Period+1+Psychology

Piaget's Theory of Cognitive and Social Development
 * ** Assimilation and Accomodation ** || ** Sensorimotor Stage ** || ** Preoperational Stage ** || ** Concrete-Operational Stage ** || ** Formal Operational ** || **Criticism of Piaget's Theory**

|| -Assimilation: process by which new info is placed into categories that already exist. -Accomodation: process of adjusting existing ways of thinking to encompass new information, ideas, or objects. Change brought about by new info. -Children's thinking develops in stages, but stages are same for everyone. ||  - First stage of development. - Coordinating sensation and perception with motor activity. - Begin to understand that there is a relationship between physical movement and the results they sense and percieve. - Understanding that objects exist when they can't be seen or touched. - Ends at about age 2 ||  -one dimensional thinking - Law of conservation- key properties of substances stay the same ever if their shape/arrangement are changed. - Egocentrism - the inability to see another person's point of view. - Egocentric and don't understand the law of conservation ||  -More adult, logical thinking - Less egocentric -Understand law of conservation. - Starts at age 7 || -Thinking abstractly - Dealing with hypothetical situations -Begins at about puberty || - Methods underestimate the abilities of children -Some cognitive skills develop more continuously then he thought. -Preschoolers are less egocentric. || Kohlberg's Theory of Moral Development development than girls
 *  Organize new information by assimilation and accomodation.
 * ** Bias in Kohlberg's Theory ** || ** Preconventional Level ** || ** Conventional Level ** || ** Postconventional Level ** || ||
 * Boys- reason at higher levels of moral

Carol Giligan- difference between boys & girls is how adults teach children abt how they should behave like boys & girls. || - Through the age of 9 - Preconventional moral reasoning:children base their judgements on the consequences of behavior. - Stage 1: children believe what is good is what helps one avoid punishment. - Stage 2: good is what satifies a person's needs. || - Make judgements in terms of whether an act conforms to conventional standards of right and wrong. - Stage 3: good meets ones need and the expectations of other people - Stage 4: moral judgement save based on maintaining the social order. || Reasoning based on a person's own moral standards of goodness Stage 5: reasoning recognizes that laws represent agreed - upon proceedures, that laws have value, and shouldn't be violated without good reason. Stage 6: reasoning regards acts that support the values of human life, justice, and dignity as moral & good. ||

Marcia's Theory of Identity Formation Erikson's Stages of Psychosocial Development
 * ** Identity Moratorium ** ||= ** Identity Foreclosure ** ||= **Identity Diffusion** ||= **Identity Achievement** ||=  ||
 * *  Search for identity
 * Exploring various alternatives
 * Delaying making comments || ===Conforming===
 * accepting identity and values from child hood.
 * Choosing to identify wit others rather than self.
 * Making comitments and adapting plans with out self-examination. || * Making no commitment.
 * Doing no soul searching.
 * Wandering without goals.
 * Becoming angry and rebellious. || * Exploring options.
 * Commiting self to direction in life and occpation.
 * Finding own identity. ||
 * ** Infancy (0-1) ** || ** Early Childhood (2-3) ** || ** Preschool Years (4-5) ** || ** Grammar School Years (6-12) ** || ** Adolescence (13-18) ** || ** Young Adulthood (19-30) ** || ** Middle Adulthood ** || ** Late Adulthood ** ||
 * Trust versus Mistrust || Autonomy versus Shame and Doubt || Initiative versus Guilt || Industry versus Inferiority || Identity versus Role Diffusion || Intimacy versus Isolation || Generativity versus Stagnation || Integrity versus Despair ||
 * Coming to trust the mother and the environment to associate surroundings with feelings of inner goodness. || Developing the wish to make choices and the self-control to exercise choice. || Adding planning and "attacking" to choice; becoming active and on the move. || Becoming eagerly absorbed in skills, tasks, and productivity; mastering the fundamentals of technology. || Connecting skills social roles to formation of career objectives. || Committing the self to another; engaging in sexual love. || Needing to be needed; guiding encouraging the younger generation; being creative. || Accepting the timing and placing of one's own life cycle; achieving wisdom and dignity. ||