Psychology Identify and Describe Piaget's

Psychology Identify and describe Piaget's four stages of cognitive development. Be sure to explain the specific cognitive characteristics of each stage The four stages of cognitive development as expressed in the work of Piaget are as follows: Firstly, the sensorimotor stage. During this stage which occurs from birth to two years of age the infant develops and understanding of their world through harmonizing of sensory experiences with physical motor actions. Cognitively the infant moves from a reflexive and instinct order set of experiences to the development of symbolic thought.

The second stage of development is the preoperational stage. This stage is marked by the child producing thought that allows them to mentally interface with objects in the environment, objects are used by the child and they learn to represent them symbolically through images, drawings and words. At this point the child is able to generate concepts, mental reasoning and belief in the magical. The third stage of development is the concrete operational stage. This stage occurs between the ages of seven and eleven.

The main feature of this stage is the correct usage of logic. The child should be able to identify logical relationships and make logical inferences. The final stage is the formal operational stage. The child progresses beyond concrete thinking and engages in thought that is more abstract. They are able to reason logically and based on a set of information draw conclusions to hypothetical situations. This stage is also marked by greater nuance in thought as clear black and white give way to shades of grey.

Question: Identify and describe the four categories of adolescent identity status. Explain how each category helps adolescents deal with identity crises. Answer: An identity crisis is presented by Ericson as a period in which the adolescent is unsure of themselves and engages in an intensive period of analysis and introspection. They are consumed with variant ways of looking at themselves. The four categories of identity status are useful in understanding identity crisis. In the first stage of identity diffusion, the adolescent has no sense of the available choices.

They are not aware that they can choose how to be seen. Consequently, they are in a state of confusion and no commitment to self has occurred. The second status is identity foreclosure. In this status, the adolescent is desirous of making a commitment to roles, values, and goals that they find useful for future development. There is no crisis at this stage and there may be high conformity to the expectations of authority figure in their life.

In the identity moratorium, status the adolescent is in a crisis and is engaged in the active exploration of multiple commitments. They are also ready to make choices but they lack commitment to the available options. The final status is identity achievement. The crisis is over and has been successfully navigated by the adolescent and they are committed to an identity that they have chosen. Question: Explain the factors that cause or are associated with eating disorders, substance abuse, teenage pregnancy, and juvenile delinquency.

Answer: While these problems appear to be divergent, they are however linked together by a common factor and that is poor self-esteem. There is a close relationship between self-esteem elements that promote it, and the absence of some of the problems listed. The converse is also true that persons who have self-esteem issues are more prone to have an eating disorder, engage in risky sexual behavior, abuse substances, and be delinquent. Self-esteem is essentially how the individual views himself or herself or values the self.

Ideas of self-esteem are developed very early in childhood and as the individual matures, the sense of self may become damaged. Persons who have a damaged conception of themselves usually think that others see them as damaged when it is really how they see themselves. Even very beautiful women may think that they are unattractive or ugly. The most important element is the feedback you received about yourself as a child that shape largely the unconscious components of self-esteem.

Question: Describe the physical, cognitive, and social changes that occur in late adulthood. Identify the ways that older adults can cope successfully with these changes. Answer: As individuals age there are multiple changes that take place in their body and their brains. Many of these changes are not inevitable, but are the consequence of the cessation of activities as the individual bows to social pressure to act their age. Physically the individual may lose muscle mass and muscle tone. This loss can be compensated for through dietary changes and exercise.

The exercise component should include the use of weights to assist in the retardation of muscle loss.