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1. Psychology - Chapter 2 > The process of psychological development > Flashcards

The process of psychological development Flashcards

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1
Q

infancy age range

A

0-12 months

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2
Q

toddlerhood age rrange

A

1-3 years

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3
Q

childhood age range

A

3-12 years

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4
Q

adolescence age range

A

12-19 years

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5
Q

young adulthood age range

A

19-35 years

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6
Q

middle adulthood age range

A

35-65 years

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7
Q

late adulthood age range

A

65 + years

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8
Q

what are theories

A

simply ideas used to explain a phenomenon and while they can be supported by data this does not mean that they are neccessarily factual. They are acceptable until disporoved

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9
Q

how do we describe the time periods of psychological development

A

non-concrete and non-dogmatic

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10
Q

emotions

A

temporary feelings which arise from personal experiences usually occuring as an unconcious response

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11
Q

emotional development

A

the continuous, lifelong development of skills that allow individuals to control, express and recognise emotions in an appropriate way. the range of emotions and our knowledge pf how and when to express them become increasingly sophisticated as we age and develop

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12
Q

how is emotional development conceptualised

A

through the development of ‘theory of mind’ which refers to an individuals ability to attribute and understand mental states, beliefs, experiences and emotions of oneself and others

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13
Q

the skills used to develop ‘theory of mind’ are

A

recognising the emotions of others, assigning words to certain emotions, partipicating in imaginary play (e.g ability to act out other emotions), understanding that the expression of certain emotions may lead to consequences

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14
Q
A
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15
Q

attachment

A

the long lasting bond between two individuals

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16
Q

attachment theory

A

refers to the bond between an infant and their primary caregiver. that this attachment formed significantly impacts the infants emotional development. it has the potential to enhance or reduce their ability to express their own emotions and recognise the emotions of others throughout their lifespan

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17
Q

who is harry harlow

A

american psychologist who is best known for his maternal seperation, dependancy needs and social experiments on rhesus monkeys, he conducted several experiments to iinvestigate the factors influencing development of attachmennt between infant monkeys and their mothers

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18
Q

what was harry harlows most famous experiment

A

1958 - aimed to determine the role of food provision (breastfeeding) in the formation of infant-mother attachments

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19
Q

what occured in harry harlows 1958 experiment

A

Each cage contained two surrogate or
‘substitute’ mothers that were roughly the
same size and shape as a real rhesus monkey
mother. One of the surrogates was covered in
towel-like fabric or cloth, and the other was
left uncovered with exposed wire. A feeding
bottle was attached to one of the surrogates in the same area where a breast would be on a real mother. The infants were then assigned to one of two conditions. In half of the
monkeys’ cages, the cloth mother provided milk with a feeding bottle and in the other half’s cages, the wire mother provided milk
with the feeding bottle.

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20
Q

what was harlows hypothesiss

A

infant monkeys would prefer and become attached to the surrogate mother that provided via the feeding bottle, he believed that infant-mother attachment was based primarily on feeding

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21
Q

what were the findings of harlows experiment

A

in both conditions, infant monkeys spent significantly more time cuddling/clinging to the cloth surrogate mother, when the wire mother provided food, the infant monkeys would go to the wire mother to feed but immediatley return to the cling to the ckoth surrogate, when placed in novel/scary situations the infant monkeys woyld turn to the cloth mother for comfort, those exposed without the surrogate mother would cower in feae, sometiimes paralysed, some huddled in a ball sucking ttheir thumbs

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22
Q

what was the ultimate conclusion of harlows experiments

A

contact comfort (provided by the softness of the cloth covering) was more important than feeding in the formation of an infant rhesus monkeys attachtment to its mother

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23
Q

emotional development in infancy

A

8 weeks-smile and frown, 3-4 months express delight, fear, anger, etc 1-2 years jealousy and affection

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24
Q

childhood (2-puberty) emotional development

A

2-3 yrs temper tamtrums, label and recognise emotions in others, empathy

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25
Q

adolescence (puberty-18) emotional development

A

less emotional dependance on parents, extreme emotions, seek help with emotions

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26
Q

adulthood (18-65) emotional development

A

more empathy, managing emotions, mid-life crisis

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27
Q

old age 85+ emotional development

A

calmer, emotional wisdom, focus on positivity

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28
Q

observational learning

A

the acquisition of new behaviours as a result of observing the actions of others and the consequences of those actions

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29
Q

modelling

A

a form of learning whereby we observe the behaviour of others and then replicate it

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30
Q

infancy cognitive development

A

use senses to explore the world around them 9 months - recognise faces and sounds, imitate gestures, simple words, 12 months - speak multiple works, imitate animal sounds and associate names with objects, 18 months - understand 10-50 words

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31
Q

childhood cognitive development

A

2 yrs - 100-150 words, 10 new words learnt each day, mental imagery, memory, attention span, learning to read, later use logic and problem solving

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32
Q

adolesccene cognitive development

A

indpendance in thinking through problems and situations, think hypothetically, metacognition

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33
Q

adulthood cognitive development

A

cognition stabalised/ reached its peak by the age of 35, develop experrtise in studies/careers

