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Psychology Units 1+2 > PSYCHOLOGY UNIT 1 CHAPTER 05- Theories Of Psychological Development > Flashcards

PSYCHOLOGY UNIT 1 CHAPTER 05- Theories Of Psychological Development Flashcards

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0
Q

❓❓❓Eleanor Gibson studied…

A

… The visual perception of infants

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1
Q

❓❓❓What does Eleanor Gibson describe perception and perceptual development as?

A

-our ability to take in, interpret and use sensory information

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2
Q

❓❓❓Eleanor Gibson doesn’t refer to _____ but instead to _______

A
  • age-related stages

- key processes

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3
Q

❓❓❓Eleanor Gibson’s key processes for infants are…

A
  1. Active explorer (infant explores world, monitors and gathers info from environment which guides its actions)
  2. Affordance (perceived and actual qualities of objects and events that suggest how it should be used)
  3. Differentiation (ability to perceive differences between things in our environment)
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4
Q

☀️☀️☀️GIBSON AND WALK 1960 VISUAL CLIFF (depth perception)

A

-concluded that most infants perceive depth at 6-9 months

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5
Q

❓❓❓(Attachment theory)

In order for a a healthy emotional and social state to occur…

A

-human infants need a secure relationship with an adult caregiver.

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6
Q

❓❓❓What is attachment? (Emotional development)

A

-an emotional connection between an infant and the people who respond to its needs

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7
Q

❓❓❓What are the four characteristics for strong attachment? (John Bowlby)

A
  • proximity maintenance
  • safe haven
  • secure base
  • separation distress
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8
Q

❓❓❓What is proximity maintenance? (John Bowlby, strong attachment)

A

-infant wants to be close to attachment target

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9
Q

❓❓❓What is Safe Haven? (John Bowlby, strong attachment)

A

-infant returns to attachment target for comfort and safety when feelings scared and threatened

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10
Q

❓❓❓What is Secure Base? (John Bowlby, strong attachment)

A

-infant perceives attachment target as a base of security from which the infant can explore the environment

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11
Q

❓❓❓What is Separation Distress? (John Bowlby, strong attachment)

A

-infant experiences anxiety when attachment target is absent

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12
Q

❓❓❓What is an Attachment Target?

A

-the person(s) to whom an infant forms an attachment

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13
Q

❓❓❓What are the two functions of attachment?

A
  1. Foundation for later emotional development

2. Evolutionary function: increases chances of survival

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14
Q

❓❓❓Mary Ainsworth’s ‘strange situation test’ showed…

A
  • that an infant who has a strong attachment with their caregiver will show signs of distress when the caregiver is absent
  • an infant will return to the caregiver for comfort when a stranger is present
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15
Q

❓❓❓Define ‘Secure Attachment’

A
  • shows balance between dependence and ax proration
  • infant uses caregiver as a ‘home’ or safe base
  • shows some distress and decreases exploration when care giver departs
  • 65% of one year olds
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16
Q

❓❓❓Define ‘Avoidant Attachment’

A
  • infant does not seek closeness or contact with caregiver (treats them like a stranger)
  • can be a result from neglectful/abusive caregivers
  • 20% of one year olds
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17
Q

❓❓❓Define ‘Resistant Attachment’

A
  • infant appears anxious even when caregiver is near
  • infant cries to be held but then squirms to get free (not sure what it wants)
  • can result if caregiver is not very responsive/infant cannot depend on caregiver
  • 12% of one year olds
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18
Q

❓❓❓Secure attachment as infant results in…

A

…good self esteem, trusting/lasting relationships, comfortable when sharing feelings

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19
Q

❓❓❓Insecure attachment results in…

A

…anxiety, lack in trust in others, reluctant to form close relationships

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20
Q

❓❓❓’Harlow’s Monkeys’ experiment concluded…

A

…that the infant monkeys prepared comfort over food

-attachment is not just based on food

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21
Q

❓❓❓What is Adaptation?

