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Developmental Psychology Flashcards

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1
Q

developmental psychology

A

study of how people change over time

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2
Q

3 domains of development

A
  • physical
  • psychosocial
  • cognitive
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3
Q

how is culture acquired?

A

culture is socially acquired and not inherited.

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4
Q

individualism

A

cultures that place emphasis on independence, individual achievements, and self-expression.

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5
Q

collectivism

A

cultures that place emphasis on social harmony, contributing to the good of a group (family, community, etc.), obedience, and conformity.

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6
Q

Gender

A

set of cultural beliefs, values, attitude, behaviours, communications associated with being a man or a woman

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7
Q

Erik Erikson’s psychosocial theory

A
  • an expanded theory based on Freud’s theory of development. Describes 8 stages of development each associated with a crisis to be resolved.
  • states that conflicts arent usually completely resolved; but if not sufficiently resolved will have negative impact at later stage of development.
  • development was reversible
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8
Q

8 stages of Erikson’s psychosocial theory

A

infancy = trust vs mistrust
toddlerhood = Autonomy vs shame and doubt
early childhood = initiative vs guilt
middle childhood = industry vs inferiority
adolescence = identity vs identity confusion
early adulthood = intimacy vs isolation
middle adulthood = generativity vs stagnation
late adulthood = ego integrity vs dispair

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9
Q

crossing over

A

during meiosis genes are exchanged between chromosomes inhereted from each parent

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10
Q

trisomy

A

extra chromosome

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11
Q

monosomy

A

missing chromosome

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12
Q

teratogens

A

any agent that can cause abnormality following fetal exposure during pregnancy

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13
Q

meiosis

A

a special type of cell division of germ cells that creates sexually-reproducing organisms that produces gametes such as eggs and sperm

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14
Q

gamete

A

a reproductive cell of an animal or a plant

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15
Q

prenatal development periods

A
  • germinal
  • embryonic
  • fetal
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16
Q

germinal period

A

occurs at 1-2 weeks (first trimester), zygote divides and forms blastocyst, which implants in the uterus, and begins forming the amnion, placenta, and umbilical cord.

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17
Q

embryonic period (3-4 weeks)

A
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18
Q

synaptic pruning

A

unused neurons die, efficiency increases due to synaptic pruning

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19
Q

infant brain growth rate

A

1% per day; by age 2 it will reach 70%

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20
Q

exuberance

A

dendritic connections multiply

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21
Q

myelination

A

axons become encased in a myelin sheath

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22
Q

neurons (brain development)

A

they specialize in different regions of the brain for certain action and purpose

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23
Q

cerebellum (brain development)

A

doubles in size in the first 90 days; is purposed to muscle coordination, and movement

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24
Q

hippocampus (brain development)

A

slowest growth, increases only 47% in the first 90 days and is purposed to memory

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25
Q

plasticity

A
  • development is flexible and responds to environmental circumstances
  • adaptable to overcome damage, but young brains are more plastic (early intervention is important to help address damage as the brain is more able to reorganise and adapt itself)
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26
Q

Sudden Infant Death Syndrome (SIDS)

A
  • infants between 2-4 months at highest risk
  • no clear cause but risk factors: sleeping on stomach instead of back, low birth weight and APGAR score, smoking, soft bedding.
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27
Q

gross motor development

A
  • includes whole body movements like crawling
  • children tend to develop motor skills in sequence
  • sequence has genetic beginnings with environmental influences
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28
Q

major accomplishments of fine motor skills

A

include reaching and grasping

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29
Q

maturation (piaget)

A

development occurs due to an innate, biological program

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30
Q

schemes (piaget)

A

cognitive structures that allow us to process and organise information

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31
Q

assimilation (piaget)

A

cognitive processes for altering new information to fit an existing scheme

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32
Q

accomodation (piaget)

A

cognitive processes for changing a scheme to suit new information

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33
Q

simple reflexes (sensorimotor stage 1)

A

birth - 1 month: sucking grasping, but still inspires learning

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34
Q

first habits and primary circular reactions (sensorimotor stage 2)

A

1-4 months: adaptions of reflexes, learn to repeat body motions (hand to mouth)

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35
Q

secondary circular reactions (sensorimotor stage 3)

