Objectives Development Across the Life Span 11 21 2014 What are some of the cognitive capacities of a new born Can you describe their abilities Sensorimotor Stage o Birth to 2 years old o Children explore the world using their senses and ability to move They develop object permanence and the understanding that concepts and mental images represent objects people and events o Understand the world through senses and motor actions Interact with the environment o Object permanence The knowledge that an object exists even when it is not in sight Peek a boo What does a typical child exhibit in terms of motor development Raising head and chest o 2 4 months Rolling over o 2 5 months Sitting up with support o 4 6 months Sitting up without support o 6 7 months Crawling Walking o 7 8 months o 8 18 months Explain Piaget s theory of cognitive development What are the stages and what characteristics are associated with each stage see table 3 on p 381 of the printed text What is meant by the terms assimilation and accommodation Can you describe the conservation task Cognitive development is the development of thinking problem solving and memory Piaget saw children as little scientists exploring their world and learning as a way of adapting to their environment Stages of Cognitive Development o Sensorimotor Birth to 2 years old Children explore the world using their senses and ability to move They develop object permanence and the understanding that concepts and mental images represent objects people and events Understand the world through senses and motor actions Interact with the environment Develop object permanence The knowledge that an object exists even when it is not in sight Peek a boo o Preoperational 2 7 years old Young children can mentally represent and refer to objects and events with words or pictures and they can pretend However they can conserve logically reason or simultaneously consider many characteristics of an object Understand intuitive relations Thinking is egocentric dominated by their perception Child begins to represent the world symbolically o Concrete Operations 7 12 years old Children at this stage are able to conserve reverse their thinking and classify objects in terms of their many characteristics They can also think logically and understand analogies but only about concrete events Can do logical operations Understand reversibility Can do conservation and classification tasks o Formal Operations 12 and up People at this stage can use abstract reasoning about hypothetical events or situations think about logical possibilities use abstract analogies and systematically examine and test hypotheses Not everyone can eventually reason in all these ways Can do abstract and hypothetical reasoning Can reason contrary to experience Sometimes found only in people s areas of expertise Can think about the future o Fitting new objects events etc into an existing schema a Assimilation mental concept Accommodation objects etc o Modifying a schema a mental concept to fit new events Conservation is the ability to understand that simply changing the appearance of an object does not change the object s nature o A typical conservation task consists of pouring equal amounts of water into two glasses of the same shape and size When water from one of these glasses is poured into a taller narrower glass children who cannot yet conserve tend to focus on the height of the water in the second glass assuming that the second glass now has more water than the first one Discuss the cognitive and socio emotional changes of adolescence The emotional bond that forms between an infant and a primary caregiver is called attachment Attachment Styles o Secure Attachment 70 cry or protest at departure greet mother happily at arrival secure base Larger more varied vocabularies as toddlers More curious competent and resilient as pre schoolers Better social skills and better team players Likely to have more secure and intimate relationships in adulthood Avoidant Attachment 20 do not cry at departure avoid mother at arrival anger and do not seek support Ambivalent Attachment 10 very anxious before the mother leaves very upset at departure seek contact at arrival but also show resistance Disorganized Disoriented show inconsistent contradictory behaviors from other types confusion What is Erikson s view of psychological development see p 397 of the printed text for adolescence and then p 401 402 for adult development All of the stags are listed in Table 4 on p 393 of the printed text The psychological crisis that must be faced b the adolescent according to Erikson is that of identity versus role confusion In this stage the teenager must choose from among many options for values on life and beliefs concerning things such as political issues career options and marriage In adulthood concerns involve career relationships family and approaching old age What are the stage of moral development What method was used in this research and who conducted it Do most people reach the highest level of moral development Moral Development Stages o Preconventional morality Very young children Morality of an action is based on the consequences actions that get rewarded are right and those that earn punishment are wrong A child who takes money from a parent s wallet and does not get caught does not see that action is wrong o Conventional morality Older children adolescents and most adults An action is morally right if it conforms to the rules of society and wrong if it does not A child scolds a parent for littering because there is a sign saying not to do so o Postconventional morality About 1 5 of the adult population Morality is now determined by the experiences and judgment of the person even if that judgment disagrees with society s rules A husband helps his dying wife commit suicide to end her pain even though society considers that action to be murder Lawrence Kohlberg researched this by looking a how people of various ages responded to stories about people caught up in moral dilemmas Most people do not reach the highest level of moral development Why do people age What aspects of a person stay the same with advancing age There are a number of theories of why people age Some theories of physical aging point to biological changes in cellular structure whereas others focus on the influence of external stresses on the body tissues and functioning Theories of Aging o Cellular Clock Theory Cells are limited in the number of times
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