A

-the process of using the environment to learn, and learning to adjust to changes in the environment

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22
Q

❓❓❓What is Assimilation?

A
  • taking in new information and interpreting it in new light of previous knowledge
    e. g. Seeing a cat for the first time and calling it a dog because it has four legs
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23
Q

❓❓❓What is Accommodation?

A
  • changing existing schema to incorporate new information

e. g. Adjusting existing schema to acknowledge that dogs are not the only animals with four legs

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24
Q

❓❓❓What happens during the Sensorimotor Stage? (birth-2)

A

-infants construct their understanding of the world by coordinating sensory experiences with motor abilities

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25
Q

❓❓❓What are the key accomplishments of the Sensorimotor Stage? (birth-2)

A
  • object permanence

- goal directed behaviour

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26
Q

❓❓❓What is object permanence? (Sensorimotor)

A

-The understanding that objects still exist even if they cannot be seen or touched

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27
Q

❓❓❓What is Goal Directed Behaviour? (Sensorimotor)

A

-infants develop the ability to carry out a behaviour with a particular purpose

E.g. Reaching for a toy

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28
Q

❓❓❓What happens during the Pre-Operational stage (2-7 years)?

A

-children become increasingly able to internally represent events (think about and imagine things in their mind)

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29
Q

❓❓❓When children are unable to see things from another person’s perspective, it is called…

A

-egocentrism

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30
Q

❓❓❓When children can only focus on one quality or feature at a time (e.g. Size, length, quantity, space) it is called…

A

-centration

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31
Q

❓❓❓When children believe that everything which exists has some kind of consciousness or awareness, it is called…

A

-animism

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32
Q

What are the key accomplishments of the Pre-Operational stage?

A
  • reversibility
  • transformation
  • decentring
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33
Q

❓❓❓What is reversibility (pre-operational)?

A

-the ability to follow a line of reasoning back to its original starting point

34
Q

❓❓❓What is transformation (pre-operational)?

A

-the understanding that things can change from one state to another e.g. Ice to water

35
Q

❓❓❓What is decentring (pre-operational)?

A

-the ability to see things from another person’s perspective

36
Q

❓❓❓What happens during the Concrete Operational stage (7-12 years)?

A

-The thinking of children revolves around what they know and what they can experience through their senses (concrete examples)

E.g. Using blocks for counting

37
Q

❓❓❓What are the key accomplishments of the Concrete Operational stage?

A
  • conservation

- classification

38
Q

❓❓❓What is conservation (concrete operational)?

A

-the idea that an object does not change its weight, mass, volume or area when the object changes its shape or appearance

39
Q

❓❓❓What is classification (concrete operational)?

A

-the ability to organise objects/things/events into categories based on common features which set them apart

E.g. Grouping animals : animals with 4 legs, animals with 2 legs

40
Q

❓❓❓What happens during the Formal Operational stage (12+ years)?

A

-children develop more complicated thought processes and sophisticated thinking

41
Q

❓❓❓What are the key accomplishments of the Formal Operational stage?

A
  • abstract thinking

- logical thinking

42
Q

❓❓❓What is abstract thinking (formal operational)?

A

-A way of thinking which does not rely on seeing or visualising things in order to understand concepts

43
Q

❓❓❓What is logical thinking (formal operational)?

A

-developing strategies for problem solving, identifying various solutions to problems, developing and testing hypotheses

44
Q

❓❓❓What are three criticisms of Piaget’s theory?

A
  • key accomplishments can be achieved by children younger than suggested
  • Piaget May have overestimated young children’s language abilities, leading him to assume that a wrong answer came from faulty thinking
  • Piaget used a small sample in his experiment so the results aren’t properly generalised
45
Q

❓❓❓Give an example of a research study and it’s findings that shows children can perform a cognitive task at an earlier stage than described by Piaget

A

-McBarrigle and Donaldson showed that when conservation problems are presented without distracting information, children as young as 4 and 5 can consistently complete them accurately

46
Q

❓❓❓What is moral behaviour?

