Developmental Psychology

Avoidant Attachment

Secure Attachment

Ambivalent attachment

Disorganized attachment

Cognitive perspective

Psychoanalytic perspective

Biological perspective

Behavioral perspective

The child exhibits intense distress when separated from the caregiver but resists comfort upon their return out of anger or confusion.

The child may be upset when the caregiver leaves but is quickly comforted upon return, showing trust and security in their relationship.

The child shows indifference toward the caregiver throughout the procedure, not seeking contact upon reunion after separation.

The child appears disoriented during separation, displaying a mix of approach behaviors coupled with avoidance upon reunion.

Lack of informed consent from animal subjects.

Potential harm and distress caused to animal subjects.

Inability to generalize the findings to human behavior.

Use of deception in the experimental design.

Children learn cognitively through guided participation within their Zone of Proximal Development facilitated by more knowledgeable others.

Development results solely from directly observable behaviors reinforced by environmental feedback.

Children naturally progress through fixed stages marked by specific capabilities regardless of social interaction quality.

Cognitive improvements occur due primarily to maturation rather than through interpersonal learning contexts.

Standardized testing that assesses each student’s ability under uniform conditions without help.

Guided participation with scaffolding that provides support just beyond what students can do alone.

Independent study sessions allowing students to explore subjects at their own pace without assistance.

Lectures where information is delivered uniformly without regard for individual learning differences.

Adolescents struggling to develop a consistent identity

Young adults establishing close, committed relationships

Children developing a sense of purpose by planning and executing tasks

Infants learning to trust or mistrust caregivers

Describing culture-specific play activities related to theory-of-mind development but not engaging actively with participants.

Collecting survey responses regarding cultural attitudes toward mental states without combining them with behavioral checks.

Collecting survey responses regarding cultural attitudes toward mental states without combining them with behavioral checks.

Ethnographic fieldwork involving participatory observation across various cultural contexts combined with standardized theory-of-mind assessments.

It emphasizes the role of social interaction and cultural tools in learning processes.

It underscores the importance of innate genetic factors over environmental influences.

It focuses on the stages of individual discovery and mastery without adult intervention or peer collaboration.

It highlights how operant conditioning shapes cognitive skills through rewards and punishments.

Erik Erikson

Jean Piaget

B.F Skinner

Sigmund Freud