PSYC 290 Exam Comprehensive
Questions (Frequently Tested) with
Verified Answers Graded A+
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Erikson's Psychosocial Stages - Answer: Birth to 12 mos. - Trust vs.
Mistrust:During this stage the infant is uncertain about the world in
which they live. To resolve these feelings of uncertainty the infant looks
towards their primary caregiver for stability and consistency of care.
12 mos. to 3 years - Autonomy vs. Shame & Doubt:If children in this
stage are encouraged and supported in their increased independence,
they become more confident and secure in their own ability to survive
,in the world.If children are criticized, overly controlled, or not given the
opportunity to assert themselves, they begin to feel inadequate in their
ability to survive, and may then become overly dependent upon others,
lack self-esteem, and feel a sense of shame or doubt in their own
abilities.
3 years to 6 years - Initiative vs Guilt: Children explore the world
beyond themselves. They explore feeding and dressing, toilet training,
and new ways of moving about. When they begin to succeed in doing
things for themselves, they gain a sense of self-confidence and self-
control. However, if they continually fail and are punished or labeled as
messy, sloppy, inadequate, or bad they learn to feel shame or self-
doubt.
6 years to 12 years - Industry vs. Inferiority: Children develop numerous
skills and competencies in school, at home, and in the outside world. A
sense of self is enriched by the realistic development of such
competencies. Comparison with peers is increasingly significant. A
negative evaluation of self as inferior compared to others is especially
disruptive at this time.
12 years to 18 years - Ego identity vs. Ego diffusion: Before adolescence,
children begin to learn a number of different roles: student, friend,
older sibling, athlete, musician, and so forth. During adolescence, it
becomes important to sort out and integrate those roles into a single,
consistent i
, Piaget's Stages of Cognitive Development - Answer: Birth to
approximately 2 years: Sensorimotor - Infants learn about the world
through looking, grasping, mouthing, and other actions. Intelligence
relies on the senses and bodily motion, beginning with simple reflexes
that give rise to more complex, voluntary behaviors.
2 years to approximately 7 year: Preoperational - Children form
concepts and use symbols, such as language, to help them
communicate. Such concepts are limited to their personal, immediate
experiences. Preoperational children possess very limited, and at times
"magical", notions of cause and effect and have difficulty classifying
objects or events. They do not hold broad, general theories, but instead
they use daily experiences to build specific knowledge. In addition,
preoperational children neither make generalizations about classes of
objects (e.g., all grandmothers) nor can they think through the
consequences of a particular chain of events.
7 years to 11 or 12 years: Concrete operational - Children begin to think
logically, to classify on more than one dimension at a time, and to
understand mathematical concepts provided they can apply these
operations to concrete or at least concretely imaginable objects or
events. Concrete operational children begin to use logic in their
thinking, but they may experience difficulty in understanding that a
particular animal can be both a "dog" and a "terrier", and they can deal
with only one classification at a time. Yet 7-year-olds understand that
Questions (Frequently Tested) with
Verified Answers Graded A+
Professional Academic Assistance Services
Services Offered
• Proctored Exam Assistance
• Online Class Management (Full Course Support)
• Exam Preparation & Study Materials
• Assignments and Coursework Support
• Essay and Research Paper Writing
• Discussion Posts & Responses
• Editing and Proofreading
• Confidential Academic Consultation
Helping Students Achieve Academic Excellence
Erikson's Psychosocial Stages - Answer: Birth to 12 mos. - Trust vs.
Mistrust:During this stage the infant is uncertain about the world in
which they live. To resolve these feelings of uncertainty the infant looks
towards their primary caregiver for stability and consistency of care.
12 mos. to 3 years - Autonomy vs. Shame & Doubt:If children in this
stage are encouraged and supported in their increased independence,
they become more confident and secure in their own ability to survive
,in the world.If children are criticized, overly controlled, or not given the
opportunity to assert themselves, they begin to feel inadequate in their
ability to survive, and may then become overly dependent upon others,
lack self-esteem, and feel a sense of shame or doubt in their own
abilities.
3 years to 6 years - Initiative vs Guilt: Children explore the world
beyond themselves. They explore feeding and dressing, toilet training,
and new ways of moving about. When they begin to succeed in doing
things for themselves, they gain a sense of self-confidence and self-
control. However, if they continually fail and are punished or labeled as
messy, sloppy, inadequate, or bad they learn to feel shame or self-
doubt.
6 years to 12 years - Industry vs. Inferiority: Children develop numerous
skills and competencies in school, at home, and in the outside world. A
sense of self is enriched by the realistic development of such
competencies. Comparison with peers is increasingly significant. A
negative evaluation of self as inferior compared to others is especially
disruptive at this time.
12 years to 18 years - Ego identity vs. Ego diffusion: Before adolescence,
children begin to learn a number of different roles: student, friend,
older sibling, athlete, musician, and so forth. During adolescence, it
becomes important to sort out and integrate those roles into a single,
consistent i
, Piaget's Stages of Cognitive Development - Answer: Birth to
approximately 2 years: Sensorimotor - Infants learn about the world
through looking, grasping, mouthing, and other actions. Intelligence
relies on the senses and bodily motion, beginning with simple reflexes
that give rise to more complex, voluntary behaviors.
2 years to approximately 7 year: Preoperational - Children form
concepts and use symbols, such as language, to help them
communicate. Such concepts are limited to their personal, immediate
experiences. Preoperational children possess very limited, and at times
"magical", notions of cause and effect and have difficulty classifying
objects or events. They do not hold broad, general theories, but instead
they use daily experiences to build specific knowledge. In addition,
preoperational children neither make generalizations about classes of
objects (e.g., all grandmothers) nor can they think through the
consequences of a particular chain of events.
7 years to 11 or 12 years: Concrete operational - Children begin to think
logically, to classify on more than one dimension at a time, and to
understand mathematical concepts provided they can apply these
operations to concrete or at least concretely imaginable objects or
events. Concrete operational children begin to use logic in their
thinking, but they may experience difficulty in understanding that a
particular animal can be both a "dog" and a "terrier", and they can deal
with only one classification at a time. Yet 7-year-olds understand that
