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Higher Human Biology Unit 3 > 3.4 Communication and Social Behaviour > Flashcards

3.4 Communication and Social Behaviour Flashcards

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1
Q

Definition of infant attachment

A

The strong emotional bond that develops between the child and the primary carer, providing the child with a secure base from which to explore the surroundings

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2
Q

Why early infant attachment is important

A

It allows the child to develop into trusting and resilient adults who are able to form stable relationships

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3
Q

What the first type of attachment is like

A

Indiscriminate

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4
Q

When specific attachment forms in a child

A

Between 6 to 9 months

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5
Q

What children with secure attachment can do

A

Investigate their immediate environment helping the development of cognative abilities

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6
Q

Two types of insecure attachment

A
  • detached

* resistant

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7
Q

Traits of disorganised insecure attachment

A

Inconsistent responses assiciated with both detached and resistant

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8
Q

In the Strange Situation, how the child’s behaviour is scored

A
  • how much the child explores
  • the reaction upon separation with the mother
  • the reaction when reunited with the mother
  • the level of anxiety when left alone with the stranger
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9
Q

The first sparation episode in the Strange Situation

A

When the mother leaves the child with the stranger

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10
Q

The first reunion episode in the Strange Situation

A

Mother returns to the child and plays with it while the stranger leaves

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11
Q

The second separation episode in the Strange Situation

A

The mother leaves the room, leaving the child alone

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12
Q

The second reunion episode in the Strange Situation

A

The morher returns and the stranger leaves again

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13
Q

The Strange Situation-

Behaviour of a child with secure attachment

A
  • explores freely, plays with toys
  • displays major distress when mother leaves
  • resists offer of comfort from stranger when offered in absense of mother
  • when mother returns goes immediately to her and calms, then returning to playing
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14
Q

The Strange Situation-

Behaviour of a child with detached insecure attachment

A
  • initially doesn’t explore much
  • indifference when mother leaves
  • accepts comfort from stranger
  • ignores mother or walks towards her looking away
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15
Q

The Strange Situation-

Behaviour of a child with resistant insecure attachment

A
  • initially does not explore
  • shows major distress when mother leaves
  • resists offer of comfort from stranger
  • when mother returns, seeks her but resists comfort, shows signs of anger
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16
Q

The Strange Situation-

What psychologists interperate from behaviour of secure child

A
  • Child is attached to mother

* Mother is loving and sensitive to child’s needs

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17
Q

The Strange Situation-

What psychologists interperate from behaviour of detached insecure child

A
  • treats mother and stranger the same

* mother is inept and insensitive

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18
Q

The Strange Situation-

What psychologists interperate from behaviour of resistant insecure child

A
  • erratically attached to mother

* morher irritated by child

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19
Q

Why humans have a long period of dependancy on adults

A

To allow time for socialisation and learning to occur

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20
Q

What a socially competent person is able to do

A
  • react appropriately in social situations
  • gain the knowledge and problen solving skills needed to funtion in adult life
  • form stable relationships and demonstrate feelings towards others
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21
Q

Two types of parental control

A
  • authoritative

* permissive

22
Q

Effect of Authoritative control

A
  • Demanding but responsive

* Generallt results in greater social competence than permissive control

23
Q

Effect of permissive control

A

Excessively lenient

24
Q

Examples of authoritative parenting

A
  • warm, nurturing, emotionally supportive
  • sets limits, rules and high standards, explains the reason for them
  • gives direction, expects responsible behaviour and cooperation
  • explains the consequenses of unacceptable behaviour
25
Q

Examples of permissive parenting

A
  • warm and nurturing
  • responsive to the child’s needs and wishes
  • does not set limits or responsibilities
  • “no dicipline” approach, does not try to keep the child under control
  • does not encourage child to aim for a high standard of behaviour
26
Q

Definition of communication

A

The exchange of facts, information, feelings, ideas and opinions between people

27
Q

Use of verbal communication

A

Used in:
• transmission of knowledge
• development of culture
• social evolution

28
Q

What language can be grouped into

A
  • catagories (words)

* hierarchies (phrases, sentences and paragraphs)

29
Q

How knowledge and descoveries are passed on

A
  • spoken word (conversations, tv, radio, phonecalls)

* written word (letter, email, books, newspapers)

30
Q

Why it is important that knowledge and discoveries are passed on

A

It accelerates learning and intellectual development

31
Q

What language development in a child is dependent on

A

The child’s environment

32
Q

Definition of nonverbal communication

A

Wordless signals that are passed between us, which indicate attitudes and emotions as well as acting as an aid to verbal communication

33
Q

What nonverbal communication in important in doing

A

The formation of relationships between individuals

34
Q

Examples of non verbal communication

A
  • facial expression
  • personal space
  • eye contact
  • body posture and hand gestures
  • tone, volume and pitch of voice
35
Q

The effect non verbal communication can have on spoken language

A

Reinforce or contradict spoken language

36
Q

What Non cerbal communication can indicate

A

Attitude and emotion

37
Q

Definition of learning

A

A change in behaviour as a result of experience

38
Q

In humans how behaviour is learned

A
  • observation

* imitation, where behaviour is observed and copied

39
Q

What the repeated use of a motor skill results in

A

New neural pathways forming and procedural memories being established

40
Q

Explain trial and error learning

A

A method of learning where various responses are tried and some discarded until a solution is obtained

41
Q

Three types of trial and error learning

A
  • reinforcement
  • shaping
  • extinction
42
Q

Definition of reinforcement

A

When a particular behaviour is rewarded with positive consequenses so it is more likely to be repeated

43
Q

Definition of shaping

A

Each time good behaviour is displayed it is rewarded or praised, successive improvements are continues to be rewarded as long as they come closer to the desired behaviour

44
Q

Definition of extinction

A

When behaviour patterns are not rewarded and more likely to disappear

45
Q

Definition of generalisation

A

And individual responding in a similar manner to different but related stimuli. Eg. Fear of all spiders

46
Q

Definition of discrimination

A

When an individual gives a different reaction to related stimuli. Eg. A fear of big spiders, but not small ones

47
Q

Definition of social facilitation

A

An increased level of performance in the presence of others

48
Q

Definition of de-individuation

A

When an individual within a group loses their personal identity and takes on a group identity, behaving in a less appropriate manner

49
Q

Definition of internalisation

A

The changing of beliefs as a result of persuasion

50
Q

Definition of identification

A

The changing of beliefs to be like an admired influencing source

Higher Human Biology Unit 3 (5 decks)

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