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semester 1 sac revision > psychology aos 1 > Flashcards

psychology aos 1 Flashcards

1
Q

critical periods

A

critical periods are specific periods in development where the organism is most susceptible to deprivation

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2
Q

Development

A

Changes in psychological characteristics/behaviour and mental processes that occur over time

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3
Q

Developmental change

A

Any change that is relatively permanent or lasting (e.g. learning to walk)

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4
Q

Non-developmental change

A

Temporary, transient or short-term change (e.g. changes in mood)

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5
Q

4 areas of development

A

physical, social, cognitive, emotional

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6
Q

Physical development

A

development involving the body’s physical makeup, including the brain, nervous system, etc.

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7
Q

Social development

A

Changes in an individuals relationships and interactive skills

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8
Q

Cognitive development

A

Changes in an individual’s mental abilities (e.g. reasoning, problem-solving)

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9
Q

Emotional development

A

The development of the full range of emotions and the optimal way of dealing with and expressing them

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10
Q

Sequential nature of development

A

Psychological development occurs in an orderly sequence, from simple to complex

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11
Q

Qualitative changes

A

Changes that vary in quality, kind, or type, e.g. the concept of justice

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12
Q

Quantitative changes

A

Changes in quantity or number (e.g. number of words spoken)

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13
Q

Nature v nurture

A

controversy over the relative contributions that genes and experience make to the development of psychological traits and behaviors

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14
Q

Nature

A

the influence of our inherited characteristics on our being

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15
Q

Nurture

A

the influence of the environment on our being

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16
Q

Sensitive period

A

a period of time during development when an individual is more responsive to environmental experiences or learning

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17
Q

Imprinting

A

the process by which certain animals form attachments during a critical period very early in life

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18
Q

Schema

A

a mental idea of what something is and how to act on it

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19
Q

Adaption

A

processing, organizing, and using new information in ways that enable us to adjust (through assimilation and accommodation)

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20
Q

Assimilation

A

taking in new information and making it part of a pre-existing mental idea

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21
Q

Accommodation

A

changing a pre-existing mental idea in order to fit new information in

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22
Q

sensorimotor stage

A

in Piaget’s theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities

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23
Q

preoperational stage (from about 2 to 7 years of age)

A

in Piaget’s theory, during which a child learns to use language but does not yet comprehend the mental operations of concrete logic

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24
Q

concrete operational stage

A

in Piaget’s theory, (from about 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events

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25
Q

formal operational stage

A

in Piaget’s theory, (normally beginning about age 11+) during which people begin to think logically about abstract concepts

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26
Q

object permanence

A

the awareness that things continue to exist even when not perceived (sensorimotor stage)

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27
Q

goal-directed behavior

A

to perform and successfully complete a sequence of actions with a particular purpose in mind (sensorimotor stage)

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28
Q

symbolic thinking

A

the use of words and numbers to stand for ideas (preoperational stage)

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29
Q

Egocentrism

A

Child’s difficulty taking another’s point of view (preoperational stage)

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30
Q

Transformation

A

The understanding that something can change from one form to another (pre-optional stage)

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31
Q

Centration

A

The tendency to focus on just one feature of a problem, neglecting other important aspects (preoperational stage)

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32
Q

Reversibility

A

the capacity to think through a series of steps and then mentally reverse direction, returning to the starting point (concrete operations stage)

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33
Q

Conservation

A

properties such as mass, volume, and number remain the same despite changes in the forms of objects (concrete operations)

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34
Q

Classification

A

The ability to organise objects or events into categories based on common features (concrete operations)

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35
Q

Abstract thinking

A

capacity to understand hypothetical concepts (formal operations)

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36
Q

hypothetical deductive reasoning

A

Piaget’s formal operational concept that adolescents have the cognitive ability to develop hypotheses about ways to solve problems

37
Q

Strength of Piaget

A
  • Furthered understanding of development
  • Impacted educational practice
38
Q

Criticism of Piaget

A
  • Underestimate childrens abilities
  • Overestimate their language abilities
39
Q

Attachment

A

the emotional bond which forms between an infant and another person

40
Q

Harlow’s Monkeys results

A

Showed that tactile and contact comfort was favoured over nourishment

41
Q

Harlow’s Monkeys experiment

A

monkeys were reared with two artificial mothers - one bare wire cylinder with a wooden head and an attached feeding bottle, the other a cylinder with no bottle but covered with foam rubber and wrapped with terry cloth

42
Q

Strange Situation

A

Measures attachment between a caregiver and child. Features a series of separations and reunions with caregiver, child and stranger.

43
Q

secure attachment

A

balanced dependence and independence. Caregiver is home base for child to explore. Child can depend on the caregiver.

44
Q

insecure-avoidant attachment

A

a pattern of attachment in which an infant avoids connection with the caregiver, as when the infant seems not to care about the caregiver’s presence, departure, or return

45
Q

insecure-resistant attachment

A

Appears to be anxious at caregiver. Upset when separated, asks to be picked up then cries to be put down.

46
Q

insecure-disorganized attachment

A

Attachment type whereby infants show inconsistent or contradictory behaviours when separated from or reunited with caregivers and also tended to respond to reunions with fearful or odd behaviours.

