Final

• Sensorimotor stage (0-2)

  · Object permanence

  · Sucking, grasping, looking, and listening

  Pre-operational (2-7)

  · Thinking in concrete terms

  · Struggle to see things from the perspectives of others

  Concrete operational stage (7-11)

  · Thinking becomes more logical and organized

  Formal operational stage (12+)

  · Think become abstractly and reason abut hypotheticals

  
  

  What are the four different stages of Piaget's theory of development and their main features?
• Erikson's psychosocial stages


  • Trust vs. Mistrust (infancy)
  • Autonomy vs. Shame/doubt (toddlerhood)
  • Initiative vs. Guilt
  • Industry vs. Inferiority (middle childhood)
  • Identity vs. Role confusion (Adolescence)
  • Intimacy vs. Isolation (Young Adulthood)
  • Generatively vs. Self-absorption and stagnation (adulthood)
  • Ego integrity vs. Despair (old age)
• Trust vs. Mistrust (infancy)

  Development of basic trust (from parents), Ego strength: hope
• Autonomy vs. Shame/doubt (toddlerhood)


  "terrible twos", Biological maturation, Shame and doubt come form social expectation(or pressure) awareness
• Initiative vs. Guilt


  Internalizes social prohibitions, Ego strength: purpose and courage
• Industry vs. Inferiority (middle childhood)

  Learning culturally valued skills, Ego strength: competence
• Identity vs. Role confusion (Adolescence)

  Diachronic (temporal) and synchronic, Questioning and reworking of identifications, Ego strength: Fidelity
• Intimacy vs. Isolation (Young Adulthood)

  Intimacy built on establishing sense of identity, Intimate relationship characterized by ability to regulate other aspects of life
• Generatively vs. Self-absorption and stagnation (adulthood)

  Generativity - t creation of children, thing, and ideas, Crisis negative poles are stagnation and self-absorption, Positive resolution of crisis results in ego strength: Care
• Ego integrity vs. Despair (old age)


  "was my life meaningful", Positive resolution hep find the meaning of life in the face of death
• Correlational


  Assesses two variables; predictability of co-occurrence
• Experimental


  Researcher measure whether or not the manipulated variable produces changes in another variable
• Cohort effects


  Group of people in a study with a common trait
• Secure base


  Familiar caregiver is used as a point from who to venture out to explore the environment and whom to return and seek shelter
• Internal working model


  Expectations of the availability of attachment figures, their likelihood of provifing support during times of stress
• Strange Situation


  Observational measure of infant attachment in which the infant experiences a series of introductions, separations, and reunions with the caregiver and an adult stranger in a prescribed/preset order, Used to test for attachment style
• Patterns of attachment


  • Secure attachment
  • Anxious-Avoidant
  • Resistant
  • Disorganized/Disoriented
• Secure attachment


  Infant is comfortable as long as mother is around, will be upset if she leaves
• Anxious-Avoidant


  Infant is indifferent to mother. Little distress is mother leaves.
• Resistant


  Infant stays close to mother at all times. Becomes very upset when mother leaves, and is not comforted upon return.
• Disorganized/Disoriented


  Infant are unpredictable. Acts dazed and disoriented.
• Factors influencing attachment patterns


  • Intial Attchment quality
  • Family circumstances
  • Quality of child care
  • Extent of child care
• Outcomes of attachment patterns

  • Better adjustment for secure children, worst outcomes for disorganized children in: Dependency, self-reliance, and efficacy; Efforts at mastering challenging asks; Emotion regulation; Anxiety, anger, empathy; Social competence; Psychopathology
• Preoperational stage


  Children learn to use symbolic representations and develop some ability to think and reason
• Characteristics of preoperational stage

  • Centration
  • Egocentrism
  • Animistic thinking
  • Lack of conservation
  • Class inclusion
• Centration


  The tendency to consider only one piece of information/dimension when multiple pieces/dimensions need to be processed
• Egocentrism


  Inability to take the perspective of another (mountain task)
• Animistic thinking


  Belief that inanimate objects have life like qualities
• Lack of conservation


  The amount of a liquid remains the same despite changes inits form, shape, or appearance.
• Class inclusion


  Failure to understand that a superordinate class always contains more objects than a subordinate class
• Concrete operations stage


  Main characteristics
• Genetic law of cultural development

  Role of tools in psychological development
• Egocentric speech (Vygotsky)


  Function, what it develops out of, and what it develops into
• ADHD subtypes


  • Combined subtype
  • Hyperactive/impulsive subtype
  • Inattentive subtype
• ADHD


  Characteristics, difficulties with Inattention, and hyperactivity and Impulsivity, Behavior interventions and medications used to treat
• Core features of ASDs

  • Social communication style involving a range of verbal and nonverbal features
  • Repetitive behaviour and focused/intense interests
  • Sensory processing differences
• Self-understanding


  How it changes from early to middle childhood
• Self-esteem


  Global evaluative dimension of self (self worth, self image), Predictors and consequences
• Self-concept


  Domain-specific evaluations of self (academic, or althletic)
• Self-efficacy


  Definition, Consequences