A

4-8 months: repetition and awareness, loop involving people and objects (rattle makes sound when baby shakes it)

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36
Q

coordination of secondary schemes (sensorimotor stage 4)

A

8-12 months: goal-directed behaviour (go looking for object)

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37
Q

object permanence

A

objects continue to exist even when not aware of them.
- <4 mo: no understanding
- 4 to 8 mo: some uncertainty about existence
- 8 to 12 mo: developing awareness
- lack of understanding of sense of self could contribute to this
- will still make A not B error

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38
Q

habituation (attention)

A

gradual decrease in attention

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39
Q

dishabituation (attention)

A

revival of attention with a new stimuli

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40
Q

social attention

A

how much attention is motivated or directed by social interaction

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41
Q

temperament

A

predictable pattern of reacting to people and events, pattern of arousal and emotion (precursor to personality)

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42
Q

dimensions of temperament

A
  • activity level
  • attention span
  • emotionality
  • soothability
  • sociability
  • adaptability
  • quality of mood
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43
Q

goodness-of-fit

A
  • a good fit between temperament of child and environmental demands
  • cultures values different traits leading to cultural goodness-of-fit
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44
Q

primary emotions

A
  • basic emotions we share with other animals
  • distress, interest, and pleasure in first weeks of life
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45
Q

secondary emotions

A

develop later and are called socio-moral emotions, require experience to development (embarrassment, shame, guilt)
- sadness is rare unless mothers are depressed

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46
Q

stranger anxiety

A

fear unfamiliar adults, emerges as infant has attachments to familiar caregivers

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47
Q

infants emotional perceptions

A
  • infants perceive emotions by hearing before seeing
  • emotional contagion
  • infants quickly learn to expect certain emotional reactions
  • by 7 mo infants can match auditory to visual emotions
  • social referencing
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48
Q

social referencing

A

observing others emotional reactions to figure out how to react, emerges about 9 to 10 mo

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49
Q

bodily growth age 1-2

A
  • lose baby fat, become leaner
  • around 6 mo solid food can be introduced to diet
  • nutritional deficiency can impact cognitive and physical development
  • growth is tracked to detect any areas of concern
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50
Q

toddler brain development

A

Early brain development is marked by two key developments:
- synaptic density
- synaptic pruning

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51
Q

synaptic density

A
  • density of synaptic connections among neurons
  • frontal cortex heavily impacted
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52
Q

synaptic pruning

A
  • connections between neurons become fewer but more efficient
  • increases efficiency by allowing used synapses to wither away
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53
Q

when does the greatest synaptic density occur in early childhood?

A
  • synaptic connections increase through the first 2 years, but its at its greatest density at the end of toddlerhood
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54
Q

how much of the brain is developed at age 3?

A
  • 70 %
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55
Q

what 4 parts of the brain have increased myelination by age 3?

A
  • corpus callosum
  • cerebellum
  • reticular formation
  • hippocampus
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56
Q

impact of increased myelination in the corpus callosum

A
  • coordination between two hemispheres of the brain
  • increase in speed of functioning through the cerebral cortex
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57
Q

impact of increased myelination in the cerebellum

A
  • part of the brain involved in balance and motor movement
  • further development of gross and fine motor skills
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58
Q

conservation

A

principal that the amount of a physical substance remains the same despite changes in appearance.

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59
Q

what does an inability to understand conservation reflect?

A

it reflects 2 cognitive characteristics:
- centration
- lack reversibility

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60
Q

impact of increased myelination in the reticular formation

A
  • part of the brain involved in attention
  • increased attention span
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61
Q

impact of increased myelination in the hippocampus

A
  • involved in transfer of information from short term to long term memory
  • myelination complete by age 5 - autobiographical memory improves
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62
Q

centration

A

focusing on one aspect of an object

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63
Q

lack reversibility

A

the ability to reverse an action mentally

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64
Q

egocentrism (cognitive limitations)

A

inability to distinguish between your own perspective and another person’s perspective

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65
Q

animism (cognitive limitations)

A

giving animals and objects human feelings and abilities

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66
Q

classifications (cognitive limitations)

A

younger children have limited ability to understand that objects can be simultaneously apart of more than one group or class

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67
Q

what are some inconsistencies in Piaget’s theory of preoperational stage?

