

Answer 28

Role of social interaction: More strongly influenced by those that are more intellectually advanced.

Role of instruction: Instruction important in zone of proximal development.

Question 29

What is scaffolding?

Answer 29

Helping students answer difficult questions or solve problems by giving them hints or asking leading questions

Question 30

What is the zone of proximal development.

Answer 30

the difference between what a child can do on his own and what can be accomplished with some assistance

Question 31

How can technology be applied to Piaget’s theory?

Answer 31

Microworlds: simulated learning environments that provide opportunities for students to think about problems for which there are not obvious solutions or situations that do not immediately “make sense.”

microcomputer-based laboratories: sensors that are attached to a microcomputer to generate graphs

Question 32

How can technology be applied to Vygotsky’s theory?

Answer 32

multi-user virtual environments (MUVEs): virtual learning environment, students engage in learning activities both online in the virtual environment and offline as well to support social interactions.

telementoring: online mentoring relationships

Question 33

Contrast morality of constraint (younger children) with morality of cooperation (adults, older children)

Answer 33

Morality of Constraint (Typical of Six-Year-Olds)/ Morality of Cooperation (Typical of Twelve-Year-Olds)

6- Holds single, absolute moral perspective
12- Is aware of different viewpoints regarding rules.

6-Believes rules are unchangeable.
12-Believes rules are flexible.

6- Determines extent of guilt by amount of damage.
12- Considers the wrongdoers’ intentions when evaluating guilt.

6- Defines moral wrongness in terms of what is forbidden or punished.
12- Defines moral wrongness in terms of violation of spirit of cooperation.

6- Believes punishment should stress atonement and does not need to “fit the crime.”
12- Believes punishment should involve either restitution or suffering the same fate as one’s victim.

6- Believes peer aggression should be punished by an external authority.
12- Believes peer aggression should be punished by retaliatory behavior on the part of the victim

6- Believes children should obey rules because they are established by those in authority.
12- Believes children should obey rules because of mutual concerns for rights of others.

Question 34

Kohlberg’s 6 stages of moral reasoning. Pre-conventional: (all about me)

Answer 34

Stage 1: Punishment-Obedience orientation: The physical consequences of an action determine goodness or badness. Those in authority have superior power and should be obeyed. Punishment should be avoided by staying out of trouble.

Stage 2: Instrumental Relativist orientation: An action is judged to be right if it is instrumental in satisfying one’s own needs or involves an even exchange. Obeying rules should bring some sort of benefit in return.

Question 35

Kohlberg’s 6 stages of moral reasoning. Conventional: (all about rules)

Answer 35

Stage 3: Good boy-Nice girl orientation: The right action is one that would be carried out by someone whose behavior is likely to please or impress others.

Stage 4: Law and Order orientation: To maintain the social order, fixed rules must be established and obeyed. It is essential to respect authority.

Question 36

Kohlberg’s 6 stages of moral reasoning. Post-conventional: (all about others)

Answer 36

Stage 5: Social Contract orientation: Rules needed to maintain the social order should be based not on blind obedience to authority but on mutual agreement. At the same time, the rights of the individual should be protected.

Stage 6: Universal Ethical Principle orientation: Moral decisions should be made in terms of self-chosen ethical principles. Once principles are chosen, they should be applied in consistent ways.

Question 37

Character Development as an Educational Goal. Explain in your own words in the list below:
Intellectual character:
Moral character:
Civic character:
Performance character:

Answer 37

Intellectual character: ways of thinking that direct and motivate what a person does when faced with a learning task and that often lead to a meaningful outcome. A learner with intellectual character is, for example, curious, open-minded, reflective, strategic, and skeptical

Moral character: a disposition to do both what is good and what is right

Civic character: the desire and willingness to use one’s knowledge and skills to become an engaged and responsible citizen

Performance character: personal qualities that facilitate the achievement of one’s goals. Examples here include the willingness to persevere, especially in the face of obstacles, starting tasks in a timely manner, being able to recover from failure, being willing to take a stand or express a contrary point of view, having a positive outlook, and attending to detail.