Question

PSY 235 Child Development: Pre-Lab Work Sheet                 

Name______________________________                                Class and Section _PSY 235 -___________

                                                                                                      Instructor’s Name ____________________

(TO BE COMPLETED IN CLASS)

Prior to coming to the lab: Define each of the following and give an example. You may use your book, but be sure to use your own words and use complete sentences. Be sure to bring this worksheet with you to the lab.

1. Theory of Mind:

1. Describe how you would know a child had developed a theory of mind.

2. Piaget’s Sensorimotor stage of development: (approximate ages: ___)

3. Piaget’s Preoperational stage of development: (approximate ages: ___)

4. Piaget’s Concrete Operational stage of development:  (approximate ages: ___)

5. Piaget’s Formal Operational stage of development: (approximate ages: ___)

6. Conservation

PSY 235 Adult Development: Pre-Lab Work Sheet                

Name______________________________                                Class and Section _PSY 235 -___________

                                                                                                      Instructor’s Name ____________________

(TO BE COMPLETED IN CLASS)

Prior to coming to the lab: Define each of the following stages of Erikson’s theory of psychosocial development. You may use your book, but be sure to use your own words and use complete sentences. Be sure to bring this worksheet with you to the lab.

1. Stage 6: Intimacy v. Isolation-Define- (approximate ages: _____)

1. Describe common priorities, questions, and challenges of someone in this stage of development.

2. Stage 7: Generativity v. Stagnation-Define- (approximate ages: _____)

1. Describe common priorities, questions, and challenges of someone in this stage of development.

3. Stage 8: Integrity v. Despair-Define- (approximate ages: _____)

1. Describe common priorities, questions, and challenges of someone in this stage of development.

PSY 235 Adult Development: Pre-Lab Work Sheet                

Name______________________________                                Class and Section _PSY 235 -___________

                                                                                                      Instructor’s Name ____________________

(TO BE COMPLETED IN CLASS)

Prior to coming to the lab: Define each of the following stages of Erikson’s theory of psychosocial development. You may use your book, but be sure to use your own words and use complete sentences. Be sure to bring this worksheet with you to the lab.

1. Stage 6: Intimacy v. Isolation-Define- (approximate ages: _____)

1. Describe common priorities, questions, and challenges of someone in this stage of development.

2. Stage 7: Generativity v. Stagnation-Define- (approximate ages: _____)

1. Describe common priorities, questions, and challenges of someone in this stage of development.

3. Stage 8: Integrity v. Despair-Define- (approximate ages: _____)

1. Describe common priorities, questions, and challenges of someone in this stage of development.

PSY 235 Adult Development: Pre-Lab Work Sheet                

Name______________________________                                Class and Section _PSY 235 -___________

                                                                                                      Instructor’s Name ____________________

(TO BE COMPLETED IN CLASS)

Prior to coming to the lab: Define each of the following stages of Erikson’s theory of psychosocial development. You may use your book, but be sure to use your own words and use complete sentences. Be sure to bring this worksheet with you to the lab.

1. Stage 6: Intimacy v. Isolation-Define- (approximate ages: _____)

1. Describe common priorities, questions, and challenges of someone in this stage of development.

2. Stage 7: Generativity v. Stagnation-Define- (approximate ages: _____)

1. Describe common priorities, questions, and challenges of someone in this stage of development.

3. Stage 8: Integrity v. Despair-Define- (approximate ages: _____)

1. Describe common priorities, questions, and challenges of someone in this stage of development.

Answer 1

Theory of mind is an important social-cognitive skill that involves the ability to think about mental states, both your own and those of others. It encompasses the ability to attribute mental states, including emotions, desires, beliefs, and knowledge. Not only does the theory of mind involve thinking about thinking, but it also refers to the ability to understand that other people's thoughts and beliefs may be different from your own and to consider the factors that have led to those mental states.Why is it called a "theory" of mind? Psychologists refer to it as such because our beliefs about what might be going on in another person's head are just that—theories. While we can make predictions, we have no direct way of knowing exactly what a person might be thinking. All we can rely on is our own theories that we develop based on what people say, how they act, what we know about their personalities, and what we can infer about their intentions.

Why Is the Theory of Mind Important?

The emergence of a theory of mind is vital during the developmental process. Very young children tend to be more egocentric and are often unable to think about the mental states of others. As people age, their theory of mind emerges and continues to develop.Forging a strong theory of mind plays an important role in our social worlds as we work to understand how people think, to predict their behavior, to engage in social relationships, and to solve interpersonal conflicts.In order to interact with others, it is important to be able to understand their mental states and to think about how those mental states might influence their actions.Theory of mind allows people to infer the intentions of others, as well as to think about what's going on in someone else's head, including hopes, fears, beliefs, and expectations. Social interactions can be complex, and misunderstandings can make them even more fraught. By being able to develop accurate ideas about what other people are thinking, we are better able to respond accordingly.

