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Psychology 2024 > Psychological Development > Flashcards

Psychological Development Flashcards

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1
Q

Psychological Development

A

The process of gradual growth and change in our cognitive, emotional and social capabilities across the lifespan.

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2
Q

Nature

A

Your genetic makeup.
E.g. Physical appearance, personality characteristics, hereditary conditions/diseases

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3
Q

Nurture

A

Your enviroment.
E.g.Childhood experience, Child-rearing practices, Social relationships, surrounding culture.

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4
Q

Interactionist Approach

A

We view both nature and nurture as equally important.

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5
Q

Twin Studies:

A

In a twin study, the development of identical twins is compared with fraternal twins.

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6
Q

Adoption Studies:

A

In an adoption study, children from families with one adopted child and one biological child are compared. Or when parents keep one child and adopt another.

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7
Q

Biopsychosocial model:

A

It describes the interaction of biological, psychological and social factors that influence development and health.

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8
Q

Bio factors and examples:

A

Factors: Genetics, Hormones, Immune function, sleep.
Examples: Physical health, disability, genetic vulnerabilities, drug effects, mental health, temperament, IQ.

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9
Q

Psycho factors and examples:

A

Factors: Cognitive processes, Memory, Emotions, Attitudes.
Examples: Coping skills, social skills, self-esteem, temperament, IQ, mental health, family relationships, trauma.

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10
Q

Social factors and examples:

A

Factors: Relationships, living conditions, education, access to healthcare.
Examples: Peers, Family circumstances, school, trauma, family relationships, mental health, drug effects.

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11
Q

Emotional Development:

A

It is the continuous, lifelong, development of skills that allow us to control, express and recognise emotions appropriately.

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12
Q

Attachment Theory:

A

It is the close emotional bond between an infant and their primary caregiver. It is universal and innate, has a bio basis, and must occur within the first 12 months of the infant’s life for optimum effects. Separation anxiety indicates that the bond has been formed.

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13
Q

Mary Ainsworth 1970:

A

She coined the terms ‘separation anxiety’ and ‘stranger anxiety’. She also devised and conducted the ‘strange situation experiment’.

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14
Q

The strange situation test:
NO METHOD

A

It was conducted to measure the quality of an infant’s attachment to the primary caregiver. It was run on infants aged 9-18 months. It tested how infants act when in a strange situation.

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15
Q

The Strange Situation Test Method:

A
  1. Mother and baby enter the room.
  2. Mother and baby are alone in the room and the baby is encouraged to play with toys on the floor.
  3. A stranger joins them in the room.
  4. Mother leaves the baby and stranger together in the room.
  5. Mother returns to the room and the stranger leaves.
  6. The mother leaves the baby alone in the room.
  7. The stranger rejoins the baby.
  8. The stranger leaves and the mother returns.
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16
Q

Types of Attachment:

A
  1. Insecure Avoidant Attachment
  2. Secure Attachment
  3. Insecure Resistant Attachment
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17
Q

Insecure Avoidant Attachment:

A

Not affected by the mother’s presence or absence. Rarely cried when the mother left the room and showed little attention upon her return.

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18
Q

Secure Attachment:

A

Distressed when the mother leaves the room but happy and comforted by her return. Open to exploration of the room when the mother is present.

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19
Q

Insecure Resistant Attachment:

A

Very distressed when the mother leaves the room and is not comforted by her returning. Heightened anxiety before, during and after the test. Did not actively explore the room even when the mother was present.

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20
Q

Harry Harlow 1950s/60s:

A

Harlow conducted several experiments to investigate the factors influencing the development of attachments of infant rhesus monkeys to their mothers.

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21
Q

Harlow’s Attachment Experiment:
Aim and Method

A

AIM: To investigate the effect of feeding on infant-mother attachment.
Method: Four babies were placed in a cage that had a bottle on the cloth surrogate and the other four babies were in cages where the wire surrogate had the bottle.

22
Q

Harlow’s Attachment Experiment Results:

A

TIME: None of the babies would spend more than 1-2 hours on the wire surrogate in any 24-hour period. The infants all drank the same amount of milk and gained weight at the same rate, but they all spent the majority of their time (around 15 hours a day) climbing on and clinging to the cloth surrogate.

SEEKING COMFORT: When Harlow frightened the babies, they all fled to the cloth surrogate for comfort.

EXPLORATION BEHAVIOUR: Babies were much more willing to explore the environment when they were in the
presence of the cloth surrogate.

CONCLUSION: Harlow concluded that ‘contact comfort’ was more important than feeding in the formation of attachment.

