Copy of Ethics

The first stage of Erikson’s psychosocial development is trust vs. mistrust.

Piaget’s formal operational stage is characterized by a child’s ability to think abstractly.

In Freud’s psychosexual stages, the latency stage is when sexual impulses are dormant.

According to Vygotsky, learning occurs most effectively in the zone of proximal development.

Maslow’s hierarchy of needs suggests that self-actualization must be achieved before addressing physiological needs.

The preoperational stage of Piaget’s cognitive development is marked by egocentric thinking.

Attachment theory suggests that secure attachment in infancy leads to positive outcomes in adult relationships.

Kohlberg’s stages of moral development begin with the conventional level.

According to Erikson, the primary task during adolescence is identity vs. role confusion.

Freud’s anal stage focuses on the development of independence and control.

The critical period hypothesis suggests that language acquisition is equally possible at any age.

Bronfenbrenner’s ecological systems theory emphasizes that development occurs in isolation from environmental factors.

Bandura’s social learning theory states that children learn behaviors solely through direct reinforcement.

During Piaget’s concrete operational stage, children begin to understand the concept of conservation.

Freud’s theory of development ends with the genital stage, which begins at puberty and continues throughout life.

Children who experience authoritarian parenting styles are more likely to develop high self-esteem.

Erikson’s stage of generativity vs. stagnation focuses on contributing to society and helping the next generation.

According to Kohlberg, the post-conventional level of moral development involves adhering to universal ethical principles.

During middle adulthood, physical changes such as decreased muscle mass and slower metabolism are common.

In Bronfenbrenner’s ecological systems theory, the microsystem includes the child’s immediate relationships and interactions.

Children in the sensorimotor stage can think symbolically and engage in pretend play

Attachment styles developed in childhood do not influence adult relationships.

Kohlberg’s moral development theory includes stages that may not be reached by all individuals.

Critical periods refer to specific times during which certain developmental milestones must occur for normal development.

In Erikson’s stage of intimacy vs. isolation, failure to form meaningful relationships can lead to feelings of loneliness.

The concept of scaffolding, introduced by Vygotsky, involves providing support to help learners achieve tasks they cannot complete independently.

Adolescents are less likely to engage in risk-taking behaviors due to full development of the prefrontal cortex.

Older adults typically experience a decline in the ability to retrieve episodic memories.

In Kohlberg’s theory of moral development, the conventional level emphasizes social approval and law-and-order thinking.

Children typically master fine motor skills, such as writing and drawing, during the preschool years.

Infants develop object permanence during Freud’s oral stage of psychosexual development.

Children in authoritative households are more likely to develop independence and social competence.

In late adulthood, successful resolution of Erikson’s stage of integrity vs. despair leads to a sense of fulfillment

Piaget’s theory of cognitive development suggests that children in the concrete operational stage are unable to perform mental operations on concrete objects.

The pre-conventional stage of moral development, according to Kohlberg, is characterized by moral reasoning based on the approval of others and social rules.

Attachment theory suggests that insecure attachment in early childhood can lead to difficulties in forming relationships later in life.

Erikson’s stage of industry vs. inferiority occurs during the stage of adolescence, where individuals focus on forming their identity.