A
  • underestimation of children’s cognitive capabilities
  • development as more continuous, and less-stage like
  • underestimation of the role of sociocultural factors in fostering cognitive development
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68
Q

theory of mind

A

the ability to understand thinking processes in one’s self and others

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69
Q

false belief tasks

A

a research method to test how children understand the way they think and how others think.

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70
Q

how many words and at what age do children have a language explosion

A

at age 6 and on average around 2500 words

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71
Q

cultural differences in language development stages

A
  • western languages learn nouns more than verbs
  • eastern languages learn more verbs than nouns
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72
Q

language development complexities

A
  • grammar is introduced and becomes more complex due to structure and rules. but some over genralizations may occur
  • pragmatics improve: ability to adapt language to socio-cultural context (ie: using humour)
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73
Q

emotional development (early childood)

A

advances in emotional self regulation and understanding the emotions of others.
difficulties in emotional regulation

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74
Q

overcontrol

A

internalising problems eg: anxiety and depression

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75
Q

undercontrol

A

externalising problems eg: aggression

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76
Q

moral development (early childhood)

A
  • further development of empathy
  • ability to understand the perspective of others
  • rudiments of moral reasoning
  • more understanding of cultural rules/expectations
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77
Q

two dimensions to parenting styles

A
  • responsiveness (warmth)
  • demandingness (control)
78
Q

tertiary circular reactions (piagets sensorimotor stages)

A
  • 12-18 mo
  • loop that involves active exploration and experimentation
  • expansive, creative
79
Q

mental representations, beginnings of thought (piagets sensorimotor stages)

A
  • 18-24 mo
  • symbolic thought, think first, less experimenting
  • mental actions tried out before actual performance
80
Q

elements of cognitive development in todlerhood

A
  • object permanence
  • deferred imitation
  • categorisation
81
Q

Vygotsky’s cultural theory of cognitive development

A
  • viewed cognitive development as both a social and cultural process
82
Q

toddler language milestones 12-18 mo

A
  • holophrases: on word to represent whole phrases
  • overextensions: using word too freely
  • underextension: using word too narrowly
83
Q

toddler language development 18-24 mo

A

naming explosion
- fast mapping: learning and remembering name of an object after just one exposure
- telegraphic speech: two word phrases
-beginning to understand rules of language

84
Q

toddlerhood emotional regulation advances in 4 ways

A
  • behavioural development: going to mother for comfort
  • use of language: expressing oneself
  • external requirements
  • sociomoral emotions develop
85
Q

terrible twos

A

occurs due to increased sense of self

86
Q

toddlerhood emtions

A
  • development of social/secondary emotions: shame, guilt
  • empathy
  • prosocial behaviour
87
Q

Toddlerhood birth of self

A
  • self recognition
  • self reflection
88
Q

attachment quality influenced by

A
  • maternal sensitivity
  • maternal responsiveness
89
Q

obesity risks in middle childood

A

can lead to:
- psycho social:
emotional, behavioural problems, social exclusion
- physical consequences:
obesity

90
Q

insulin

A
  • stores fat
  • has an affect of making you feel like you aren’t hungry
91
Q

middle childhood and memory

A
  • increased capacity of working memory
  • mnemonic strategies: use increases with age
92
Q

mnemonic strategies (middle childhood)

A
  • rehearsal: repeat material
  • organisation: chunk into categories
  • elaboration: connect things to be remembered
93
Q

metamemory

A

knowledge and awareness of your own memory improves

94
Q

ADHD DSM diagnosis

A

either 1 and/or 2
1. inattention
2. hyperactivity/impulsivity
persistent pattern of symptoms (6mo or more), degree is maladaptive and inconsistent with developmental level.

95
Q

neurological factors of ADHD

A
  • Structural and/or functional difficulties in frontal lobes, basal ganglia and cerebellum.
  • Although it appears to impact systems involved in attention and motor control, rather than just one or two parts of the brain.
  • neurotransmitter deficiencies:
    Dopamine and norepinephrine
96
Q

Genetic factors of ADHD

A

family aggregate studies/cluster studies
- 10-30% of immediate family members of children with ADHD are also likely to have the disorder
- ADHD is highly heritable 60-90% heritability (less influence of environmental factors)
Environmental factors
- no significant contribution of parental rearing/management of ADHD symptoms
- diet etc.

