Human Development and Culture Flashcards
(49 cards)
Freud Psychosexual Stages of Development (In Order)
Oral, Anal, Phallic, Latency, Genital
Oral
Birth-1 year
Erogenous Zone - Mouth
Consequences of Fixation-
Orally Aggressive (chewing)
Orally Passive (smoking, eating, kissing, oral sex)
Oral Stage Fixation = gullible, passive, immature, or manipulative
Anal
1-3 years
Erogenous Zone - Bowel and Bladder Elimination
Consequences of Fixation-
Anal Retentive (Obsessively organized, excessively neat)
Anal Expulsive (reckless, careless, defiant, disorganized, coprophiliac)
Phallic
3-6 years
Erogenous Zone - Genitalia
Consequences of Fixation-
Oedipus Complex (boys and girls according to Freud)
Electra Complex (girls according to Jung)
Latency
6-Puberty
Erogenous Zone - Dormant Sexual Feelings
Consequences of Fixation-
Sexual unfulfillment if fixation occurs in this stage
Genital
Puberty-Death
Erogenous Zone - Sexual Interests Mature
Consequences of Fixation-
Frigidity, impotence, unsatisfactory relationships
Erikson Psychosocial Stages of Development (Ages In Order)
Infancy (birth to 18 months) Early Childhood (2 to 3 years) Preschool (3 to 5 years) School Age (6 to 11 years) Adolescence (12 to 18 years) Young Adulthood (19 to 40 years) Middle Adulthood (40 to 65 years) Maturity (65 to death)
Trust vs. Mistrust
Infancy (birth to 18 months)
Feeding
Children develop a sense of trust when caregivers provide reliability, care, and affection. A lack of this will lead to mistrust.
Autonomy vs. Shame and Doubt
Early Childhood (2 to 3 years) Toilet Training Children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feelings of autonomy, failure results in feelings of shame and doubt.
Initiative vs. Guilt
Preschool (3 to 5 years)
Exploration
Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt.
Industry vs. Inferiority
School Age (6 to 11 years)
School
Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority.
Identity vs. Role Confusion
Adolescence (12 to 18 years)
Social Relationships
Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self.
Intimacy vs. Isolation
Young Adulthood (19 to 40 years) Relationships Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation.
Generativity vs. Stagnation
Middle Adulthood (40 to 65 years) Work and Parenthood Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world.
Ego Integrity vs. Despair
Maturity (65 to death)
Reflection on Life
Older adults need to look back on life and feel a sense of fulfillment. Success at this stage leads to feelings of wisdom, while failure results in regret, bitterness, and despair.
Erikson Psychosocial Stages of Development (Conflicts In Order)
Trust vs. Mistrust Autonomy vs. Shame and Doubt Initiative vs. Guilt Industry vs. Inferiority Identity vs. Role Confusion Intimacy vs. Isolation Generativity vs. Stagnation Ego Integrity vs. Despair
Piaget Cognitive Stages of Development (In Order)
Sensorimotor Stage (0-2 years)
Preoperational Stage (2-7 years)
Concrete Operational Stage (7-11 years)
Formal Operational Stage (11+ years)
Sensorimotor Stage
0-2 years
During this first stage, children learn entirely through the
movements they make and the sensations that result. They learn:
-That they exist separately from the objects and people around them
-That they can cause things to happen
-That things continue to exist even when they can’t see them
Preoperational Stage
2-7 years
Once children acquire language, they are able to use symbols (such as words or pictures) to represent objects. Their thinking is still very egocentric though – they assume that everyone else sees things from the same viewpoint as they do.
They are able to understand concepts like counting,
classifying according to similarity, and past-present-future but generally they are still focused primarily on the present and on the concrete, rather than the abstract.
Operational Stage
7-11 years
At this stage, children are able to see things from different points of view and to imagine events that occur outside their own lives. Some organized, logical thought processes are now evident and they are able to:
-Order objects by size, color gradient, etc.
-Understand that if 3 + 4 = 7 then 7 - 4 = 3
-Understand that a red square can belong to both the
‘red’ category and the ‘square’ category
-Understand that a short wide cup can hold the same
amount of liquid as a tall thin cup - conservation
*However, thinking still tends to be tied to concrete reality
Formal Operational Stage
11+ Years
Around the onset of puberty, children are able to reason in much more abstract ways and to test hypotheses using systematic logic. There is a much greater focus on possibilities and on ideological issues.
Kohlberg Moral Stages of Development (In Order)
Level I - Preconventional/Premoral
Stage 1: Obedience and Punishment Orientation
Stage 2: Naively Egoistic Orientation
Level II - Conventional/Role Conformity
Stage 3: Good boy/Good girl Orientation
Stage 4: Authority and Social Order Maintaining Orientation
Level III - Postconventional/Self Accepted Moral Principals
Stage 5: Contractual/Legalistic Orientation
Stage 6: The Morality of Individual Principals of Conscience
Level I - Preconventional/Premoral
Kohlberg Moral Stages of Development
Moral values reside in external, quasi-physical events, or in bad acts. The child is responsive to rules and evaluative labels, but views them in terms of pleasant or unpleasant consequences of actions, or in terms of the physical power of those who impose the rules.
Contains Stages 1 and 2
Stage 1: Obedience and Punishment Orientation
Kohlberg Moral Stages of Development
Egocentric deference to superior power or prestige, or a trouble-avoiding set.
Objective responsibility.
