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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

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
Psychological factors
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
26
Social factors
a range of factors that relate to the conditions in which people live and grow
27
Emotional development
changes in how a person experiences, interprets and expresses the full range of emotions, and their ability to cope with them appropriately
28
Attachment
a close, social and emotional bond between an infant and their caregivers
29
Social development
changes in a person’s ability to interact with other people and function as a member of society
30
Observational learning
the acquisition of new behaviours as a result of observing the actions of others and the consequences of those actions
31
Modelling
a form of learning whereby we observe the behaviour of others and then replicate it
32
Cognitive development
changes in an individual’s mental abilities
33
Assimilation
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
Schema
our pre-existing mental ideas relating to a given concept that help us organise and interpret new information
35
Accommodation
a cognitive process that involves changing or adjusting existing ideas to deal with new situations
36
Object permanence
an understanding that objects continue to exist even if they can’t be touched, seen or heard
37
Goal-directed behaviour
a planned series of actions with a purpose
38
Symbolic thinking
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
Animism
the belief that inanimate objects have feelings and intentions
40
Egocentrism
a limited ability to share or appreciate someone else’s point of view
41
Transformation
the understanding that something can change from one state, form or structure to another
42
Reversibility
the understanding that actions can be undone or reversed
43
Conservation
the understanding that certain qualities of an object remain the same even when its appearance changes
44
Classification
the ability to sort objects into groups based on their features
45
Hypothetical deductive reasoning
a way of thinking that involves developing a hypothesis based on what might logically occur
46
Abstract thinking
a way of thinking that is not reliant on directly observing, visualising, experiencing or manipulating something to understand it
47
Zone of proximal development (ZPD)
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
More knowledgeable other
a caregiver, teacher or more experienced peer
49
Scaffolding
supports of various kinds that help a child to operate within their ZPD
50
Moral development
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
Morality
the ability to distinguish right from wrong and to behave accordingly
52
Sensitive period
a period during development in which the effects of experience on development are particularly strong
53
Neuroplasticity
the ability of neural networks in the brain to change as a result of experience
54
Imprinting
when a newly born animal forms an attachment to the first thing it sees
55
Critical period
a specific period in development during which the individual is most vulnerable to the absence of certain environmental stimuli or experiences
56
Sub topics of environmental factors?
Emotional environment, sociocultural environment, learning environment, prenatal environment and physical environment
57
3 Ds
Distress, dysfunction and deviance
58
Key characteristics of mental wellbeing?
High levels of functioning, resilience to life stressors and social and emotional wellbeing
59
John Bowlby’s evolutionary theory of attachment
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
Erickson - 0-2 - crisis?
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
Erickson - 2-3
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
Erikson- 3-6
Initiative vs guilt Challenge = functioning socially within their family - self confidence - lowered self esteem
63
Erikson - 6-puberty
Industry vs inferiority Must function socially outside their family Creating things or not?
64
Erikson - adolescence
Identity vs role confusion Form a clear sense of identity Confident sense of identity Lower self esteem, instability and social withdrawal
65
Erikson - early adulthood
Intimacy vs isolation Whether or not they can share intimacy with others Empathy and openness Isolation->Shrewdness and need to manipulate
66
Erikson - middle age
Generativity vs stagnation Relationships with younger generation
67
Erikson - old age 65+
Integrity vs despair
68
Piaget - 0-2
Sensorimotor stage Includes object permanence and goal-directed behaviour
69
Piaget - 2-7
Pre-operational stage Includes symbolic thinking, animism, egocentrism, and transformation
70
Piaget 7-11
Concrete operational stage Includes reversibility, conservation, and classification
71
Piaget - 11+
Formal operational Includes hypothetical-deductive reasoning and abstract thinking

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

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