97
Q

ADHD treatment

A

medication:
- stimulant medication: aderoll, ritalin
behavioural:
- Parent training of behaviour modification techniques, behavioural classroom interventions

98
Q

language development (middle childhood)

A
  • rapid increase in vocabulary
  • Grammar becomes more complex and can be seen with use of conditional sentences
  • pragmatics understanding improves
99
Q

Multilingualism (middle childhood)

A

cognitive benefits:
- better metalingual skills

100
Q

emotional self regulation advances (middle childhood)

A
  • increased ability to regulate own and understand others’ emotions
  • understanding of ambivalence (mixed emotions)
101
Q

self-concept (middle childhood)

A
  • changes in how we view and evaluate ourselves
  • becomes more complex- psychological, contextual, social comparison becomes more accurate
102
Q

self-esteem (middle childhood)

A
  • person’s overall sense of worth and well-being
  • becomes more differentiated
  • physical appearance - for most children and adolescents, strongest predictor to self-esteem
103
Q

effects of middle childhood in divorce

A
  • first 2 years post divorce particularly problematic
  • changes in behaviour - externalising conflict
104
Q

factors related to better adjustment of divorce

A
  • function (income, stress, changes in child’s life
  • harmony
  • quality of mother-child relationship
  • quality of relationship with dad
  • stronger impacts of negative factors than positive factors
105
Q

children’s responses to remarriage

A
  • potential positive effects - less maternal stress
  • ## negative effects: compared to non-div children impact on academic achievement, self-esteem and behavioural problems
106
Q

four main categories of social status (middle childhood)

A
  • popular: most often liked by others
  • rejected: disliked by others
  • neglected: rarely mentioned as liked or disliked
  • controversial: liked by some children but not others
107
Q

longer term implications of social status: rejected children

A
  • internalising problems - lonely, depressed
  • externalising problems - impulsiveness and aggression, conduct problems, conflict with peers and other people
    Interventions: - building social skills
  • improve accuracy of social information processing (awareness and understanding)
108
Q

the endocrine system and puberty

A

hormonal changes:
- are initiated when a threshold of percentage of body fat is reached
- this fat percentage triggers the hypothalamus to begin process of hormonal changes

109
Q

two broad types of hormones

A

estrogens:
- oestradiol productions 8 times higher in females
androgens
- testosterone is 20 times higher in males

110
Q

primary sex characteristics

A

directly related to reproduction:
- sperm
- eggs

111
Q

secondary sex characteristics

A

other bodily changes due to hormonal increase (skin oily etc)

112
Q

differences in timing of puberty

A
  • cultural differences
  • could be due to diet
  • environment
  • technology (medical care, food production)
  • genetics
  • family stress
  • illness
  • obesity
113
Q

impact of difference in timing of puberty

A
  • Maturational “Deviance” hypothesis - early and late maturing are different and thus experience more problems than on-time peers.
  • adolescents of the same age are often at very different stages of development;
114
Q

consequences of maturing early

A

Early girls
- Heavier and more mature appearance, but awkward and self-conscious;
- Depressed mood, negative body image, eating disorders;
- Early sex, delinquency, substance use.
Early boys
- Favorable body image;
- Higher popularity;
- Earlier delinquency;
- Long-term better careers & marital satisfaction.

115
Q

consequences of maturing late

A
116
Q

anorexia nervosa

A

main symptoms:
- restriction of energy intake leading to significantly low body weight
- intense fear of weight gain
- distorted body image or undue influences of shape and weight of self-evaluation

117
Q

bulimia nervosa

A
  • recurrent episodes of binge eating
  • unhealthy compensatory behaviours following binge
  • occurs at least once a week on average for 3 mo
  • undue influence of shape and weight on self-evaluation
  • can damage teeth from repeated vomiting
  • tend to maintain normal or slightly higher weight and recognise abnormal eating patterns
118
Q

binge eating disorder

A
  • recurrent
119
Q

other specified feeding and eating disorders (OSFED)

A
120
Q

treating eating disorders

A
  • hospitalisation for those medically at risk
  • medication (always in conjunction with therapy)
  • psychotherapy
121
Q

substance use reasons (young adulthood)

