Developmental Psychology

It cannot establish cause-effect relationships since correlations only indicate associations.

Correlational studies allow predictions about one variable based upon knowledge of another but not causal claims.

Correlational designs can demonstrate causality if high correlation coefficients are found.

Strongly positive or negative correlations imply direct causation between variables being studied.

Utilizing concrete manipulatives before introducing abstract symbols and diagrams related to math concepts

Introducing complex theoretical problems prior to establishing foundational understanding using everyday examples

Avoiding visual aids altogether so as not to distract from numerical calculation practice

Focusing exclusively on verbal instructions followed by rote memorization tasks associated with numbers

Misinterpretation of a child's behavior based on predetermined stage characteristics.

Overemphasis on genetic factors over environmental influences in learning processes.

Inaccurate prediction of future behaviors using past experiences alone.

Neglecting individual differences by focusing solely on group dynamics.

a toy is hidden under a blanket and an infant looks for the object

an infant recognizes herself in the mirror

a toy is hidden under a blanket and an infant is confused or upset by the loss

A cookie is broken in quarters, and a child thinks that there are 4 cookies

Concrete Operational Stage

Formal Operational stage

Preoperational Stage

Sensorimotor Stage

Western children exhibit natural predispositions towards superior spatial cognition.

Differences attributed solely to genetic factors affecting perceptual processing.

Differences stem from varied environmental interactions emphasizing spatial information.

Eastern education systems focus less on developing spatial skills than Western ones.

postformal

preoperational

formal operations

concrete operations

Greater emphasis on learning through interaction with environment

Reduced focus on stages of development

Increased emphasis on inherent personality traits

Decreased value for early childhood experiences

An infant shows surprise when a hidden toy reappears differently than expected based on previous appearances.

An infant pays no attention to an object once it has been covered up with a cloth or obscured from view.

An infant repeatedly drops a toy out of sight seemingly without searching for it afterward.

An infant does not appear distressed when their caregiver leaves the room temporarily and then returns later on.

Conservation

Accommodation

Assimilation

Scaffolding