23
Q

Harlow’s Social Deprivation Experiment:
AIM AND METHOD

A

AIM: To investigate the effect of social deprivation on emotional development.
METHOD: Infant monkeys were removed from their mother at birth and initially isolated in a chamber, for either 3, 6 or 12 months. At this time, they had no interaction with anyone at all – human or monkey.
The experimental monkeys were placed in a playroom with the control monkeys each day.

24
Q

Harlow’s Social Deprivation Experiment Results:

A

The 3-month monkeys were reversible – no long-term impacts

The 6-month monkeys eventually normalised, but it took much longer

The 12-month monkeys never gained normal emotional or social function

25
Q

Cognitive Development:

A

It is the growth and maturation of thinking processes.

26
Q

Types/Levels of thinking:

A

Concrete thinking, Symbolic thinking, and Abstract thinking.

27
Q

Concrete Thinking:

A

Thought processes that rely on experiences in the real world.

28
Q

Symbolic Thinking:

A

The ability to mentally represent people, objects and events – even those who are not present.

29
Q

Abstract Thinking:

A

Abstract thinking involves thinking in terms of general concepts rather than specific objects, experiences or events.

30
Q

Jean Piaget’s Theory:

A

He theorised that there were 4 stages of cognitive development and that each child had to complete the previous stage to move to the next fully. He also thought that children moved onto the next stage at the exact same point in their lives.

31
Q

Piaget’s stages of cognitive development:

A

Sensorimotor Stage, Preoperational Stage, Conctret Operational Stage, Formal Operational Stage.
Small Pigs Can Fly

32
Q

Sensorimotor Stage:

A

Goal-directed behaviour and Object permanence
Typically observed between the ages of 0-2 years old.

33
Q

Preoperational Stage:

A

Animism, Egocentric, Centration
Typically observed between the ages of 2-7 years old.

34
Q

Animism

A

The tendency of children to believe that any inanimate object possesses lifelike characteristics such as emotions.

35
Q

Egocentric

A

This means they view the world only from their perspective and assume others see their view too.

36
Q

Centration

A

When children focus on one aspect of a problem and ignore everything else.

37
Q

Concrete Operational Stage:

A

Conservation, which is that physical properties such as mass, volume, number, and length do not change (are conserved) even when shape or appearance changes.
Reversibility of thought is the recognition that relationships can be reversed.
Classification is the ability to group together or categorise objects that have similar properties. Typically observed between the ages of 7-11 years old.

38
Q

Formal Operational Stage:

A

Abstract thinking.
Hypothico-deductive reasoning refers to being able to test a logical hypothesis by using abstract thought.
Typically observed between the ages of 12+ years old.

39
Q

Piaget’s Key Principles:

A

Assimilation, Accommodation, and Schema

40
Q

Theory of Assimilation:

A

It is when a person applies existing mental structures or processes to new information.
PRIOR KNOWLEDGE

41
Q

Theory of Accommodation:

A

It is when a person modifies their existing mental structures or processes to change their understanding in response to new information.

42
Q

Theory of Schema:

A

It is the memory structure developed from a person’s experiences, that represents a person’s general knowledge about different objects and events.

43
Q

Criticisms of Piaget:

A

He underestimated children. He didn’t credit learning/environment. His research was done on his own children and his theories are too rigid.

44
Q

Maturation:

A

Maturation refers to behaviours or activities that occur at particular times in an organism’s development. Development occurs when the brain and the body are ready to demonstrate a specific behaviour.

45
Q

Sensitive Periods:

A

It is a stage during biological maturation when an organism is most able to gain a particular skill or characteristic. These can still be gained after the period ends.
E.g. learning a second language

46
Q

Critical Period:

A

It is a stage when an organism is most open to learning a new skill that cannot be acquired normally at a later stage. They start and end abruptly.
E.g. learning your first language

47
Q

The Case Study of Genie:

A

Genie experienced extreme levels of neglect, abuse, and isolation from 20 months of age up until she was discovered at 13 years old in 1970. During this time, she was isolated in a locked room and was never spoken to. After she was found she was put into the care of researchers to try and help her acquire skills like language.

48
Q

What could and couldn’t Genie do and what does it suggest?

A

She could be taught to verbally produce single words and combine two words to form a sentence.
She never fully grasped aspects of English grammar, producing full sentences or understanding intonation.

This suggests some aspects of first language acquisition are sensitive periods, while others are critical periods.
Conclusions cannot be drawn though as this is just a case study, not an experiment.

49
Q

Heredity

A

Heredity is defined as how characteristics and traits are passed on from parents to their offspring. OR Nature

50
Q

Environment

A

Environmental psychology is an interdisciplinary field that focuses on the interplay between individuals and their surroundings. OR Nurture

Psychology 2024 (7 decks)

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