A
  • experimental
  • social
  • medicinal
  • addictive
  • new found independence
122
Q

pragmitism (post-formal thinking)

A
  • adapting logical thinking to the practical constraints of real-life situations
  • aware of the impact of social factors
123
Q

dialectical thought (post-formal thinking)

A
  • problems may have no clear solution
124
Q

reflective judgement (post-formal thinking)

A
  • Capacity to evaluate the accuracy and coherence of evidence and arguments
125
Q

dualist thinking (teens, reflective judgement)

A
  • polarised, it’s right or wrong (not reflective)
126
Q

multiple thinking (19-20, reflective judgement)

A
  • awareness of duplicity, both sides are legitimate (judgement begins)
127
Q

relativism (20s, reflective judgement)

A
  • compare merits of competing views
128
Q

commitment (mid 20s, reflective judgement)

A
  • commit to certain viewpoint, re-evaluate if necessary
129
Q

two main areas of cognitive development growth in young adulthood

A
  • expertise
  • creativity
130
Q

brain development (young adulthood)

A

frontal lobe continues to mature

131
Q

Erikson’s theory of identity development

A
  • stage of identity vs role confusion
  • identity formation historically thought to occur in adolescence
  • emerging adulthood is a time period of importance
132
Q

key areas to form identity

A
  • love
  • work
  • ideology
  • if not sufficiently balanced, it will have a negative impact at next stage
133
Q

identity moratorium

A

time in life nearly free of responsibilities, free to explore options

134
Q

James Marcia expanded on Erikson with identity status model based on two dimensions

A
  • exploration of identity
  • commitment to an identity
135
Q

four identity statuses

A
  • achievement
  • moratorium
  • foreclosure
  • diffusion
136
Q

Achievement

A
  • completed exploration
  • made commitments
137
Q

Moratorium

A
  • actively searching, sometimes struggling
  • experimenting with roles
  • temporary commitments
138
Q

foreclosure

A
  • identify with parents, socialisation pressure
  • simply accept - no searching
139
Q

diffusion

A
  • identity issues not yet important
  • choices are brief
  • not trying to define self
140
Q

Marcia’s identity status

A
  • foreclosure most frequent among adolescents
  • with age, more move towards achievement
  • moratorium and achievement related to positive development
  • diffusion and foreclosure less positive
  • achieved have more success with intimacy
  • achieved status not permanent - MAMA cycle
141
Q

culture and identity

A
  • culture influences identity
  • many cultures view self as interdependent
  • exploration to establish identity not possible in some cultures
  • exploration of ideology occurs more in western countries
  • globalisation impacts development of bicultural identity and/or hybrid identity
142
Q

ethnic identity

A
  • identity more complex if a member of ethnic minority group
  • internal conflict between ethnic minority belief system and majority belief system
  • four ways of responding to ethnic awareness:
    bicultural, assimilated, separated, marginal
143
Q

religious development

A
  • emerging adults have more individualised approach to religion
  • four main categories:
    agnostic/atheists, deists, liberal believers, conservative believers
144
Q

political development

A
  • activism and political demonstration is high
  • high involvement in political extremes:
    =increases in political extremes impacted by fewer social ties and obligations to other age periods
    =increased involvement could also be identity-related
145
Q

family relationships

A
  • in most western majority cultures, most young people move out of their parents’ home sometime during emerging adulthood
  • increased quality of parental interaction occurs after leaving home
  • 46% of Australian emerging adults will return to the nest at least once
  • emerging adults understand their parents more than adolescents
146
Q

friendship

A
  • increased importance as moving from home
  • intimacy grows in importance, less reliant on family for social support
  • more self-disclosure and fewer shared activities
  • increased time in unstructured activities
  • there is a decline in leisure activities as people age
147
Q

romantic relationships

A
  • emerging adulthood generally includes experiencing a romantic and sexual relationship
  • process of re-centring: the centre of life up to adolescence is the family: in adulthood this shifts to new family, usually romantic partner and children
  • intimacy is a major component of emerging adult relationship
  • seeking similarities in a partner (consensual validation)
148
Q

sexuality

A
  • by age 25 most have had intercourse, but much diversity in experiences
  • most common pattern is one sexual/romantic partner per year
  • contraceptive use high
  • sexuality activity often linked to alcohol use
  • premarital sex rates lowest in asian and middle eastern countries
  • peak period for sexually transmitted infections
149
Q

intimacy vs isolation stage (Erik Erikson)

