Development across the Lifespan PDF

**Development across the Lifespan:** - **[Psychosocial development:]** - **Personality is defined as follows:** - Our characteristic pattern of thinking, feeling, and acting. Freud's psychoanalytic perspective proposed that childhood sexuality and unconscious motivations influence pers...

**Development across the Lifespan:** - **[Psychosocial development:]** - **Personality is defined as follows:** - Our characteristic pattern of thinking, feeling, and acting. Freud's psychoanalytic perspective proposed that childhood sexuality and unconscious motivations influence personality. Freud called his theory and associated techniques **psychoanalysis**. **Unconscious**-large below the surface area which contains thoughts, wishes, feelings and memories, of which we are unaware. **Free association**-the patient is asked to relax and say whatever comes to mind, no matter how embarrassing or trivial. **Personality Structure according to Freud: (psychic apparatus)** **ID**-a reservoir of unconscious psychic energy constantly striving to satisfy basic drives to survive, reproduce, and aggress. The id operates on the *pleasure principle*: If not constrained but reality, it seeks immediate gratification. **Ego**-the largely conscious, "executive" part of personality that, according to Freud, mediates the demands of the id, superego, and reality. The ego operates on the *reality principle*, satisfying the id's desires in ways that will realistically bring pleasure rather than pain. **Superego**-represents internalized ideals and provides standards for judgment (the conscious) and for future aspirations. **Ice-burg:** freudself.gif - [Fixation] - disorder in which the person does not fully resolve the conflict in a particular psychosexual stage, resulting in personality traits and behavior associated with that earlier stage. - [Psychosexual stages] - five stages of personality development proposed by Freud and tied to the sexual development of the child. [ ] 1. [Oral stage] - first stage occurring in the first year of life in which the mouth is the erogenous zone and weaning is the primary conflict. Id dominated. 2. [Anal stage] - second stage occurring from about 1 to 3 years of age, in which the anus is the erogenous zone and toilet training is the source of conflict. Ego develops. [ ] a. [Anal expulsive personality] - a person fixated in the anal stage who is messy, destructive, and hostile. b. [Anal retentive personality] - a person fixated in the anal stage who is neat, fussy, stingy, and stubborn. [ ] 3. [Phallic stage] - third stage occurring from about 3 to 6 years of age, in which the child discovers sexual feelings. Superego develops. [ ] c. [Oedipus complex]- situation occurring in the phallic stage in which a child develops a sexual attraction to the opposite-sex parent and jealousy of the same-sex parent. [ ] d. [Identification] - defense mechanism in which a person tries to become like someone else to deal with anxiety. [ ] 4. [Latency] - fourth stage occurring during the school years, in which the sexual feelings of the child are repressed while the child develops in other ways. 5. [Genital] -- sexual feelings reawaken with appropriate targets. +-----------------------+-----------------------+-----------------------+ | **Psychosexual | **Period** | **Potential | | stage** | | conflict** | +=======================+=======================+=======================+ | Oral | Early infancy---first | - The oral stage | | | 18 months of life. | lasts for the | | | | first 18 months | | | | of life and is a | | | | time when the | | | | infant's pleasure | | | | seeking is | | | | centered on the | | | | mouth. | | | | | | | | - Pleasure-seeking | | | | activities | | | | include sucking, | | | | chewing, and | | | | biting. | | | | | | | | - If a person was | | | | locked into or | | | | fixated at this | | | | stage because his | | | | oral wishes were | | | | gratified too | | | | much or too | | | | little, he would | | | | continue to seek | | | | oral | | | | gratification as | | | | an adult. | +-----------------------+-----------------------+-----------------------+ | Anal | Early infancy--- | - The anal stage | | | | lasts from the | | | 1½ to 3 years. | age of about 1½ | | | | to 3 and is a | | | | time when the | | | | infant's pleasure | | | | seeking is | | | | centered on the | | | | anus and its | | | | functions of | | | | elimination. | | | | | | | | - If a person was | | | | locked into or | | | | fixated at this | | | | stage, he would | | | | continue to | | | | engage in | | | | behavioral | | | | activities | | | | related to | | | | retention or | | | | elimination. | | | | | | | | - Retention may | | | | take the form of | | | | being very neat, | | | | stingy, or | | | | behaviorally | | | | rigid. | | | | | | | | - Elimination may | | | | take the form of | | | | being generous or | | | | messy. | +-----------------------+-----------------------+-----------------------+ | Phallic | Early childhood--- 3 | - The phallic stage | | | to 6 years. | lasts from about | | | | age 3 to 6 and is | | | | a time when the | | | | infant's pleasure | | | | seeking is | | | | centered on the | | | | genitals. | | | | | | | | - During this | | | | stage, a person | | | | will compete with | | | | the parent of the | | | | same sex (his | | | | father) for the | | | | affections and | | | | pleasures of the | | | | parent of the | | | | opposite sex (his | | | | mother). | | | | | | | | | | | | | | | | - Problems in | | | | resolving this | | | | competition | | | | (called the | | | | Oedipus complex) | | | | may result in | | | | going through | | | | life trying to | | | | prove his | | | | toughness. | +-----------------------+-----------------------+-----------------------+ | Latency | Middle | - The latency | | | | stage, which | | | and late childhood--- | lasts from about | | | | age 6 to puberty, | | | from 6 | is a time when | | | | the child | | | to puberty. | represses sexual | | | | thoughts and | | | | engages in | | | | nonsexual | | | | activities, such | | | | as developing | | | | social and | | | | intellectual | | | | skills. | | | | | | | | - At puberty, | | | | sexuality | | | | reappears and | | | | marks the | | | | beginning of a | | | | new stage. | +-----------------------+-----------------------+-----------------------+ | Genital | Puberty through | - The genital stage | | | adulthood. | lasts from | | | | puberty through | | | | adulthood and is | | | | a time when the | | | | individual has | | | | renewed sexual | | | | desires that he | | | | or she seeks to | | | | fulfill through | | | | relationships | | | | with members of | | | | the opposite sex. | | | | | | | | - If a person | | | | successfully | | | | resolved | | | | conflicts in the | | | | first three | | | | stages, he will | | | | have the energy | | | | to develop loving | | | | relationships and | | | | a healthy and | | | | mature | | | | personality. | +-----------------------+-----------------------+-----------------------+ **Erikson's First Four Stages: (Psychosocial theory)** 1. **[Infancy: Birth to 18 Months]** ***Ego Development Outcome: Trust vs. Mistrust*** ***Basic strength: Drive and Hope*** - First stage of personality development in which the infant's basic sense of trust or mistrust develops as a result of consistent or inconsistent care. [ ] 2. **[Early Childhood: 18 Months to 3 Years]** ***Ego Development Outcome: Autonomy vs. Shame*** ***Basic Strengths: Self-control, Courage, and Will*** - Autonomy versus shame and doubt - second stage of personality development in which the toddler strives for physical independence. [ ] 3. **[Play Age: 3 to 5 Years]** ***Ego Development Outcome: Initiative vs. Guilt*** ***Basic Strength: Purpose*** - Initiative versus guilt - third stage of personality development in which the preschool-aged child strives for emotional and psychological independence and attempts to satisfy curiosity about the world. 4. **[School Age: 6 to 12 Years]** ***Ego Development Outcome: Industry vs. Inferiority*** ***Basic Strengths: Method and Competence*** - [Industry versus inferiority] - fourth stage of personality development in which the adolescent strives for a sense of competence and self-esteem. **Erikson's Fifth Stage:** 5. **[Adolescence: 12 to 18 Years]** ***Ego Development Outcome: Identity vs. Role Confusion*** ***Basic Strengths: Devotion and Fidelity*** التفاني والاخلاص - [Identity versus role confusion] - fifth stage of personality development in which the adolescent must find a consistent sense of self. **Erikson's Last Three Stages:** 6. **Young adulthood: 18 to 35** ***Ego Development Outcome: Intimacy and Solidarity vs. Isolation*** ***Basic Strengths: Affiliation and Love*** - [Intimacy] - an emotional and psychological closeness that is based on the ability to trust, share, and care, while still maintaining a sense of self. [ ] 7. **[Middle Adulthood: 35 to 55 or 65]** ***Ego Development Outcome: Generativity vs. Self absorption or Stagnation*** ***Basic Strengths: Production and Care*** - [Generativity] - providing guidance to one's children or the next generation, or contributing to the well-being of the next generation through career or volunteer work. 8. **[Late Adulthood: 55 or 65 to Death]** ***Ego Development Outcome: Integrity vs. Despair*** ***Basic Strengths: Wisdom*** [ ] - [Integrity] - sense of wholeness that comes from having lived a full life and the ability to let go of regrets; the final completion of the ego. **Cognitive Development:** - [Cognitive development] - the development of thinking, problem solving, and memory scheme (plural schemas) a mental concept formed through experiences with objects and events. **Piaget's Stage Theory:** - **[Assimilation]** - Assimilation is the process by which a child uses old methods or experiences to deal with new situations. - At 5 months, baby will first put a new object into his mouth because his knowledge of objects is that they are for eating or sucking. - Thus, he will assimilate the new object as something too hard to eat but all right for sucking. - Depending on their age and knowledge, children assimilate blocks in different ways: - Infants assimilate blocks as something to suck; - toddlers assimilate blocks as something to stack or throw - Adolescents assimilate blocks as something used to play games; - Adults assimilate blocks as something to give to children. - **[Accommodation]** - If you gave 2-year-old Sam the same blocks, he would not try to eat them, but he might try to stack them, which is an example of accommodation. - Accommodation is the process by which a child changes old methods to deal with or adjust to new situations. - For example, because of Sam's experience with different kinds of objects, he has learned that square, hard objects are not food but things that can be handled and stacked. Sam's learning to change existing knowledge because of new information (blocks are for stacking, not eating) is an example of accommodation, which is one way that mental growth occurs. **[Sensorimotor stage] -** Piaget's first stage of cognitive development in which the infant uses its senses and motor abilities to interact with objects in the environment. - [Object permanence] - the knowledge that an object exists even when it is not in sight. [ ] **[Preoperational stage] -** Piaget's second stage of cognitive development in which the preschool child learns to use language as a means of exploring the world. [ ] - [Egocentrism] - the inability to see the world through anyone else's eyes. [ ] - [Centration] - in Piaget's theory, the tendency of a young child to focus only on one feature of an object while ignoring other relevant features. - [Conservation] - in Piaget's theory, the ability to understand that simply changing the appearance of an object does not change the object's nature. [ ] - [Irreversibility] - in Piaget's theory, the inability of the young child to mentally reverse an action. [ ] **[Concrete operations stage] -** third stage of cognitive development in which the school-age child becomes capable of logical thought processes but is not yet capable of abstract thinking. **[Formal operations] -** Piaget's last stage of cognitive development in which the adolescent becomes capable of abstract thinking.