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emma > psychology unit 1 AOS 2 > Flashcards

psychology unit 1 AOS 2 Flashcards

1
Q

development

A

growth and change in a lifespan

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2
Q

cognitive development

A

changes in thought processes as we age

eg. learning a second language or times tables

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3
Q

emotional development

A

control, expression, and recognition of emotions in an appropriate way

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4
Q

social development

A

changes to appropriately interact with others

eg. having a conversation with others

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5
Q

nature

A

development is genetic and is based on your genetic makeup

characteristics and who they will become are solely genetic

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6
Q

hereditary factors

A

factors that are genetically passed down from parents to offspring

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7
Q

genetic predisposition

A

increased likelihood to develop certain traits if conditions are met
eg. if a parent has a mental health disorder then the child will have a greater chance of suffering from it

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8
Q

nurture

A

the influence of our surroundings, environment, and experience is stronger in shaping who we are

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9
Q

John Locke

A

believed everyone is born as a blank slate and our experiences shape us

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10
Q

John Watson

A

observed relationships between stimuli and environment and looked at behaviours in response to that stimuli

individuals learn through rewards and punishment and through observing behaviours and consequences

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11
Q

environmental factors

A

influence development from physical and social surroundings

eg. parents, socioeconomic status, religion, job, education

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12
Q

interaction between nature and nurture

A

nature: provides potential for traits to be developed given the right environmental conditions (nurture)
nurture: had the ability to fulfill the potential to develop a certain trait (nature) can also influence development without nature

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13
Q

twin studies

A

examine traits and characteristics between twins and try to understand how much is caused by genes and how much of it is environment

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14
Q

adoption studies

A

if adopted children bear more resemblance to biological parents then nature is highlighted

if they are more similar to adoptive family then nurture is highlighyed

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15
Q

maturation

A

biologically programmed changes which facilitate development. has a fixed sequence

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16
Q

critical periods

A

narrow rigid developmental period where a skill/function must be leaned or it could never develop or maladaptive development could occur

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17
Q

example of critical period

A

language acquisition
—> a period where all components of language needs to developed or they can never speak to that of a native speaker (can’t develop grammar or sentences)

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18
Q

sensitive periods

A

optimal developmental period. it is where you can learn the fastest and easiest. most common in childhood because of neuron growth and brain plasticity

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19
Q

example of sensitive period

A

learning a second language

—> you can still learn a second language after the sensitive period is over it just would be harder

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20
Q

genie the feral child

A

missed the critical language acquisition period. she could learn words and had a rather extensive vocabulary but she could not form grammatically correct sentences. she helped scientists develop the theory that some aspects of language were critical and some were sensitive

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21
Q

attachment

A

long lasting emotional bond between two individuals

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22
Q

attachment theory

A

suggests the bond between children and caregivers determines the nature of the emotional development

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23
Q

john bowlby

A

described attachment as necessary to ensure child experienced normal emotional development

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24
Q

healthy attachment

A

the primary caregiver acts as a secure base where the infant can return for safety whilst exploring their environment. allows individuals to form strong relationships due to self esteem and sense of trust as an adult

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25
Q

harry harlow

A

investigated emotional attachment in rhesus monkeys and aimed to see if the attachment is because of comfort or biological drives such as hunger.
results showed that the monkeys spent longer a day on the cloth monkey regardless of food and went to it when it was scared, and did not want the wire monkey at all when it was the only one there.
showed that comfort is more important than food

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26
Q

mary ainsworth

A

created the strange situation experiment and made ainsworths attachment groups

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27
Q

strange situation

A
  1. infant abs mother enter the room
  2. mother watches child explore
  3. stranger comes in and interacts with child
  4. mother leaves
  5. mother returns, stranger leaves, reunion is observed
  6. mother leaves
  7. stranger enters (is child comforted?)
  8. mother enters and interacts with child and the reunion is observed
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28
Q

secure attachment

A

strong healthy bond between infant and caregiver as needs are consistently met. adults are self sufficient, have high self esteem and resilience

