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Cambridge Senior Science - Psychology VCE Units 1 & 2 > Chapter 3 - The Complexity of Psychological Development > Flashcards

Chapter 3 - The Complexity of Psychological Development Flashcards

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1
Q

Psychological development

A

the changes in an individual’s social, emotional and cognitive abilities from infancy through to old age

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2
Q

Genes

A

the basic units of heredity or inheritance that contain genetic information and form a section of DNA

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3
Q

Heredity

A

the passing on of genes or genetic information from parents to their offspring

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4
Q

Genotype

A

all the genes that a person has inherited from their biological parents

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5
Q

Phenotype

A

how a person’s genes are expressed

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6
Q

Hereditary factors

A

biological influences on development that result from the genetic information passed from biological parents to their offspring

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7
Q

Environmental factors

A

different external influences within a person’s environment that can affect their development

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8
Q

Maladaptive behaviour

A

behaviour that is unhelpful, dysfunctional and non-productive, and that interferes with a person’s ability to adjust to their environment appropriately and
effectively

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9
Q

Biopsychosocial approach

A

considers a person’s development and mental wellbeing as influenced by the interactions between biological, psychological and social factors

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10
Q

Biopsychosocial model

A

an interdisciplinary model that looks at the interconnection between biology, psychology and social factors

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11
Q

Risk factors

A

a range of factors that may increase one’s chances of developing atypically or having a mental disorder

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12
Q

Protective factors

A

a range of factors that may prevent or decrease the chances of developing atypically or having a mental disorder

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13
Q

Mental wellbeing

A

a state of emotional and social wellbeing in which individuals realise their own abilities, can cope with the normal stresses of life, can work productively and can contribute to their community

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14
Q

Mentally healthy

A

having no difficulty with activities of everyday living, and displaying resilience

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15
Q

Mental health problems

A

relatively short-term disruptions that affect the everyday functioning of an individual

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16
Q

Mental disorder

A

one of a wide range of usually long-lasting conditions that affect mood, thinking and behaviour

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17
Q

High levels of functioning

A

the ability to carry out a wide range of daily activities, attend to selfcare, maintain interpersonal relationships and demonstrate resilience in the face of everyday challenges

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18
Q

Resilience

A

the ability to ‘bounce back’ to previous normal levels of functioning when faced with adversity

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19
Q

Life stressor

A

an everyday or conceivable event, such as a relationship breakdown, work challenges or failing a test

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20
Q

Wellbeing

A

the complex combination of a person’s physical, social, emotional, mental and spiritual health that is linked to happiness and life satisfaction

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21
Q

Social wellbeing

A

the connections a person makes with other people and their
ability to get along with others in a community

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22
Q

Emotional wellbeing

A

the ability to feel a range of emotions and
express these in a positive way

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23
Q

Biological factors

A

a range of factors that relate to the physiological functioning of the body

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24
Q

Genetic vulnerability

A

an increased likelihood that an individual will develop
atypically or experience a mental disorder due to the DNA that they carry

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25
Q

Psychological factors

A

a range of factors that relate to the functioning of the brain and the mind, including cognitive and affective processes such as thought patterns and memory

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26
Q

Social factors

A

a range of factors that relate to the conditions in which people live and grow

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27
Q

Emotional development

A

changes in how a person experiences,
interprets and expresses the full range of emotions, and their ability to cope with them appropriately

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28
Q

Attachment

A

a close, social and emotional bond between an infant and their caregivers

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29
Q

Social development

A

changes in a person’s ability to interact with other people and function as a member of society

30
Q

Observational learning

A

the acquisition of new
behaviours as a result
of observing the actions of others and the consequences of those actions

31
Q

Modelling

A

a form of learning whereby we observe the behaviour of others and then replicate it

32
Q

Cognitive development

A

changes in an individual’s mental abilities

33
Q

Assimilation

A

a cognitive process that involves taking a new concept and fitting it into or making it part of a pre-existing mental idea or structure

34
Q

Schema

A

our pre-existing mental ideas relating to a given concept that help us organise and interpret new information

35
Q

Accommodation

A

a cognitive process that involves changing or adjusting existing ideas to deal with new situations

36
Q

Object permanence

A

an understanding that objects continue to exist even if they can’t be touched, seen or heard