Development of Theory of Mind

The greatest growth of this ability to attribute mental states is believed to take place primarily during the preschool years between the ages of 3 and 5. However, a number of different factors are believed to exert some influence on the development of a theory of mind. Some researchers have suggested that gender and the number of siblings in the home can affect how theory of mind emerges.Theory of mind develops as children gain greater experience with social interactions. Play, pretend, stories, and relationships with parents and peers allow children to develop stronger insight into how other people's thinking may differ from their own. Social experiences also help children learn more about how thinking influences actions.The growth of theory of mind skills tends to improve progressively and sequentially with age. While many theory of mind abilities emerge during the preschool years, research has shown that kids between the ages of 6 and 8 are still developing these skills. In studies, children at this age were still not completely proficient at all theory of mind tasks.Researchers have also found that children under the age of 3 typically answer questions on theory of mind tasks incorrectly. By age 4, children usually demonstrate better theory of mind comprehension. For example, by age 4, most children are able to understand that others may hold false beliefs about objects, people, or situations.

Stages of Theory of Mind

One study found that children typically progress through five different theory of mind abilities in a sequential, standard order.2 These tasks, from easiest to most difficult, are:

1. The understanding that the reasons why people might want something (i.e. desires) may differ from one person to the next
2. The understanding that people can have different beliefs about the same thing or situation
3. The understanding that people may not comprehend or have the knowledge that something is true
4. The understanding that people can hold false beliefs about the world
5. The understanding that people can have hidden emotions, or that they may act one way while feeling another way

Studies have also found that theory of mind can be unstable. In other words, children may be able to understand mental states in some situations, but struggle in others. While kids may be able to pass most or all theory of mind tasks at the age of 4, their abilities continue to improve and develop through late adolescence and into adulthood.Some studies also suggest that individual differences in theory of mind abilities are related to a child's social competence.Perhaps not surprisingly, kids who are more adept at thinking about what other people are thinking tend to have stronger social abilities..

a. Sensorimotor stage is from birth - 2 yrs

b. The preoperational stage is the second stage in Piaget's theory of cognitive development. This stage begins around age two and last until approximately age seven

c. The concrete operational stage is the third stage in Piaget's theory of cognitive development. This period spans the time of middle childhood—it begins around age 7 and continues until approximately age 11

d. The formal operational stage begins at approximately age twelve and lasts into adulthood.

II) a.)Intimacy versus isolation is the sixth stage of Erik Erikson's theory of psychosocial development. This stage takes place during young adulthood between the ages of approximately 18 to 40 yrs.During this period, the major conflict centers on forming intimate, loving relationships with other people.During this period, we begin to share ourselves more intimately with others. We explore relationships leading toward longer-term commitments with someone other than a family member.Successful completion of this stage can result in happy relationships and a sense of commitment, safety, and care within a relationship.Avoiding intimacy, fearing commitment and relationships can lead to isolation, loneliness, and sometimes depression. Success in this stage will lead to the virtue of love.

b.)Generativity versus stagnation is the seventh of eight stages of Erik Erikson's theory of psychosocial development. This stage takes place during during middle adulthood (ages 40 to 65 yrs).Generativity refers to "making your mark" on the world through creating or nurturing things that will outlast an individual.People experience a need to create or nurture things that will outlast them, often having mentees or creating positive changes that will benefit other people. Generativity versus stagnation is the seventh of eight stages of Erik Erikson's theory of psychosocial development. This stage takes place during during middle adulthood (ages 40 to 65 yrs).Generativity refers to "making your mark" on the world through creating or nurturing things that will outlast an individual.People experience a need to create or nurture things that will outlast them, often having mentees or creating positive changes that will benefit other people.

c.)Ego integrity versus despair is the eighth and final stage of Erik Erikson’s stage theory of psychosocial development. This stage begins at approximately age 65 and ends at death.It is during this time that we contemplate our accomplishments and can develop integrity if we see ourselves as leading a successful life.As we grow older (65+ yrs) and become senior citizens, we tend to slow down our productivity and explore life as a retired person. Erikson believed if we see our lives as unproductive, feel guilt about our past, or feel that we did not accomplish our life goals, we become dissatisfied with life and develop despair, often leading to depression and hopelessness.Success in this stage will lead to the virtue of wisdom. Wisdom enables a person to look back on their life with a sense of closure and completeness, and also accept death without fear.Wise people are not characterized by a continuous state of ego integrity, but they experience both ego integrity and despair. Thus, late life is characterized by both integrity and despair as alternating states that need to be balanced.