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29
Q

insecure avoidant attachment

A

infant is reluctant/avoids contact to caregiver because they don’t meet their needs. in adults they can’t be intimate, ignore own emotions, are scared to depend on others, and avoids asking for help

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30
Q

insecure - anxious (resistant) attachment

A

fluctuates between clinging and rejecting caregiver due to them inconsistently meeting their needs. adults heavily rely on support from others, lack independence, tend to be clingy and people pleasers

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31
Q

emotional development

A

continuous, lifelong development of skills which allow people to control, recognise, and express emotions appropriately

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32
Q

factors affecting attachment

A

genetics: we are born with the desire to bond. similar traits can strengthen the bond.

temperament: easy - more established patterns and parents can anticipate needs —> secure attachment
difficult - irregular patterns and inconsistent responses to the same thing —> insecure attachment

early life experiences: positive life experiences lead to them developing secure attachment

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33
Q

cognition

A

the ability to produce thought and organise information from the environment

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34
Q

schema

A

mental representation of a concept developed through experience

  • helps us learn new concepts and can influence interactions with environment
  • made through prior experiences and learning
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35
Q

assimilation

A

incorporation of new information into an existing schema - schema increases in depth and complexity

  1. pre existing schema: child sees giraffe when at the zoo “giraffes live in zoos all the time”
  2. new information: child watches TV show with giraffe in the wild
  3. updated schema: child recognises animal on TV is the same as the one at the zoo “omg no way in the wild and at the zoo”7 and
36
Q

accomodation

A

restructuring existing schema to fit new information - it restructures its shape or creates an additional schema

  1. pre existing schema: giraffes have four legs, a tail, and live at the zoo
  2. new information: child sees animal at the zoo with four legs, and a tail so calls it a giraffe. mother explains it’s a zebra not a giraffe “giraffes have spots, not stripes like the zebra does”
  3. changed schema: giraffe schema is reconstructed - giraffes have spots and a new schema is formed for zebras
37
Q

sensory motor stage

A

0-2 years

object permanence and goal directed behaviour

38
Q

preoperatuonal stage

A

2-7 years

animism, overcoming egocentrism, reversibility, overcoming centration

39
Q

concrete operational stage

A

7-12 years

conservation, classification, mental operations

40
Q

formal operational stage

A

12+ years

abstract thought: consider concepts not tangible or concrete

use of reason and logic:

41
Q

concrete thought

A

production of thought based on knowledge acquired through personal experiences and literal interpretations.

developed in sensorimotor (0-2)

42
Q

symbolic thinking

A

ability to draw conclusions, understand hypothetical constructs and represent concepts with symbols, words etc.

starts in preoperatuonal stage (2-7) and becomes increasingly complex

43
Q

criticisms of piagets work

A

underestimated abilities: children have been seen to perform tasks earlier than expected

lack of representation: conducted on white children

neglect of stages: no further above 12

invalid research methods: based on his own children

44
Q

psychosocial development

A

interactions between cognitive and social processes throughout the lifespan that affect development and growth

45
Q

eriksons theory

A

behaviour and personality is shaped by the desire to meet social and cultural expectations

proposed that there are stages and crises to confront to develop psychosocial health

46
Q

trust vs mistrust

A

0-1 years

reliable caregivers develop infants trust, if unresponsive to infant, mistrust may develop

47
Q

autonomy vs shame and doubt

A

1-3 years

autonomy: encouraged to make own choices

shame/ doubt: choices are denied and they begin to doubt their own independence

48
Q

initiative vs guilt

A

3-6 years

initiative: plans and the thoughts endorsed by others
guilt: lacks of endorsement leads to the sense they have done something wrong

49
Q

industry vs inferiority

A

6-12 years

industry: children are proud of their performance against other children

50
Q

identity vs role confusion

A

12-19 years

identity: strong belief in who you are

role confusion: uncertainty of identity

51
Q

intimacy vs isolation

A

19-30 years

strong committed relationships

52
Q

generativity vs stagnation

A

30-64 years

fulfilment of contribution to the next generation

53
Q

integrity vs dispair

A

64+

integrity: sense of satisfaction when reflecting on life

54
Q

normality

A

the state of having thoughts feelings and behaviours that are considered common and acceptable

