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Developing through the lifespan

by: Myrissa Webb

Developing through the lifespan PSYC 2010-006

Marketplace > Auburn University > PSYC 2010-006 > Developing through the lifespan
Myrissa Webb
GPA 4.0

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About this Document

Lecture on 10/7/16
Introduction to Psychology
Brian Nowell
Class Notes
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This 2 page Class Notes was uploaded by Myrissa Webb on Wednesday October 12, 2016. The Class Notes belongs to PSYC 2010-006 at Auburn University taught by Brian Nowell in Summer 2015. Since its upload, it has received 9 views.


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Date Created: 10/12/16
 Preoperational Stage  2 - 6 years  Piaget suggested that from 2 years old to about 6-7 years old, children are in the preoperational stage - too young to perform mental operations  Representing things with words and images; using intuitive rather than logical reasoning  Pretend play  Preoperational Criticism  Children as young as 3 are able to use mental operations  Egocentrism: Can't perceive things from another's point of view  Concrete Operational Stage  7-11 years  Thinking logically about concrete events; grasping concrete analogies and performing arithmetical operations  Conservation  Mathematical transformations: They can start putting things together (9+3=12 so 12-3=?)  Given concrete materials, 6-7 year olds grasp conservation problems and mentally pour liquids back and forth into glasses of different shapes conserving their quantities  Formal Operational Stage  12-Adulthood  Abstract Logic  Potential for mature moral reasoning  Around age 12, our reasoning ability expands from concrete thinking to abstract thinking. We can now use symbols and imagine realities to systematically reason. What do we know now that Piaget didn’t  Development is a continuous process  Children express their mental abilities and operations at an earlier age  Formal logic is a smaller part of cognition Lev Vygotsky  By age 7, increasingly use words to think and learn  Rely on inner speech  Emphasized how the child's mind grows through interaction with the social environment  Scaffolding: Teaching new words right above what the child already knows, helps the child move to higher levels of thinking Attachment  Harlow's Monkeys (1971)  Mary Ainsworth  Secure Insecure   Avoidant  Anxious-Ambivalent  What happens when someone is deprived of attachment?  Withdrawn, frightened, unable to develop speech, other physical, psychological, and social problems Parent styles  Authoritative: Demanding, but caring; good child-parent communications  Authoritarian: Assertion of parental power without warmth  Indulgent: Warm toward child, but lax in setting limits  Neglecting: Indifferent and uninvolved with child


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