37
Q

Goal-directed behaviour

A

a planned series of actions with a purpose

38
Q

Symbolic thinking

A

a type of thinking that uses symbols, such as words or images, to solve simple problems and to talk about things that are not physically present

39
Q

Animism

A

the belief that inanimate objects have feelings and intentions

40
Q

Egocentrism

A

a limited ability to share or appreciate someone else’s point of view

41
Q

Transformation

A

the understanding that something can change from one state, form or structure to another

42
Q

Reversibility

A

the understanding that actions can be undone or reversed

43
Q

Conservation

A

the understanding that certain qualities of an object remain the same even when its appearance changes

44
Q

Classification

A

the ability to sort objects into groups based on their features

45
Q

Hypothetical deductive reasoning

A

a way of thinking that involves developing a hypothesis based on what might logically occur

46
Q

Abstract thinking

A

a way of thinking that is not reliant on directly observing, visualising, experiencing or manipulating something to understand it

47
Q

Zone of proximal development (ZPD)

A

the distance between one’s actual developmental level as determined by independent problem-solving and one’s level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers

48
Q

More knowledgeable other

A

a caregiver, teacher or more experienced peer

49
Q

Scaffolding

A

supports of various kinds that help a child to operate within their ZPD

50
Q

Moral development

A

changes in moral behaviour over time, including in the values, attitudes and behaviours we adopt towards people in society, based on social and cultural norms, rules and laws

51
Q

Morality

A

the ability to distinguish right from wrong and to behave accordingly

52
Q

Sensitive period

A

a period during development in which the effects of experience on development are particularly strong

53
Q

Neuroplasticity

A

the ability of neural networks in the brain to change as a result of experience

54
Q

Imprinting

A

when a newly born animal forms an attachment to the first thing it sees

55
Q

Critical period

A

a specific period in development during which the individual is most vulnerable to the absence of certain environmental stimuli or experiences

56
Q

Sub topics of environmental factors?

A

Emotional environment, sociocultural environment, learning environment, prenatal environment and physical environment

57
Q

3 Ds

A

Distress, dysfunction and deviance

58
Q

Key characteristics of mental wellbeing?

A

High levels of functioning, resilience to life stressors and social and emotional wellbeing

59
Q

John Bowlby’s evolutionary theory of attachment

A

He established that children who are deprived of a stable caregiver during the first few years of life:
- more likely to develop mental disorders
- lower IQ
- more antisocial behaviour and delinquency
- more abnormal interactions and may be unable to form healthy attachments to their own offspring

60
Q

Erickson - 0-2 - crisis?

A

Trust vs mistrust
(Infants need attending to for their basic needs such as food and warmth.
Met - child will be optimistic and trusting of their world
Not met - distrusting and insecure)

61
Q

Erickson - 2-3

A

Crisis - Autonomy vs shame and doubt
Social need - child must begin to take some personal responsibility
Met - sense of self sufficiency
Not met - shame and self doubt

62
Q

Erikson- 3-6

A

Initiative vs guilt
Challenge = functioning socially within their family
- self confidence
- lowered self esteem

63
Q

Erikson - 6-puberty

A

Industry vs inferiority
Must function socially outside their family
Creating things or not?

64
Q

Erikson - adolescence

A

Identity vs role confusion
Form a clear sense of identity
Confident sense of identity
Lower self esteem, instability and social withdrawal

65
Q

Erikson - early adulthood

A

Intimacy vs isolation
Whether or not they can share intimacy with others
Empathy and openness
Isolation->Shrewdness and need to manipulate

66
Q

Erikson - middle age

A

Generativity vs stagnation
Relationships with younger generation

67
Q

Erikson - old age 65+

A

Integrity vs despair

68
Q

Piaget - 0-2

A

Sensorimotor stage
Includes object permanence and goal-directed behaviour

69
Q

Piaget - 2-7

A

Pre-operational stage
Includes symbolic thinking, animism, egocentrism, and transformation

70
Q

Piaget 7-11

A

Concrete operational stage
Includes reversibility, conservation, and classification

71
Q

Piaget - 11+

A

Formal operational
Includes hypothetical-deductive reasoning and abstract thinking

Cambridge Senior Science - Psychology VCE Units 1 & 2 (9 decks)

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