55
Q

sociocultural approach to normality

A

what is normal according to social and cultural beliefs and practices
eg. being married to one person at a time

56
Q

functional approach to normality

A

thoughts feelings and behaviours that enables an individual to meet demands of everyday life

normal: going to school
abnormal: no energy to eat

57
Q

historical approach to normality

A

dominant customs of a specific time period

—> killing people for sport

58
Q

medial approach to normality

A

thoughts feelings and behaviours that do not fit the clearly outlined diagnostic criteria for a medical condition

abnormal: can be diagnosed by medical practitioner
normal: do not fit diagnostic criteria

59
Q

statistical approach to normality

A

what has been measured as commonly occurring

60
Q

situational approach to normality

A

what is standard abs acceptable in specific contexts

normal: screaming at concert
abnormal: screaming at the shops

61
Q

typical behaviour

A

consistent with how an individual usually behaves

62
Q

atypical behaviours

A

unusual or unnatural according to how an individual usually behaves.

63
Q

adaptive behaviours

A

an activity that enhances someone’s ability to match changing demands of everyday life
—> following school rules

64
Q

maladaptive behaviour s

A

impairs someone’s ability to match the changing demands of everyday life
—> having a gambling addiction

65
Q

mental health disorder

A

diagnosed psychological state that involves thoughts feelings that are atypical of the person and significantly impact their ability to function independently

66
Q

biological factors

A

risk factors: poor sleep, substance abuse, genetic vulnerability

protective factors: balanced diet and adequate sleep

67
Q

psychological factors risk and protective

A

risk factors: rumination , impaired reasoning, stress

protective factors: cognitive behaviour strategies

68
Q

social factors

A

risk factors: insecure attachment, relationship breakdown, stigma

protective factors: support from family and friends and community

69
Q

benefits of diagnosis with labels

A
  • sense of understanding and empowerment for some
  • targeted treatment and research
  • inter rater reliability
70
Q

limitations of diagnosis with labels

A
  • stigma, shame, lack of acceptance
  • become alienated from normal people
  • can box someone into their label
  • under and over diagnosis
71
Q

addiction disorder

A

dependence on a particular substance or behaviour despite negative consequences

72
Q

anxiety disorder

A

extreme ongoing worry or stress

73
Q

mood disorder

A

disabling lowering or heightening of mood

74
Q

personality disorders

A

personality traits and behaviours that diverge significantly form cultural and societal norms causing distress and harm for individual

75
Q

psychotic disorders

A

characterised by a state of psychosis

psychosis: being out of touch with reality

76
Q

schizophrenia

A

psychotic disorder characterised by the presence of longer term psychosis and impairment of functioning

77
Q

symptoms of schizophrenia

A
  • hallucination eg. voices
  • delusions eg. thinking you’re jesus
  • disorganised speech
  • catatonia: inability to move
78
Q

two hit hypothesis s

A

states that schizophrenia arises from two events

  1. genetic factor
  2. environmental events

it is only when these two events occur in this order is when schizophrenia is developed

79
Q

object permanence

A

object is still there even if it cannot be seen heard or touched
—> show a toy to a child and then hiding it and see if they look for it or not

80
Q

goal directed behaviour

A

completing an action to achieve a goal

—> standing up with the intention of grabbing a toy

81
Q

animism

A

inanimate objects feel things

82
Q

overcoming egocentrism

A

the ability to understand the perspective of others
—> child is asked to describe a mountain from their perspective and the person sitting across from them. if they can do the other persons side then they have no egocentrism

83
Q

overcoming centration

A

overcoming centration: focusing on one feature and excluding the others

For example, focusing only on the height of the container rather than both the height and width when determining what has the biggest volume.

84
Q

reversibility

A

an object can return to its original shape after it has been moved
—> moulding play dough

85
Q

conservation

A

conservation: properties remain the same when appearance is altered
—> weight and mass remain constant

86
Q

classification

A

classification: can group objects into categories organised on common features
—> can group strawberries with other fruits due to sweet taste and recognising fruits are different to vegetables

emma (2 decks)

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