Lifespan Development - AP Psychology

Bloom's Taxonomy contains six cognitive levels that a student progresses through as intellectual capacities increase. Here, they are listed in ascending order of complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation. Bloom and his followers posited that by assessing a student's level of intellectual capacity, educators could best meet and test their students' learning development.

Bloom's Taxonomy contains six cognitive levels that a student progresses through as intellectual capacities increase. Here, they are listed in ascending order of complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation. According to Bloom, the level of "synthesis" is being exercised when the student is peicing together elments or parts to form a whole.

An infant starts imitating sounds, using gestures, and responding to their own name and simple instructions at 7-11 months. By 12-15 months, an infant is expected to say their first words. At 4-6 months, infants start to babble or repeat sounds but don't yet respond to their own name. At 1-3 months, infants are only cooing or gurgling in response to attention.

An infant is not expected to be able to crawl until 7-11 months, where they are also expected to show stranger anxiety, use gestures, and imitate sounds. The rest of the listed behaviors are typical of an infant between 4-6 months.

An infant is expected to be able to walk unassisted, can show separation anxiety, and say their first words (not necessarily 5 new words) at 12-15 months. By 1.5 years (18 months) of age, a toddler is expected to say around 10 words and throw a ball. A child is expected to be able to copy a square around age 5.

At 1.5 years of age, a child is expected to be able to stack 3 blocks and use about 10 individual words. A toddler can say around 250 words by the age of 2. Secondly, a child is expected to be able to copy a circle by the age of 3. Lastly, a child is expected to catch a ball with two hands by the age of 5.

A child is expected to be able to draw a cross by the age of 4. A square is typically copied by 5 years, and a triangle by 6 years. The ability to copy a diamond is not expected until the age of 7.

A child normally, if applicable, begins having imaginary companions at 4 years of age. During this time they are also expected to be able to hop on one foot, copy a cross, play cooperatively with other children, and express themselves clearly verbally. A child is not expected to be able to copy a square until age 5. Children learn to tie shoelaces and read by the age of 6.

A child is expected to be able to catch a ball with both hands by 5 years. During this time they are also expected to be able to copy a square, skip using both feet, and may show romantic feelings for the opposite sex (4-5 years of age). At the age of 2, most children can kick a ball. At 3 years, most children can climb stairs using alternate feet. At the age of 4, children are expected to be able to catch a ball with their arms.

Animism, or the belief that objects are alive and have personalities, is a common childhood belief, which was extensively studied by Jean Piaget. Piaget attributed animism to a failure of the child to distinguish its own interior world from its exterior world.

According to the Denver Developmental Screening Test, which is a widely used screening test to detect problems in the development of children from birth to six years of age, a child should be able use use their thumb and finger to grasp or pinch a piece of cereal at eight months of age. After one year of age the child should be able to walk, scribble, make a tower of two cubes, and kick a ball.

The question describes the Babinski reflex. It is present at birth and will continue until the infant reaches approximately two years of age.

The correct answer is “rooting and cheeks.” The rooting reflex involves the infant turning its head after its cheek is stimulated. The Moro reflex is also called the startle reflex because the infant extends its arms and limbs after being startled. The Babinski reflex happens when an infant's foot is rubbed and its toes fan out. Last, the grasping reflex occurs when a finger or object is put in an infant's hand.

During early childhood (age 2 to 6 years) the child begins to engage in social interaction. He or she wants to be the center of attention. By encouraging the child to respect boundaries and providing discipline to control impulsive behavior, the child will learn a responsible way of living.

Adolescence (age 12 to 18 years) is a time of identity crisis. At this stage, the child asks, "Who am I?" If the child can integrate values learned during previous childhood stages (trust, independence, impulse control, and intellectual curiosity), then they will have a strong identity and readiness to be an adult. If not, confusion can occur and they will be unable to make decisions about their role in life.

The regressed behaviors of this client are characteristic of the “trust vs. mistrust” stage. When a child experiences trauma or neglect during this stage they are unable to develop a secure sense of trust with himself or herself or their caregiver. This leaves them feeling either excessively dependent or excessively detached. The client also demonstrates early development behaviors such as thumb sucking, which are indicative of an emotional age of about 1 year old in Erickson's model.

The "industry vs. inferiority" stage most often occurs between the ages of 6 and puberty. It involves learning to master one's skills in order to develop a sense of competence. "Trust vs. mistrust" is the first stage that occurs during infancy, with the goal being to develop a sense of trust in the caregiver. The second stage is "autonomy vs. shame and doubt," which occurs between 1 and 3 years of age and involves developing a sense of independence. "Initiative vs. guilt" is the third stage, which occurs from ages 3 to 6 and involves assuming responsibility. "Integrity vs. despair" is the final stage of development and involves reflecting on one's life.

Gardner's "logical-mathematical" intelligence, the correct response, refers to the ability to analyze problems, solve mathematical equations, detect patterns, and think logically. Multiple theories of intelligence have been developed within the field of Intelligence Development. Howard Gardner is one of these theorists. He provides a seven-faceted model of intelligence that includes the types listed in the response choices. "Linguistic" is incorrect as it refers to the individual’s command of language. "Spatial" is incorrect because it refers to the individual’s ability to manipulate and work with physical objects. "Interpersonal" is also incorrect because it captures one’s ability to successfully navigate social interactions and relationships.

Psychologist James Marcia developed a theory of adolescent identity development. This theory focuses on the presence of crisis and commitment. Maria is in the "foreclosure" state, which is characterized by accepting a ready-made identity. Maria has not experienced an identity crisis, but has made a commitment. "Moratorium" involves the presence of a crisis but no commitment. "Identity diffusion" occurs when a person experiences neither a crisis nor commitment. "Identity achievement" involves successfully resolving a crisis and committing to an identity. Last, "differentiation" is not a term used in this theory.

Erik Erikson's theory includes 8 stages of psychosocial development that individuals go through from infancy to late adulthood. This theory assumes that individuals experience a crisis at each stage, and can either successfully or unsuccessfully complete a stage. Anne is in the “generativity vs. stagnation” stage, which includes being productive, giving back, and focusing on the future generation. On the other hand, “trust vs. mistrust” is the first stage, with the goal being to develop trust in caregivers. "Industry vs. inferiority" is the fourth stage and occurs between ages 5 and 12. The goal of this stage is to develop competence and a sense of pride in one's work. “Intimacy vs. isolation” is the sixth stage and occurs during early adulthood. The goal of this stage is to develop deep and meaningful relationships with others. “Ego integrity vs. despair” is the final stage and includes looking back on one's life and accomplishments.