Psych test 8,9,10

Piaget's stages of cognitive development

1. sensorimotor 2. preoperational 3. concrete operational 4. formal operational

Erikson's Theory (short answer)

Erikson maintained that personality develops in a predetermined order through eight stages of psychosocial development, from infancy to adulthood. During each stage, the person experiences a psychosocial crisis which could have a positive or negative outcome for personality development. Trust v mistrust: the infant is uncertain about the world in which they live, and looks towards their primary caregiver for stability and consistency of care. If the care the infant receives is consistent, predictable and reliable, they will develop a sense of trust which will carry with them to other relationships, and they will be able to feel secure even when threatened. If these needs are not consistently met, mistrust, suspicion, and anxiety may develop. Autonomy v Shame: children at this stage are focused on developing a sense of personal control over physical skills and a sense of independence. If children in this stage are encouraged and supported in their increased independence, they become more confident and secure in their own ability to survive in the world. If children are criticized, overly controlled, or not given the opportunity to assert themselves, they begin to feel inadequate in their ability to survive, and may then become overly dependent upon others, lack self-esteem, and feel a sense of shame or doubt in their abilities. initiative v guilt: It is at this stage that the child will begin to ask many questions as his thirst for knowledge grows. If the parents treat the child's questions as trivial, a nuisance or embarrassing or other aspects of their behavior as threatening then the child may have feelings of guilt for "being a nuisance". Children begin to plan activities, make up games, and initiate activities with others. If given this opportunity, children develop a sense of initiative and feel secure in their ability to lead others and make decisions. industry v inferiority: If children are encouraged and reinforced for their initiative, they begin to feel industrious (competent) and feel confident in their ability to achieve goals. If this initiative is not encouraged, if it is restricted by parents or teacher, then the child begins to feel inferior, doubting his own abilities and therefore may not reach his or her potential. identity v role confusion: During this stage, adolescents search for a sense of self and personal identity, through an intense exploration of personal values, beliefs, and goals. Success in this stage will lead to the virtue of fidelity. Fidelity involves being able to commit one's self to others on the basis of accepting others, even when there may be ideological differences. During this period, they explore possibilities and begin to form their own identity based upon the outcome of their explorations. Failure to establish a sense of identity within society can lead to role confusion. Role confusion involves the individual not being sure about themselves or their place in society. Intimacy vs. Isolation: During this period, the major conflict centers on forming intimate, loving relationships with other people. Successful completion of this stage can result in happy relationships and a sense of commitment, safety, and care within a relationship. Avoiding intimacy, fearing commitment and relationships can lead to isolation, loneliness, and sometimes depression. Generativity vs. Stagnation: People experience a need to create or nurture things that will outlast them, often having mentees or creating positive changes that will benefit other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world. By failing to find a way to contribute, we become stagnant and feel unproductive. These individuals may feel disconnected or uninvolved with their community and with society as a whole. Ego Integrity vs. Despair: It is during this time that we contemplate our accomplishments and can develop integrity if we see ourselves as leading a successful life. Success in this stage will lead to the virtue of wisdom. Wisdom enables a person to look back on their life with a sense of closure and completeness, and also accept death without fear. if we see our lives as unproductive, feel guilt about our past, or feel that we did not accomplish our life goals, we become dissatisfied with life and develop despair,

Donald Super's 5 stages of career development

Identity is a primary force in an adolescents choice of a career crystallization- the emergence identity as a source of ideas about careers Specification-learn more about specific lines of work and begin training Implementation-enter the work force and learn how they get along

Life story

a way of presenting oneself to others that is based on one's self-concept but is also influenced by other people -a person's life story becomes a form of identity as how they choose to reflect on, integrate and tell the facts and events of their life not only reflects, but also shapes, who they are.

Marcia's Identity Statuses

identity diffusion, identity foreclosure, identity moratorium, identity achievement

life-span construct

in Whitbourne's theory of identity, the way people build a view of who they are - a unified sense of the past, present, and future.

fluid intelligence

our ability to reason speedily and abstractly; tends to decrease during late adulthood -Fluid intelligence is the capacity to think logically and solve problems in novel situations, independent of acquired knowledge. Fluid intelligence involves the ability to identify patterns and relationships that underpin novel problems and to extrapolate these findings using logic.

crystallized intelligence

our accumulated knowledge and verbal skills; tends to increase with age -Crystallized intelligence is the ability to use skills, knowledge, and experience. It does not equate to memory, but it does rely on accessing information from long-term memory.

Kohlberg's stages of moral development (short answer)

pre-conventional: children are only interested in securing their own benefit. This is their idea of morality. They begin by avoiding punishment, and quickly learn that they may secure other benefits by pleasing others. No other ethical concepts are available to children this young. conventional: They learn that there are certain "conventions" that govern how they should and should not behave, and learn to obey them. deriving moral principles from social or religious authority figures and never thinking about morality for themselves. post-conventional:, children have learned that there is a difference between what is right and wrong from a moral perspective,

possible selves

representations of what we could become, what we would like to become, and what we are afraid of becoming - refers to various components of the cognitive sense of self; the ideal self (who a person would like to be), who they can become even perhaps who they might be afraid of becoming. This can be like daydreaming about being a perfect and successful person, thinking about how to make the best of existing circumstances and opportunities and a fear of what a person might become if they give in to negative desires and fantasies.

john holland

stressed a person's occupational environment should be congruent with his personality type. -their is more satisfaction in the work and more productive

Social Clock

the culturally preferred timing of social events such as marriage, parenthood, and retirement

the prefrontal cortex and the adolescence brain(short answer)

the frontal cortex, the area of the brain that controls reasoning and helps us think before we act, develops later. This part of the brain is still changing and maturing well into adulthood.Other areas that are responsible for immediate reactions including fear and aggressive behavior develops early. The brain's remote control is the prefrontal cortex, a section of the brain that weighs outcomes, forms judgments and controls impulses and emotions. This section of the brain also helps people understand one another. What scientists have found is that teenagers experience a wealth of growth in synapses during adolescence. it starts pruning away the synapses that it doesn't need in order to make the remaining ones much more efficient in communicating. In teenagers, it seems that this process starts in the back of the brain and moves forward, so that the prefrontal cortex, that vital center of control, is the last to be trimmed. As the connections are trimmed down, an insulating substance called myelin coats the synapses to protect them.the prefrontal cortex is a little immature in teenagers as compared to adults; it may not fully develop until your mid-20s