A

-proper/ethical behaviour according to a particular society/culture

47
Q

❓❓❓Define moral development?

A

-gradual development of an individual’s concept of right and wrong

MORAL DEVELOPMENT DEPENDS ON COGNITIVE DEVELOPMENT

48
Q

❓❓❓What is a moral dilemma?

A

-A social problem that has more than one possible solution but each solution is wrong in some way

49
Q

❓❓❓How did Kohlberg test Moral development?

A
  • cross sectional and longitudinal studies
  • presented participants with moral dilemma
  • asked which was right/wrong and why
50
Q

❓❓❓What is the general definition of the Pre-Conventional level? What is the age range?

A
  • children have little awareness of what is socially or culturally acceptable
  • 0-9 years
51
Q

❓❓❓What are the stages in the Pre-Conventional level (Kohlberg)?

A
  1. Obedience and punishment orientation

2. Naively egotistical orientation

52
Q

❓❓❓What is the Obedience And Punishment Orientation (pre-conventional)?

A
  • children follow rules to avoid punishment
  • behaviour is based on fear, not what is right or wrong

E.g. Not cheating on a test because of the fear of getting caught

53
Q

❓❓❓What is the Naively Egotistical Orientation (pre-conventional)?

A
  • children think they will get a reward if they do something right
  • do the right thing to please others
54
Q

❓❓❓What is the general definition of the Conventional level? What is the age range?

A
  • considerate if the thoughts and feelings of others, and have adapted many moral values and seek to obey the rules set down by others
  • 9-15 years
55
Q

❓❓❓What are the stages of the Conventional level (Kohlberg)?

A
  1. Good boy/ nice girl

4. Law and social order maintaining orientation

56
Q

❓❓❓What is Good Boy/Nice Girl Orientation? (conventional)

A

-obeys rules in order to please others and to obtain praise from important people

57
Q

❓❓❓What is Law And Social Order Maintaining Orientation?

A

-Seeks to obey rules set by law, school, church, government etc.

58
Q

❓❓❓What is the general definition of the Post-Conventional stage? What is the age range?

A
  • an individual’s decision to do what is morally right is guided by their conscience
  • 16+ years
59
Q

❓❓❓What are the stages of the Post-Conventional stage (Kohlberg)?

A
  1. Legalistic social contract orientation

6. Universal- ethical orientation

60
Q

❓❓❓What is Legalistic-Social-Contract orientation (post-conventional)?

A

-individuals choose moral principles to guide their behaviour being careful not to interfere with the rights of others

61
Q

❓❓❓What is Universal-Ethical orientation?

A

-The individual knows that what is moral is not simply what the majority of people want to do

62
Q

☀️☀️☀️PSYCHOSOCIAL DEVELOPMENT (ERIKSON)

A
  • psycho= individual’s psychological processes

- social= interaction with others

63
Q

❓❓❓The social development through interaction with others and individuals psychological processes

Is called…

A

-psychosocial development

64
Q

❓❓❓What is a psychosocial crisis?

A
  • a social dilemma or problem that an individual faces in adjusting to society
  • each crisis involves a struggle between our personal needs and the dilemmas of society
65
Q

❓❓❓Psychosocial social crisis stage 1: Trust VS. Mistrust (birth-12/18 months)

A

-infant needs to develop the right balance between trust/mistrust

  • TRUST: views and expectations that infants develop about their world
  • if care is inadequate, irregular or rejecting, mistrust can develop
66
Q

❓❓❓Psychosocial crisis Stage 2: Autonomy VS. Shame/doubt (12/18 months - 3 years)

A
  • when infants establish independence through development or cognitive and motor tasks, it contributes to a sense of autonomy
  • a sense of dependence on others can lead to shame/doubt
  • balance is important
67
Q

