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23 Cards in this Set
- Front
- Back
sensorimotor stage |
[birth to nearly 2 years] experiencing the world through senses and actions (looking, hearing, touching, mouthing, and grasping) |
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developmental phenomenon (sensorimotor stage) |
object permanence, stranger anxiety |
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object permanence |
the awareness that things continue to exist even when not perceived |
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stranger anxiety |
fear of strangers that infants commonly display |
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preoperational stage |
[2 to about 6 or 7 years] representing things with words and images; using intuitive rather than logical reasoning
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developmental phenomenon (preoperational stage) |
pretend play, egocentrism, theory of mind |
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egocentrism |
the peroperational child's difficulty taking another's point of view |
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theory of mind |
people's ideas about their own and others' mental states about their feelings, perceptions, and thoughts, and the behaviours these might predict |
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concrete operational stage |
[7 to 11 years] thinking logically about concrete events; grasping concrete analogies and performing arithmetical operations |
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developmental phenomenon (concrete operational stage) |
conservation, mathematical transformations |
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conservation |
concept that properties like mass, volume, and number stay the same throughout all forms of objects |
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formal operational stage |
[12 through adulthood] abstract reasoning |
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developmental phenomenon (formal operational stage) |
abstract logic, potential for mature moral reasoning |
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preconventional morality |
Before age 9, most children's morality focuses on self-interest. They obey rules either to avoid punishment or to gain concrete rewards. |
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conventional morality |
By early adolescence, morality focuses on caring for others and on upholding laws and social rules, simply because they are the laws and rules. |
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postconventional morality |
With the abstract reasoning of formal operational thought, people may reach a third moral level. Actions are judged "right" because they flow from people's rights or from self-defined, basic ethical principles. |
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trust vs. mistrust |
[infancy to 1 year] if needs are dependably met, infants develop a sense of basic trust |
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autonomy vs. shame and doubt |
[1 to 3 years] toddlers learn to exercise their will and do things for themselves, or they doubt their abilities |
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initiative vs. guilt |
[3 years to 6 years] preschoolers learn to initiate tasks and carry out plans on they feel guilty about their efforts to be independent |
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industry vs. role confusion |
[6 years to puberty] teenagers work at refining a sense of self by testing roles and then integrating them to form a single identity, or they become confused about who they are |
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intimacy vs. isolation |
[teen years into 20s] young adults struggle to form close relationships and to gain the capacity for intimate love, or they feel socially isolated |
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generativity vs. stagnation |
[20s to early 40s] in middle age, people discover a sense of contributing to the world, usually through family and work, or they may feel a lack of purpose |
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integrity vs. despair |
[40s to 60s] reflecting on his or her life, an older adult may feel a sense of satisfaction or failure |