A
  • develop long-term committed and intimate relationships
  • may occur after, at the same time or before identity development
  • gender differences in development:
    = women interested in intimacy younger than men
    = women more likely to account for relationships as they explore identity related to other domains (education, work).
150
Q

Sternberg’s triangular theory of love

A
  • proposed different types of love based on three specific qualities:
    = passion (physical attraction and sexual desire)
    = intimacy (closeness and emotional attachment)
    = commitment (pledge to love over the long run)
151
Q

reasons for marriage in young adulthood

A
  • uniting people to serve complementary gender roles
  • reduces sexual competition
  • necessary for the species
152
Q

menopause

A
  • usually takes place in late 40s early 50s
  • timing influenced by genetics and lifestyles
153
Q

changes that occur in menopause

A
  • hormonal (decrease in oestrogen and progesterone)
  • psychological and physical changes
154
Q

interventions for menopause

A

Hormone replacement therapy can be used to alleviate distress caused by severity of symptoms

155
Q

pros and cons to hormone replacement therapy

A

pros: decrease in symptoms eg: hot flushes…
cons: prolonged use may increase risk of stroke, heart attack and breast cancer

156
Q

cardiovascular disease in middle adulthood

A
  • heart disease leading cause of death
  • risk factors: high fat diet, smoking, lack of exercise and stress
157
Q

health issues in middle adulthood

A
  • sleep problems
  • osteoporosis
  • cardiovascular disease
158
Q

cancer in middle adulthood

A
  • increased prevalence in middle age
  • most common in women: breast cancer and men: prostate cancer
  • risk factors for cancer
159
Q

influences on midlife health and later development

A
  • longitudinal study by valliant identified characteristics of midlife that predicted health outcomes 25 to 30 years later;
  • sad sick: smoking habits, being overweight and alcohol abuse strongly predicted negative health outcomes;
  • happy - well: years of education, marriage stability, forgiving and sociability predicted positive health outcomes.
160
Q

seattle longitudinal study (cognitive development midaged)

A

found that
- crystalized intelligence peaks in middle age, little decline with age
- fluiid intelligence: sharp decline in perceptual speed; slight decrease in numerical ability

161
Q

cog development mid age overview

A

expertise: - Knowledge and experience in a specific domain peaks in middle age.
info processing: - decrease in perceptual speed and reaction times;
- ability to respond quickly and accurately to sensory stimuli.
Attention and memory: - decline in divided attention;
- ability to multiskill;
- decline in ability to focus on relevant info and ignore what is relevant.

162
Q

job satisfaction and ability to progress and not stagnate limited by

A
  • features of the person: personal adjustment, skills/training, interests
  • features of the job: structures, inequities, promotion, boredom, supervision, stress, expectations”
  • features of the social context: work/family balance, discrimination
163
Q

factors that contribute to work stress

A
  • lack of control
  • job insecruity
  • expectations
  • feedback and support
  • physical stressors/hazards
164
Q

effects of job stress

A

Behavioural/psychological
- impaired task performance
- PTSD
- positive effects: personal growth, new skills, overcoming adversity satisfying and increased self-esteem
Burnout
- both physical and psychological effects

165
Q

self concept and acceptance

A

midlife is a peak time for contentment with self in relation to
- autonomy
- environmental mastery
- self-acceptance

166
Q

midlife Erikson Generativity vs stagnation

A

successful resolution of the crisis

167
Q

Glass ceiling

A
  • invisible barriers preventing career advancement of women or ethnic minorities
168
Q

genetic ageing theory

A
  • ageing is the normal, natural result of the genetic plan for the species
  • selection of genes
  • progeria: genetic disorder, accelerated ageing
169
Q

cellular ageing

A
  • several theories explain ageing at the cellular level
  • errors in cells duplication: due to toxins, stress, random mutations, accumulate and corrupt DNA instructions for new cells;
  • free radicals; unstable atoms that can adversely affect other molecules; including DNA
170
Q

primary ageing

A
  • irreversible universal changes
171
Q

secondary ageing

A

lifestyle factors; effects of illness and disease

172
Q

changes in senses (older adults)