47
Q

Bandura

A

Observational learning; Bobo dolls; social-learning theory

48
Q

Social learning theory

A

the theory that we learn social behavior by observing and imitating and by being rewarded or punished

49
Q

Bandura’s experiment

A

In this experiment children watched a model attack a doll. The children were put in a room with toys including the same doll. It was found that the kids who watched the model and the model. rewarded were much more likely to imitate the actions.

50
Q

Strengths of Bandura

A

-Learning theories are precise and testable
-Learning principles can be used to understand behavior at any age

51
Q

Criticism of Bandura

A
  • fails to account for all learned behaviour
  • assumes behaviour is determined by society
52
Q

biopsychosocial model

A

a model of wellbeing that integrates the effects of biological, psychological, and social factors on wellbeing

53
Q

biological factors

A

genetic, neurological, or physical conditions that affect the development of an individual

54
Q

psychological factors

A

motivation, perception, learning, beliefs and attitudes

55
Q

social factors

A

family, friends, culture, education, money

56
Q

mental wellbeing

A

Being able to handle the stressful and unexpected things that happen in daily life; managing thoughts, feelings, and actions positively.

57
Q

mental health problem

A

A mental health concern that interferes with functioning but is mild and temporary

58
Q

mental disorder

A

an illness of the mind that can affect the thoughts, feelings, and behaviours of a person, preventing him or her from leading a happy, healthful, and productive life

59
Q

3 D’s of mental disorder

A

distress, dysfunction, deviance

60
Q

3 D’s: Distress

A

unpleasant or upsetting emotions

61
Q

3 D’s: Dysfunction

A

impact the condition has on an individual’s ability to cope with everyday life

62
Q

3 D’s: Deviance

A

tendency for mental disorders to make an individual’s thoughts and behaviours inconsistent with the expectations of their culture or society

63
Q

characteristics of mental wellbeing

A

high functioning, resilience, social and emotional wellbeing

64
Q

high levels of functioning

A

A mentally healthy person will typically demonstrate high levels of functioning in most areas of their life (e.g. work, school, relationships)

65
Q

resilience to life stressors

A

Resilience is one’s ability to ‘bounce back’ to previous normal levels of functioning when faced with adversity

66
Q

Social wellbeing

A

relates to the connections you make with other people and your ability to get along with others in a community

67
Q

emotional wellbeing

A

refers to your ability to feel a range of emotions and express these in a positive way

68
Q

Dance of Life

A

multidimensional framework designed to assist practitioners in understanding health and wellbeing from an Aboriginal perspective

69
Q

5 dimensions of Dance of Life

A

physical, psychological, social, spiritual and cultural

70
Q

Physical dimension

A

Dance of life: acknowledges that our physical state cannot be separated from the land, represented by a tree

71
Q

Psychological dimension

A

Dance of life: acknowledges the rich connections we make throughout our lives, as well as the different stimuli we experience

72
Q

Social dimension

A

Dance of life: acknowledges the importance of family and the presence of past generations

73
Q

Spiritual dimension

A

Dance of life: represents the spiritual dimension connecting us to the Earth and the universe

74
Q

Cultural dimension

A

Dance of life: takes the form of three figures, symbolising healing, ceremony and traditional law, which overrides all

75
Q

Typical behavior

A

When a child’s behaviours, skills or abilities fall within the expected range of development

76
Q

Atypical behavior

A

patterns of behaviour that are not expected for an individual or that deviate from the norm and can be harmful or distressing for the individual and those around them

77
Q

5 factors of typicality

A

culture, statistical rarity, social norms, personal distress, maladaptive behaviour

78
Q

cultural perspective

A

Each culture and ethnic group within that culture has its own set of norms about what is considered acceptable behaviour

79
Q

statistical rarity

A

behaviours that are considered abnormal or atypical deviate significantly from the statistical average or mean

80
Q

social norms

A

shared standards or social beliefs about what is normal

81
Q

personal distress

A

unpleasant or upsetting emotions, such as sadness, anxiety or feeling overwhelmed

82
Q

maladaptive behavior

A

a behaviour that is unhelpful, dysfunctional and non-productive

83
Q

adaptive behavior

A

behaviours and cognitive processes that enable us to adjust to our environment appropriately and cope

84
Q

neurotypicality

A

individuals who have standard or typical brain functioning, processing and behaviours

85
Q

neurodiversity

A

the idea that every human has a unique nervous system with its own combination of abilities and needs

86
Q

Autism Spectrum Disorder (ASD)

A

a disorder that appears in childhood and is marked by significant deficiencies in communication and social interaction

87
Q

theory of mind

A

people’s ideas about their own and others’ mental states—about the

88
Q

attention-deficit/hyperactivity disorder (ADHD)

A

a psychological disorder marked by the appearance by age 7 of one or more of three key symptoms: extreme inattention, hyperactivity, and impulsivity

89
Q

cultural responsiveness

A

requires that health care services be respectful of, and relevant to, the health beliefs, health practices, culture and linguistic needs of diverse populations and communities

semester 1 sac revision (5 decks)

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