AOS1 Assessment Flashcards
What influences psychological development ?
Define Heredity ( Nature )
Factors that influence development and are genetically passed down from biological parents to their offspring. They are believed to be pre- determined some of our characteristic and personal attributes at conception.
- eye colour
- bone structure
- blood type
Define environment ( Nurture )
External influences within a person’s environment that can affect their development. The way that a child is raised, the experiences they have, their relationships, the education they receive and the recourses they have access to can play a huge role in their development.
- income
- physical environment
- attachment + family relationships
- recourses they have access to
Describe The nature v Nurture debate
The Nature vs. Nurture debate revolves around the balance between genetic factors (nature) and environmental influences (nurture) in shaping who we are.
Both nature and nurture contribute to human development, often working together to influence behavior, personality, intelligence, and other characteristics.
Explain the three main areas within psychological development
( emotion, social & cognitive )
Emotional development: Involves how individuals understand and manage emotions.
Social development: Focuses on how individuals interact with others and form relationships.
Cognitive development: Concerns the growth of mental abilities such as thinking, memory, and problem-solving.
Explain what the biopsychosocial model is - identify example of each component
( biological factors - psychological factors & social factors )
The biopsychosocial model is a framework in psychology and health sciences that explains how biological, psychological, and social factors interact to influence an individual’s health, behavior, and overall well-being.
biological factors
Internal factors that are physiological based or determined influences, often not under our control, such as genes were inherit. These factors can be innate, such as genetic dispositions based down from one’s parents.
- genetic predisposition
- medication/ substances
- nutrion
- sleep
psychological factors
Internal factors pertaining to an individuals mental processes including their cognitions, thoughts, beliefs and attitudes.
- attitudes and beliefs
- emotions
- personalities
- coping skills
- self esteem
social factors
External factors relating to an individuals interactions w/ others & external environment, including their relationship and community indvement.
- interpersonal relationship
- attachment style
- cultural norms
- parental expectations
emotional development
Changes in how a person experiences, interprets and expresses full range of emotions and cope w/ them appropriately.
social development
social development refers to the changes in an individual’s relationships, interactions, and social skills over their lifespan. It involves learning how to communicate, form relationships, and navigate social norms and expectations.
cognitive development
Study of the mental processes and development of cognitive abilities.
- includes patterns in thinking, reasoning, reasoning, remembering and problem solving.
Describe twin and adoption studies - why are they useful in exploring the Nature v Nurture debate?
Due to sharing 100% DNA, as they are identical twins, psychologists would be interested in exploring the effects of nurture if they are separated at birth to see their differences.
Define attachment
The emotional bond that forms between an infant and their primary caregiver. This bond influences the child’s emotional security, social development, and future relationships.
Describe the Strange Situation test by Mary Ainsworth
The Strange Situation Test was developed by Mary Ainsworth in the 1970s to assess attachment styles in infants (typically aged 12-18 months) based on their responses to separation and reunion with their caregiver.
Secure Attachement
Secure Attachment is a healthy attachment style where an infant feels safe, loved, and confident that their caregiver will meet their needs.
-Distressed when caregiver leaves, but easily comforted upon their return.
-Uses caregiver as a “secure base” to explore the environment.
-Prefers caregiver over strangers, but can interact with others.
-Develops from consistent, responsive, and nurturing caregiving.
inturn:
- Higher self-esteem and emotional regulation.
- Strong social skills and healthy relationships.
- Better resilience and problem-solving abilities.
Insecure-Resistant attachement
Type of insecure attachment where infants show high anxiety and clinginess toward their caregiver but struggle to be comforted.
- Extremely distressed when caregiver leaves.
- Seeks comfort but resists it (e.g., crying but pushing the caregiver away).
- Does not explore the environment freely, staying close to the caregiver.
- Develops from inconsistent caregiving, where the caregiver is sometimes responsive and sometimes neglectful.
inturn:
- Higher levels of anxiety and insecurity in relationships.
- Fear of abandonment and difficulty trusting others.
- More emotional dependency on caregivers or partners.
Insecure-Avoidant attachment
Type of insecure attachment where infants avoid or ignore their caregiver and show little emotional response to their presence or absence.
- Shows little distress when the caregiver leaves.
- Avoids or ignores the caregiver upon return.
- May not seek comfort from the caregiver, even when upset.
- Prefers independence and may interact more with strangers.
- Develops from neglectful or unresponsive caregiving, where the infant’s needs are often ignored.
Inturn:
- Struggles with emotional intimacy and close relationships.
- Tends to be self-reliant but may avoid seeking help.
- May suppress emotions and have difficulty expressing feelings.
Outline Kohlberg’s stages of Moral development - what determines right
and wrong.
Level 1: Preconventional Morality (Childhood)
Right and wrong are based on personal consequences (punishment or reward).
Obedience and Punishment (Stage 1) – Right is what avoids punishment.
Self-Interest (Stage 2) – Right is what benefits oneself (reward-based).
Level 2: Conventional Morality (Adolescence & Adulthood)
Right and wrong are based on social rules and approval.
3. Interpersonal Relationships (Stage 3) – Right is what pleases others and maintains relationships.
Law and Order (Stage 4) – Right is following laws and maintaining order.
Example: “Stealing is wrong because it’s illegal.”
Level 3: Postconventional Morality (Adulthood, if reached)
Right and wrong are based on personal ethics and universal principles.
5. Social Contract (Stage 5) – Right is based on fairness and individual rights, even if laws must be questioned.
Define Assimilation and Accommodation with reference to Schemas
Assimilation – Fitting new information into an existing schema- Occurs when a person interprets new experiences based on what they already know.
