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Psychology > End of Year Exam Year 11 > Flashcards

End of Year Exam Year 11 Flashcards

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1
Q

Central Nervous System

A

Brain and Spinal Cord

It processes and responds to incoming information from the PNS

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2
Q

CNS brain

A

the master organ that is responsible for everything

includes the forebrain, midbrain and hindbrain

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3
Q

Peripheral Nervous System

A

A communication system that receives, processes and coordinates responses

Consists of the Somatic and Autonomic Nervous System

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4
Q

Somatic Nervous System

A

Voluntary Actions

Sensory and Motor

Sensory: Sensations from skin/body, afferent tracts, to the brain

Motor: Movement, efferent tracts, from the brain

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5
Q

Autonomic Nervous System

A

Involuntary actions of internal organs and glands e.g. respiratory system etc.

Consists of Sympathetic and Parasympathetic systems

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6
Q

Sympathetic NS

A

activated in times of stress

fff response

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7
Q

Parasympathetic NS

A

homeostasis

calm down from fff

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8
Q

Dendrites function

A

receives signals from other cells

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9
Q

Axon terminals

A

Forms junctions with other cells

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10
Q

Axon

A

Transfers signals to other cells and organs

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11
Q

Electrical and Chemical messages

A

Chemical - outside neuron

Electrical - inside the neuron

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12
Q

Neurotransmitter

A

Inside vesicles which are chemical messages which cross the synapse

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13
Q

Frontal Lobe

A

Abstract thought, social skills, planning

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14
Q

Broca’s area

A

Speech, grammar production

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15
Q

Temporal Lobe

A

Hearing, language, visual recognition

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16
Q

Wernicke’s area

A

Comprehension of language

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17
Q

Occipital Lobe

A

Vision

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18
Q

Parietal Lobe

A

touch, non-verbal thought, spatial orientation

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19
Q

Hemispheric Specialisation

Left and Right

A

Left: Maths, language, science, writing, logic

Right: music appreciation, art appreciation, dance, sculpture, fantasy, perception

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20
Q

Language takes part in what side of the brain

A

Left

21
Q

Primary motor cortices are responsible for

A

movement of the opposite sides of the body e.g. left hemisphere, right hand

22
Q

Adaptive plasticity

2 parts and what they do

A

Sprouting - occurs from damage or new experience and growth of new neural connections occurs

Re-routing - An undamaged neuron that has lost a connection with an action neuron may seek a new active neuron to connect with

23
Q

Brain development during adolescence

Amygdala
Cerebellum
Corpus Callosum

A

Amygdala - more active here, impacts on the emotional state

Cerebellum - Increase in the number of neurons and synapses. results in unco-ordinated balance and movement

Corpus Callosum - Thickens and allows for more communication between hemispheres

24
Q

Hindbrain structures

A

Cerebellum
Medulla
Pons

25
Q

Midbrain structure

A

Reticular formation

26
Q

Forebrain structure

A

Hypothalamus
Thalamus
Cerebrum

27
Q

Difference between developmental and adaptive plasticity

A

Developmental plasticity changes in neural connections as a result of interactions with the environment as a consequence of developmental processes whereas adaptive plasticity is the brains ability to compensate for lost functionality due to brain damage as well as in response to interaction with the environment by reorganising its structure.

28
Q

Synaptogenesis

A

the process of moulding or forming new synapses

29
Q

Broca’s Aphasia

A

Speech is non-fluent, many pauses
Consists of very short and simple sentences, mainly verbs and nouns, lacks grammar
Difficult writing

Left frontal lobe

30
Q

Wernicke’s Aphasia

A

Speech is fluent but nonsense words are used or are mispronounced
Difficulty understanding both written and spoken language

Left temporal lobe

31
Q

Spatial Neglect

A

a disorder in which the person affected systematically ignores stimuli on one side of their body. Spatial neglect occurs after brain damage, usually in the posterior region of their right parietal lobe and results in the person ignoring stimuli on their left side.

32
Q

Hereditary factors

A

genetic material inherited from their parents

33
Q

environmental factors

A

physical, social and emotional surroundings

34
Q

Development is a combination of

A

environmental and hereditary factors

35
Q

Interactionalist Approach

A

The idea that hereditary and environmental factors continually interact to influence developmental change

36
Q

what impact does raising identical twins together have on the development of their characteristics as well as how they are treated

A
  • if raised in the same households with similar experiences, then the same environmental factors would impact
  • they look the same and are more likely to be treated alike. Friends, teachers and extended family may have difficulties telling them apart or want to treat them fairly and equally - the environmental influences are the same
37
Q

limitation of identical twin studies

A

in generalising from these findings is due to the selection of adoptive parents. In most cases, the infants were matched with families of similar education and social background (Hay 1985). Therefore, although reared apart, the twins were raised in similar environments

38
Q

Nature/Nurture Intelligence

A

Hereditary strong influence

Families who live together often share the same genes and environment

If a family has children whose parents and grandparents all have high intelligence, then it is possible that either their genes or their family environment or the interaction between the two is responsible for their high intellectual activity

39
Q

Nature/Nurture Personality

A

Common for personality traits to continue into adulthood

e.g. Sensitive and emotional children tend to become nervous and withdrawn adults

40
Q

Stages of lifespan and milestones

A

Infancy - talking, walking, motor skills, social interactions with family, self-recognition, self-identity

Childhood - forming friendships, starting school

Adolescence - high school, puberty, independence

Early Adulthood - getting a job, children, marrigae, peak of physical functioning, sophisticated cognitive functioning, intimacy and independence

Middle Adulthood - stable self-identity, stable career, physical declines become noticeable

Late Adulthood - health declines, retirement, close ties to family

41
Q

Physical development

A

Impacts on physical functioning. It is how you physically change over years like learning how to hold a pen, or tie your shoelace

42
Q

Cognitive development

A

The development of our mental abilities through the course of the lifespan. Our memories, language and problem-solving abilities change throughout our lives

43
Q

Social-emotional development

A

As you grow older your understanding of social rules and situations changes, you change socially and emotionally. You develop the ability to regulate your emotions. Your emotions are influenced by the environment and society

44
Q

Difference between learning and maturation

A

The main difference between learning and maturation is that learning is the process of acquiring knowledge, skills, and behaviours, whereas maturation is the process of becoming mature or developed. Thus, maturation is a mental and physical growth, whereas learning is mainly a mental process

45
Q

Inborn reflexes

A

Automatic responses to specific stimuli, inborn reflexes are initially due to nature (heredity)
Eg: being able to sit or stand up on their own as an infant

46
Q

Developmental norms

A
  • They indicate the average age that a certain behaviour or skill will be achieved. They’re based on the mean average of a large sample.
  • Provide feedback on whether the infant is progressing normally in relation to the rest of the population
47
Q

Critical vs Sensitive periods

A

Critical periods are development times of special sensitivity to certain environmental factors that can shape an individual’s capacity for future development whereas sensitive periods are the best or optimal times for psychological development in certain areas, such as learning to speak which allows for the possibility that, given the right circumstances, individuals can still experience psychological development, even if the individual began with deprived conditions

48
Q

Teratogens

A

Are toxic substances that are capable of harming an unborn child

49
Q

Experience expectant and experience dependent learning

A

EE - These are situations in which a species-typical experience plays a necessary role in the development organisation of the nervous system

ED - Is a form of learning that can occur at any time during an individual’s life. It refers to adaptive plasticity, encoding new experiences that occur throughout life, fostering new brain growth and refining existing brain structures

Psychology (9 decks)

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