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Exam (elaborations) Developmental Psych Developmental Psychology exam questions and answers
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This post covers Exam questions on developmental psychology with verified solutions
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Developmental Psychology - Final ExamPiaget - - cognitive-developmental theory, children actively construct knowledge as they
manipulate and explore their world.
- central theory = adaptation
- In infancy and early childhood, Piaget claimed, children's understanding is different
from adults'. For example, he believed that young babies do not realize that an object
hidden from view continues to exist. He also concluded that preschoolers' thinking is full
of faulty logic
- Sensorimotor: Age= birth to 2 years. Infants "think" by acting on the world with their
eyes, ears, hands, and mouth. As a result, they invent ways of solving sensorimotor
problems, such as pulling a lever to hear the sound of a music box, finding hidden toys,
and putting objects into and taking them out of containers.
- Preoperational: Age=2-7 years. Preschool children use symbols to represent their
earlier sensorimotor discoveries. Development of language and make-believe play
takes place. However, thinking lacks the logic of the two remaining stages
- Concrete Operational: Age= 7-11 years. Children's reasoning becomes logical and
better organized. School-age children understand that a certain amount of lemonade or
play dough remains the same even after its appearance changes. They also organize
objects into hierarchies of classes and subclasses. However, children think in a logical,
organized fashion only when dealing with concrete information they can perceive
directly
- Formal Operational: Age= 11 years on. The capacity for abstract, systematic thinking
enables adolescents, when faced with a problem, to start with a hypothesis, deduce
testable inferences, and isolate and combine variables to see which inferences are
confirmed. Adolescents can also evaluate the logic of verbal statements without
referring to real-world circumstances.
Assimilation - In Piaget's theory, the part of adaptation in which current schemes are
used to interpret the external world.
- we use our current schemes to interpret the external world. For example, when Timmy
dropped objects, he was assimilating them to his sensorimotor "dropping scheme."
Accommodation - In Piaget's theory, the part of adaptation in which new schemes are
created and old ones adjusted to produce a better fit with the environment
- we create new schemes or adjust old ones after noticing that our current ways of
thinking do not capture the environment completely. When Timmy dropped objects in
,different ways, he modified his dropping scheme to take account of the varied properties
of objects
Freud's psychosexual stages of development - - According to the psychoanalytic
perspective, people move through a series of stages in which they confront conflicts
between biological drives and social expectations. How these conflicts are resolved
determines the person's ability to learn, to get along with others, and to cope with
anxiety
- Freud's theory, which emphasizes that how parents manage children's sexual and
aggressive drives in the first few years is crucial for healthy personality development
- Birth - 1 year: Oral: If oral needs are not met through sucking from breast or bottle, the
individual may develop such habits as thumb sucking, fingernail biting, overeating, or
smoking.
- 1-3 years: Anal: Toddlers and preschoolers enjoy holding and releasing urine and
feces. If parents toilet train before children are ready or make too few demands,
conflicts about anal control may appear in the form of extreme orderliness or disorder
- 3-6 years: Phallic: As preschoolers take pleasure in genital stimulation, Freud's
Oedipus conflict for boys and Electra conflict for girls arise: Children feel a sexual desire
for the other-sex parent. To avoid punishment, they give up this desire and adopt the
same-sex parent's characteristics and values. As a result, the superego is formed, and
children feel guilty when they violate its standards
- 6-11 years: Latency: Sexual instincts die down, and the superego strengthens as
children acquire new social values from adults and same-sex peers.
- Adolescence: Genital: With puberty, sexual impulses reappear. Successful
development during earlier stages leads to marriage, mature sexuality, and child
rearing.
id, superego, ego - The id, the largest portion of the mind, is the source of basic
biological needs and desires. The ego, the conscious, rational part of personality,
emerges in early infancy to redirect the id's impulses into acceptable behaviors.
Between 3 and 6 years of age, the superego, or conscience, develops as parents insist
that children conform to the values of society. Now the ego faces the increasingly
complex task of reconciling the demands of the id, the external world, and conscience.
According to Freud, the relations established among id, ego, and superego during the
preschool years determine the individual's basic personality
Erikson's psychosocial stages of development - - In his psychosocial theory, Erikson
emphasized that in addition to mediating between id impulses and superego demands,
the ego makes a positive contribution to development, acquiring attitudes and skills that
make the individual an active, contributing member of society
, - A basic psychosocial conflict, which is resolved along a continuum from positive to
negative, determines healthy or maladaptive outcomes at each stage
- Birth - 1 year: Basic trust versus mistrust: From warm, responsive care, infants gain a
sense of trust, or confidence, that the world is good. Mistrust occurs if infants are
neglected or handled harshly
- 1-3 year: Autonomy versus shame and doubt: Using new mental and motor skills,
children want to decide for themselves. Parents can foster autonomy by permitting
reasonable free choice and not forcing or shaming the child.
- 3-6 year: Initiative versus guilt: Through make-believe play, children gain insight into
the person they can become. Initiative—a sense of ambition and responsibility—
develops when parents support their child's sense of purpose. If parents demand too
much self-control, children experience excessive guilt.
- 6-11 year: Industry versus inferiority: At school, children learn to work and cooperate
with others. Inferiority develops when negative experiences at home, at school, or with
peers lead to feelings of incompetence.
- Adolescence: Identity versus role confusion: By exploring values and vocational goals,
young people form a personal identity. The negative outcome is confusion about future
adult roles.
- Early Adulthood: Intimacy versus isolation: Young adults establish intimate
relationships. Because of earlier disappointments, some individuals cannot form close
bonds and remain isolated.
- Middle Adulthood: Generativity versus stagnation: Generativity means giving to the
next
Control vs. experimental group - control: no intervention or receives an intervention that
is unrelated to the independent variable being investigated
experimental: one or more treatment groups of participants that receive the intervention
of the independent variable being investigated
Independent, dependent and confounding variables - Experimental Design: permits
inferences about cause and effect because researchers use an evenhanded procedure
to assign people to two or more treatment conditions.
Independent: the one the investigator expects to cause changes in another variable
Dependent: the one the investigator expects to be influenced by the independent
variable
Confounding: those that affect other variables in a way that produces spurious or
distorted associations between two variables
Kinship studies - Studies comparing the characteristics of family members to determine
the importance of heredity in complex human characteristics
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