Example: A child who knows dogs as four-legged animals sees a cat and calls it a “dog.” They are trying to fit the new experience (cat) into their existing dog schema.
Accommodation – Modifying an existing schema or creating a new one- Happens when new information challenges existing schemas, leading to change.
Example: The child realizes that cats and dogs are different, so they adjust their schema to recognize cats as a separate category of animals.
List each of Piaget’s 4 stages of Cognitive Development and explain briefly the behaviors expected of children in each stage
Sensorimotor Stage (0-2 years)
Infants learn through senses and actions (touching, looking, grasping).
Develops object permanence (understanding that objects exist even when unseen).
Example: A baby searches for a hidden toy instead of thinking it has disappeared.
Preoperational Stage (2-7 years)
Develops symbolic thinking (using words, images, and pretend play).
Displays egocentrism (difficulty seeing things from another’s perspective).
Lacks conservation (doesn’t understand that quantity remains the same despite appearance changes).
Concrete Operational Stage (7-12 years)
Gains logical thinking but only for concrete, physical objects.
Understands conservation (shape changes don’t affect quantity).
Develops classification (can group objects based on characteristics).
Example: A child knows that 8+2 = 10 and can reverse it (10-2 = 8).
Formal Operational Stage (12+ years)
Can think abstractly and hypothetically.
Develops problem-solving and moral reasoning.
Example: A teenager can discuss concepts like justice or form hypotheses about a science experiment.
Describe Psychosocial development
And List and explain each stage with reference to age, challenge, resolution and failure
Psychosocial development refers to the process through which individuals develop their social, emotional, and psychological skills over the course of their life.
Trust vs. Mistrust (Infancy: 0-1 year)
Key Challenge: Developing trust in caregivers and the world.
Successful Resolution: The child learns to trust that their needs will be met, which builds a sense of security.
Failure: If caregivers are inconsistent or neglectful, the child may develop mistrust and anxiety.
Autonomy vs. Shame and Doubt (Early Childhood: 1-3 years)
Key Challenge: Gaining independence and control over physical skills (e.g., walking, feeding).
Successful Resolution: The child learns to be autonomous and confident in their abilities.
Failure: Over-controlling caregivers may instill feelings of shame or doubt in the child’s abilities.
Initiative vs. Guilt (Preschool: 3-6 years)
Key Challenge: Initiating activities and learning to plan and accomplish tasks.
Successful Resolution: The child feels confident in their ability to lead and take initiative.
Failure: Overly critical parents may make the child feel guilty about their ideas and actions.
Industry vs. Inferiority (School Age: 6-12 years)
Key Challenge: Developing competence and skills, particularly in school and peer relationships.
Successful Resolution: The child gains a sense of industry, feeling capable and accomplished.
Failure: If the child struggles or is criticized, they may develop feelings of inferiority and low self-esteem.
Identity vs. Role Confusion (Adolescence: 12-18 years)
Key Challenge: Developing a sense of self and personal identity.
Successful Resolution: The adolescent establishes a clear sense of who they are, including their values and beliefs.
Failure: Confusion about one’s role and identity, leading to uncertainty and instability.
Intimacy vs. Isolation (Young Adulthood: 18-40 years)
Key Challenge: Developing deep, meaningful relationships with others.
Successful Resolution: The individual is able to form intimate relationships without losing their sense of self.
Failure: The person may experience isolation, loneliness, and difficulty forming close relationships.
Generativity vs. Stagnation (Middle Adulthood: 40-65 years)
Key Challenge: Contributing to society and guiding future generations.
Successful Resolution: The individual feels a sense of purpose and fulfillment through work, family, and community involvement.
Failure: A sense of stagnation, feeling unproductive or disconnected from society.
Integrity vs. Despair (Late Adulthood: 65+ years)
Key Challenge: Reflecting on one’s life and accepting it.
Successful Resolution: The person feels a sense of integrity and satisfaction, accepting their life as meaningful.
Failure: Regret and despair over unachieved goals or unresolved conflicts, leading to feelings of bitterness.
Define psychosocial crisis
A psychosocial crisis is a conflict or challenge that occurs during a specific stage of development, according to Erik Erikson’s theory of psychosocial development. It represents a turning point in an individual’s life where they must resolve a key issue related to their social and psychological well-being. The resolution of the crisis shapes their future personality, relationships, and sense of identity.
Define critical periods
Critical periods refer to specific windows of time during an organism’s development when it is particularly sensitive to certain environmental stimuli or experiences. During these periods, the development of specific skills or behaviors is most easily shaped, and missing key experiences during this time can have long-lasting or even irreversible effects on the organism’s development.
Describe the critical period for vision as an example and for language acquisition with reference to Genie
The critical period for vision refers to a specific window in early childhood during which the visual system is highly sensitive to visual stimuli. If an infant or young child does not receive appropriate visual input during this period, the development of normal vision can be impaired, often resulting in long-term deficits in vision, even if corrective measures (like glasses or surgery) are introduced later on.
Example of the Critical Period for Vision:Kittens raised in darkness or with limited visual input
The critical period for language acquisition is the concept that there is a specific period in early childhood during which language acquisition must occur for a child to develop typical language skills. If a child is deprived of language exposure during this critical window, they may struggle to fully develop linguistic abilities, even with later exposure.
Example: Language Acquisition After the Critical Period: After being discovered, Genie was exposed to language and received therapy. However, despite extensive efforts to teach her language, she struggled to acquire grammar and fully develop language skills.Implications: Genie’s case is often cited as evidence for the critical period hypothesis in language development. Researchers believed that the lack of early language exposure during a sensitive period (before the age of 5-7 years) significantly hindered her ability to acquire language fully.