A

vision
- less acuity
- cataracts develop
etc.
Hearing
Taste and smell

173
Q

telomeres

A
  • chromosomal ends that shorten each time the cell divides, only affords 50 times
174
Q

memory changes

A

declines
- working memory
- episodic memory
- source memory
- autobiographical memory
few declines
- semantic memory
- vocabulary can actually increase
- procedural memory
- areas of expertise, emotions and happy events

175
Q

fluid and crystallised intelligence

A

fluid: biological, genetic mental processes, ability to learn something new, little impact from environment.
- memory, logic and reasoning
- example: what letter comes next? ADGJMP
crystallised: stored memory, gained from experience
- word comprehension, general knowledge

176
Q

dementia

A

global term for a group of neurological conditions resulting in loss of cognitive function that interferes with daily life

177
Q

alzheimer’s disease

A
  • most common form of dementia
  • characterised by a distinctive pattern of structural declines in the brain
    = loss of memory for recent events including people
    = personality changes - increased anxiety and aggression
178
Q

alzheimer’s disease structural decline two distinct factors

A

Accumulation of amyloid plaques
- deposits of the amyloid protein with clumps of dead neurons
Development of neurofibrillary tangles
- bundles of twisted fibres that appear with neurons

179
Q

stages of Alzheimer’s disease

A
  • general forgetfulness
  • more general confusion
  • memory loss becomes truly dangerous
  • need for full-time care as cannot care for self or respond normally
  • completely mute, unable to respond with any action or emotion
180
Q

treating Alzeimer’s disease

A
  • ongoing efforts to develop medications
  • possible development of vaccine to prevent formation of plaques in the brain
181
Q

care for dementia patients

A
  • disease trajectory unique for dementia and care must be tailored to the patients needs
  • constant care eventually becomes necessary
  • support for carer extremely important
  • survey of experts determined 57 specific recommendations for care in 11 domains
182
Q

wisdom (older adults)

A
  • type of cognition associated with broad, viable, comprehensive approach to everyday life
  • thought to reflect timeless truths
  • dimensions: insight, knowledge, strategies for applying, promoting understanding, awareness of perspectives.
183
Q

Eriksons final stage: ego integrity vs despair

A

Ego integrity - looking back on ones life and accepting outcomes
Despair - regrets and bitterness about the course of one’s life
Physical and cognitive problems can impact self-esteem and integrity: depression can increase risk of dispair

184
Q

mental health issues (older adults)

A
  • mental disorders underestimated and under-treated in older adults: stoicism limits reporting
  • most common disorder is depression
  • issues related to depression
185
Q

family relationships: grandparenting

A
  • remote: emotionally distant, seen as respected elders who should be obeyed by younger generations
  • companionate: have fun and spoil grandkids, may avoid discipline
  • involved: active in daily life of grandkids, live nearby, provide significant direct care
  • surrogate: grandparents take on role of parent for grandchildren
186
Q

family relationships: long-term marriages

A
  • married older adults: healthier, wealthier, happier
  • marital satisfaction tends to improve over time
  • passionate love still exists
  • sexual activity: depends on availability of partner, health factors
187
Q

losing a spouse

A

widows:- 4x more than widowers
- women take better care of their health
- widows do not usually seek another husband
widowers: - adjustment more difficult for men
- social support
- historical gender role differences
- more likely to marry

188
Q

siblings

A

-earlier distance or conflicts reduce
- roles: - companion
- emotional support, sharing family memories
- confidantes, caregivers, cherished friends
- death of sibling has profound effect.

189
Q

frail elderly

A
  • infirm, ill, cognitively impaired who often need extra care:
  • assisting needs:
  • Instrumental activities of daily life: involve intellectual abilities and/or forethought
  • activities of daily life: involve physical tasks
190
Q

retirement

A
  • needs to be considered in historical and cultural context
  • womens retirement might vary from men
  • stop working to care for family
  • transition to volunteer work or another career
  • retire because husband retires
191
Q

well-being in retirement

A

factors influencing well-being
- more money
- personality, positive attitude about retirement, better health
- higher status occupations
- health and financial security most important
new options available
- leisure, community involvement, continuing education

Psychology (9 decks)

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