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| According to Piaget the process of interpreting new info in terms of existing schemata |
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| According to Piaget, when new info doesn't really fit into existing schemata, which are modified to adapt to the new info |
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| Four stages of cognitive development: sensorimotor, preoperational, concrete operational, formal operational |
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| the first stage in Piaget's cognitive development model. Goal oriented behavior develops. object permanence develops |
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| when the child realizes that objects continue to exist even thought they can't perceive their existence. |
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| the second stage in piaget's cognitive development model. 2-7yrs and characterized as the beginning of representational thought but not conversation |
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| the tendency to be able to focus on only one aspect of a phenomenon. in the preoperational stage |
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| physical properties of matter do not change simply because the appearance of matter changes. preoperational stage |
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| concrete operational stage |
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| the third stage in Piaget's cognitive development model. 7-11yrs where they can conserve and take the perspective of other into account. Masters conversation but trouble with abstract thought |
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| final stage in Piaget's cognitive development model. Can think logically about abstract ideas. "think like a scientist" |
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| Freud and Psychosexual development |
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| Five stages: oral, anal, phallic, latency, genital. In each stage, children are faced with a conflict between societal demands and the desire to reduce the libidinal tension associated with different body parts |
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| 1st Freud stage. Gratification is obtained primarily through putting objects in the mouth, biting, sucking. Fixated adulst would exhibit excessive dependency |
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| 2nd Freud stage. Libido centered on the the anus and gratification is gained through the elimination of waste. Fixation will lead to either excess orderliness or sloppiness |
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| 3rd Freud stage. Oedipal and Electra conflict |
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| 4th Freud stage. libido is mostly sublimated |
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| 5th Freud stage. Begins at puberty. If prior development has gone well, the person should enter into healthy heterosexual relationships |
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| Psychosocial theory of development. Development is a sequence of central life crises in which there is a favorable and unfavorable outcome. Emphasizes emotional development and interactions with the social environment |
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| 1st Erik stage. Either trust environment or mistrust the world |
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| autonomy vs. shame and doubt |
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| 2nd Erik stage. Either a feeling of will and choice and self-restraint or doubt and lack of control |
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| 3rd Erik stage. Purpose, the ability to initiate activities, enjoy accomplishment or terrified of punishment will restrict themselves or overcompensate by showing off |
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| 4th Erik stage. competent, exercise own abilities and intelligence in world by choice or inadequacy, low self-esteem, and can't act in a competent manner |
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| identity vs. role confusion |
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| 5th Erik stage. Fidelity, see self as unique and integrated or confusion of identity and amorphous personality |
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| 6th Erik stage. Ability to have intimate relationships, commit to others or avoid commitment, alienation from others |
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| generativity vs. stagnation |
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| 7th Erik stage. Productive, caring, contributing member of society or sense of stagnation, become self indulgent, bored, self-centered |
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| 8th Erik stage. How one reflects on one's life. |
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