❓❓❓Psychosocial crisis Stage 3: Initiative VS. Guilt (3-5 years)

A
  • initiative: being able to plan, think for oneself and carry out various kinds of activities with a purpose. (caregiver is supportive, answers questions, allows child to initiate play)
  • guilt: over stepping boundaries.masking too many questions or becoming a ‘bad’/’wrong’ person (caregiver makes child feel as though questions and play is silly)
68
Q

❓❓❓Psychosocial crisis Stage 4: Industry VS. Inferiority (5-1/ years)

A
  • Children desire to learn how things are made, how they work and what they do
  • industry: children are encourage, praised, rewarded and allowed to finish products
  • inferiority: when children feel less adequate than their peers
69
Q

❓❓❓Psychosocial crisis Stage 5: Identity VS. Identity Confusion (12-18 years)

A
  • identity: overall image individuals have of them selfies

- identity confusion: a sense of not knowing who they are, where they belong, where they are headed in life

70
Q

❓❓❓Psychosocial crisis Stage 6: Intimacy VS. Isolation

A
  • intimacy: the ability to share with and care about another person with out fear of losing your identity
  • isolation: sense of being alone without anyone to share one’s life with or care for
71
Q

❓❓❓Psychosocial crisis Stage 7: Generativity VS.Stagnation q

A
  • Generativity: a person’s concern for others beyond their immediate family
  • stagnation: boredom, inactivity, too much concern with personal needs and comforts, and a lack of personal growth
72
Q

❓❓❓Psychosocial crisis Stage 8: Integrity VS. Despair

A
  • integrity: a sense of satisfaction with one’s achievements in life and a belief that all that happened in the coarse of one’s life has been useful, valuable and meaningful
  • Despair: bitter feelings of hopelessness, thinking about lost opportunities/past mistakes, a feeling that life is meaningless
73
Q

❓❓❓What are some positives of Erikson’s theory?

A
  • describes changes across entire lifespan

- describes how healthy social and personality development is achieved

74
Q

❓❓❓What are some criticisms of Erikson’s theory?

A
  • lack of experimental evidence to support theory
  • does not consider how social-cultural influences can have a different effect on males an females
  • identity is found across lifespan and more in early adulthood
75
Q

☀️☀️☀️OLDER AGE

A

-the number of older people is increasing, as life expectancies continue to rise (in Australia)

  • young old: 65-85 years
  • very old: 85+ years
76
Q

❓❓❓What are the cognitive changes in older age?

A
  • deterioration in mental abilities
  • memory deteriorations
  • slower mental processing
  • difficulty in learning new information
  • difficulty concentrating on more than one thing at a time
77
Q

❓❓❓What are the psychosocial changes in older age?

A

-experiences may depend on thoughts about the past e.g. Erikson’s theory: integrity vs despair

  • current feelings/life circumstances
  • loneliness due to the death of family/friends
  • dependent on family members
  • restrictions
78
Q

❓❓❓Successful ageing occurs when…

A

… A very old person maximises and attains positive outcomes while minimising and avoiding negative outcomes

-strategies are used to continue to develop their skills to their full potential e.g. Doing puzzles to utilise cognitive abilities can prevent further deterioration

79
Q

❓❓❓What does Baltes’ ‘SOC’ theory stand for?

A

-Selection, Optimisation, Compensation

80
Q

❓❓❓What are the main idea of Blaltes’ SOC theory for successful ageing?

A

-to promote gains and manage losses

81
Q

❓❓❓What is Selection (SOC)?

A

-involves identifying and committing to fewer and more meaningful personal goals from the range of possibilities

82
Q

❓❓❓What is Optimisation (SOC)?

A

-involves making the most of one’s abilities, resources and opportunities to achieve the best possible outcome

E.g. Will choose simple recipes over difficult ones

83
Q

❓❓❓What is Compensation (SOC)?

A

-involves developing new strategies to substitute significant losses

Psychology Units 1+2 (12 decks)

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