Environmental factors include learning opportunities whose quality influences this. Motor and mental maturation also facilitate children interaction with environment influencing this. Heredity from parents influences cognitive development. Intelligence is another biological factor directly affecting rate and extent of cognitive development. If defective, sense organs will gather defective stimuli, causing incorrect concept formation and imperfect cognitive development. Developed correctly, the sense organs receive stimuli correctly, enabling children to form correct sensory concepts.
Among biological facts, the sense organs influence this by receiving environmental stimuli. These types of factors can be divided into 2 main categories: biological and environmental. Success brings satisfaction and pace, failure, bitterness and regret. Success brings feelings of contribution and involvement, failure feeling unproductive and uninvolved. MIddle age involves generatively vs stagnation. Success develops relationships, failure, loneliness. Young adults address intimacy vs isolation. Success develops independence and sense of self, failure confusion and insecurity. Adolescents confront identify vs role confusion. Successful social interacting and academic efforts with positive feedback develop belief in abilities, while failure causes inferiority and inadequacy. School aged children confront industry vs inferiority. Successfully exerting poser over environment develops capatyilbity and leadership, destructiveness and experience disapproval causes guilt and lack of initiative. Preschoolers encounter initiative vs guilt. those who do not develop inadequacy and self doubt instead. Those developing self control feeds security and conficece. Toddlers face autonomy vs shame and doubt. The positive outcome from resolvthin this conflict is hope Infants whose needs ar e mental bully and consistently develop trust in the world, if not, mistrust is developed.
This man described infancy with central conflict of trust vs mistrust. Pre adolescents, adolescents, and adults may be seen in the formal operations stage where they can perform mental operations with abstract concepts without concrete objects or events, understand intangible ideas like liberty, and accept multiple alternatives, possibilities, consequences and ambiguities. solids and numbers regardless of context. They can reverse operations, categorize items and conserve quantities of liquids. Middle children may be seen put into the concrete operations stage where they develop ability to perform logical mental operations but only with concrete objects or events. The shape, arrangement or contact of quantity influences their perception of its amount. They concentrate on one aspect of situation at a time and cannot reverse operations or conserve quantities. They are egocentric, unable to see things from others perceive literally and physically and figuratively/mentally. Toddlers and preschoolers may be seen in the preoperational stage as they think intuitively, not logically with animistic and magical thinking. In this stage they develop object permanency and form schemata or mental concepts about environment. They learn to repeat chance actions to reproduce results, eventually developing intentional actives. This man described the stages of life as infants in the sensorimotor stage where they perceive the world through received sensory stimuli and response and interact through motor actives.
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