CHP.10 - EMOTIONAL, COGNITIVE & PSYCHOLOGICAL DEVELOPMENT ACROSS LIFESPAN

Question 1

define Harry Harlow’s theory of attachment

Answer 1

using experiments with rhesus monkeys, harlow concluded that contact comfort is more important than food and nourishment when establishing attatchment

Question 2

define the Strange Situation

Answer 2

Mary Ainsworth’s experiment consisted of placing a mother and child in a room with a stranger, then having the mother leave to see the effect upon the infant

Question 3

Ainsworth’s attachment Type A

Answer 3

rarely got upset during the process, showed no fear to the stranger or distress at the mother leaving. Showed no preference for either

Question 4

Ainsworth’s attachment Type B

Answer 4

happy while their caretaker is there, becomes distressed when they leave. accepts the stranger but treats them differently to the caretaker. delighted once they return.

Question 5

Ainsworth’s attachment Type C

Answer 5

more clingy and upset. extreme distress once the caretaker leaves and resists the stranger. will remain upset once reunited with the caretaker

Question 6

define schemata

Answer 6

mental structures/frameworks that organise past experiences

Question 7

define assimilation

Answer 7

combining new experiences with existing schemata

Question 8

define acommodation

Answer 8

changing the schemata to fit in new information

Question 9

What are Piaget’s four stages?

Answer 9

Sensorimotor, Preoperational, Concrete operational and formal operational

Question 10

what is the sensorimotor stage?

Answer 10

(Birth-2) infants learn about the world through their senses and by actions

Question 11

what skills are learnt in the sensorimotor stage?

Answer 11

Object permanence (an object still exists if you cant see it)

Question 12

what is the preoperational stage?

Answer 12

(2-7) Children continue to develop and use symbols, images and language to represent their world

Question 13

what skills are learnt in the preoperational age?

Answer 13

symbolic thinking (using symbols to represent)
animism (believing that inanimate objects are alive)
egocentrism (unable to view the world from someone else’s perspective)
Centration (can only focus on one aspect of a task at a time)
Seriation (have difficulty arranging objects according to one dimension)
Conservation (they cannot understand that objects stay the same despite changes in appearance)
Irreversibility (unable to realise an action can be done and then undone)

Question 14

What is the concrete operational stage?

Answer 14

(7-12) children can perform basic mental problems that involve physical objects

Question 15

What skills are learnt in the concrete operational stage?

Answer 15

Children begin to instantaneous reversibility and conservation and display less centration and egocentrism. Children may have difficulties with abstract thinking

Question 16

What is the formal operational stage?

Answer 16

Children are able to think logically and methodically about physical and abstract problems

Question 17

What are the skills learnt in the formal operational stage?

Answer 17

Begin to think more flexibly. They can do hypothetical problems and can form and test hypotheses