1. Question: Using physical and cognitive arguments, explain how adolescence and emerging adulthood differ from each other.
2. Question: Compare and contrast Piaget’s theory of cognitive development with Kohlberg’s theory of moral development. How do they intersect with each other?
3. Question: Explain how Baumrind’s theory can … used to stave off some of the problems of adolescence, including teenage pregnancy, juvenile delinquency, and substance abuse.

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1. Question: Using the theories of Erikson, Marcia, and Ginsberg, explain how an adolescent and an emerging adult can be guided toward selecting a suitable career.
2. Question: Using the theories of Erikson, Neugarten, Sternberg, and Berscheid and Walster, describe the ingredients of a successful marriage.
3. Question: Discuss primary and secondary aging, as they occur during middle adulthood and late adulthood, and explain how these changes can … ameliorated.

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ADDITIONAL DETAILS 

Piaget’s theory of cognitive development and Kohlberg’s theory of moral development

Introduction

Piaget’s theory of cognitive development is one of the most influential theories in psychology. The theory supports the idea that children develop by making sense of their environment through interactions with other people and objects. This process involves four stages: sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage. The first three stages are characterized by concrete thinking and limited intelligence whereas the fourth one indicates a greater ability for abstract reasoning and more advanced thinking abilities.

Piaget’s theory of cognitive development

Piaget’s theory of cognitive development is based on the idea that children progress through four stages of intellectual growth, each marked by a specific ability to think about objects and events. Each stage has its own characteristic thinking style: the Sensorimotor Stage (0-2 years) focuses on one’s own body and its surroundings; the Preoperational Phase (3-7 years) focuses on concrete thinking; the Concrete Operational Stage (8-11 years) involves using rules to solve problems with objects; and finally, in formal operations such as arithmetic or geometry at age 12 or 13 years old.

The following table summarizes these abilities according to age:

More about Piaget’s theory of cognitive development

According to Piaget, children develop their understanding of the world through four stages: sensorimotor stage (birth to age 2), preoperational stage (2–7 years), concrete operational stage (7–11 years), formal operational stage (11–17 years). The sensorimotor period is characterized by a child’s dependence on environmental stimuli and curiosity. During this time, children do not yet have a basic understanding of cause-and-effect relationships or use abstract concepts such as “up” or “down” for example. They are also unable to understand how objects work together to form more complex things like an airplane or train engine. This allows them opportunities for learning how things work without needing any prior knowledge about them first! It is during this phase that children begin forming cognitive images in their minds based on what they observe around them daily — whether it be friends playing outside or cartoons on TV at home; these images will become stronger once we begin building upon them when developing into more complex thinking patterns later down our path towards adulthood.”

Kohlberg’s theory of moral development

Kohlberg’s theory of moral development is based on Piaget’s theory of cognitive development. Kohlberg describes three levels of moral reasoning: pre-conventional, conventional and post-conventional. There are six stages to this progression in which children progress through their life span. The first stage is the pre-conventional level where individuals make decisions based on social rules that they have been taught by their parents or society. These rules are often seen as being arbitrary and unfair but they still need to be followed out of fear of punishment from others if not done so voluntarily. The second level is the conventional level where people have learned what kind of behavior is expected from them so they can avoid getting into trouble with authorities when doing something wrong because it would lead to consequences such as being taken away from home or sent back into school again (Kohlberg et al., 1981).

The third level begins when someone reaches adulthood where he or she realizes his/her own interests over those put forth by others; this means being able to choose between two options without having any other person influence his decision making process except maybe for personal preference factors like taste preferences which may differ greatly depending upon whom one associates himself with during childhood years after he has been exposed enough times throughout life experiences thus leading him towards certain outcomes despite possible shortcomings along way therefrom.”

Takeaway:

In this article, we learned that Piaget’s theory of cognitive development was more suited to the way children learn and Kohlberg’s theory of moral development was more suited to the way adults learn. The two theories have some similarities but also some important differences.

• Both theories focus on how people develop in their understanding of morality over time. For example, both theories assume that children are born with a basic moral sense (i.e., an innate ability for good and evil), but it is not until around age 11 or 12 when they develop their own set of values based on what has been taught by society or family members.

• While Piaget believed he could predict exactly how long it would take each child’s cognitive processes through observation alone (i.e., observing an infant interacting with her mother), Kohlberg concluded his theory was actually only able to predict about half as much about how long these same processes took because there were many factors at play during early childhood development such as genetics, family environment/supportiveness etcetera…

Conclusion

As you can see, these theories are very similar. They both focus on cognitive development and how children progress through stages of reasoning, morality, and other areas of knowledge. Both Piaget’s theory and Kohlberg’s theory use similar approaches to explain these changes over time. However, there are some important differences between them that make each theory unique as well!