34
Q

assimilation

A

a cognitive process that involves taking a new concept and fitting it into or making it a part of a pre-existing mental idea or structure, during assimilation, the childs underlying cognitive skills and world views remain unchanged

35
Q

schema

A

our pre-existing mental ideas relating to a given concept that helps us organise and interperet new info

36
Q

acommodation

A

a cognitive process tthat involves changing or adjusting existing ideas to deal with new situations

37
Q

cognitive development

A

a gradual, life-long process and is somewhat reliant on biolgocial and physical development, includes the growth in mass of tthe brain, cognitive development must be inferred as we cannot directly observe

38
Q

jean piaget

A

his work changed the views of many psychologists in terrms of the cognitive capabilities in infants, his theoroes were first translated into english in the 1920s

39
Q

what was jean piagets theory of cognitive development

A

itt proposed that we move through four distinct and sequential stages from birth to adulthood in developing our cognitive abilitiesm also suggested that individuals do nooot develop the mental capabilities of a later srage without having forst aquireed those of an earlier stage

40
Q

what are the stages of piagets theory

A

sensorimotor stage 0-2 yrs, pre-operational stage 2-7 yrs, concrete-operational stage 7-13 yrs, formal operational stage 13+

41
Q

what is the sensorimotor stage

A

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

42
Q

what are the key cognitive accomplishments of the sensorimotor stage

A

object performance and goal directed behaviour

43
Q

object performance

A

an understanding that an object continues to exist even after they can’t be touched, seen or heard

44
Q

goal directed behaviour

A

a planned series of events with a purpose

45
Q

what is the pre-operational stage

A

when the child becomes increasingly able to assimilate and accomidate and therefore tthink in more complex ways, increasingly able to internally represent events

46
Q

what are the key cognitive accomplishments of the pre-operational stage

A

egocentrism, animism, transformation, centration, reversability, EATCR

47
Q

egocentrism

A

the inability to see things from others point of view

48
Q

animism

A

the belief that everything has a conscious

49
Q

transformation

A

understanding that something can change from one state, form or structure to another

50
Q

centration

A

the child can only focus on one quality or feature of an object at a time

51
Q

reversability

A

the ability to mentally follow a sequence of events or line of reasoning back to its starting poiint

52
Q

what is the concrete operational stage

A

the thinking of a concrete operational children revolves around what they know and what they can experience through their senses

53
Q

key cognitive accomplishments of the concrete operational stage

A

conservation and classification

54
Q

conservation

A

the understanding that certain properties of an object can remain the same even when the appaerence changes

55
Q

classification

A

the ability to organise objects or events into categories based on common features that set them apart from other categories

56
Q

formal operational stage

A

more complex thought processes and sophisticated thinkinh, thinking doesn’t rely on senses in order to understand concepts (non-tangible)

57
Q

key cognitive accomplishments of the formal operationl stage

A

abstract thinking and logical thinking

58
Q

abstract thinking

A

a way of thinking that does not rely on being able to see ore visuualise things in order to understand concepts

59
Q

logical thinking

A

refers to the ability to think in a systematic way and develop a plan to solve problems

60
Q

strengths of piagets theory

A

inspired countless other studies, he anticipated issues that others would fault him on and hoped that future researchers might provide modifications and improvments to further the theoru, impact on educt=ational practice

61
Q

weaknesses of piagets theory

A

he underestimated childrens cognitive cpapbilitiees, the timing for each stage varies considerably, observations were biased as they were of his own children

62
Q

social behaviour

A

any behaviour that consists of interaction between 2 or more people

63
Q

who was albert bandura

A

in the 1960s bandura and colleagues conducted a series of experiments on learning where children watched the behaviour of others and the childrens resulting behaviour was examined, this lead him to develop the social learningg theory

64
Q

social learning theory

A

social behaviour is kearned primarily by observing and imitating the actions of others and is also influenced by being rewarded and or punished for these actions

65
Q

observational learning and what is required

A

watching others behaviours and the consequences of them (vicarious learning), there are five processes for observational leearning to occur

66
Q

modelling

A

when the observer demonstrates the learned behaviour by imitating it

67
Q

what are the 5 elements of observational learning

A

attention, retention, reproduction, motivatiion and reinforcemement

68
Q

attention

A

when the learner actively watches the models behaviour - allocating mental awareness and energy

69
Q

retention

A

learner makes the consciuos effort to store the memory in a mental representation to be used later

70
Q

reproduction

A

the learner decides whether tthey posses the ability to perform what was observed

71
Q

motivation

A

the learner must want to perform the learned behaviour and there needs to be a desirable consequence

72
Q

reinforcement

A

the learner is reinforced or punished when the behaviour has been performed

73
Q

what was banduras most famous experiment

A

investigated the effectiveness of observational learning in preschool children, known as the bo-bo doll experiments and specifically aimed to investigate if aggression/antisocial behaviour could bbe learnt through observational learning

74
Q

what weree the three stages of banduras experiment

A

modelling, aggression arousal and test for delayed imitation

75
Q

stage 1, modelling

A

children were individually shown into a room containing toys and played for 10 mins, 24 children watched an adult model behaving aggressively towards the bobo doll - attacking, shouting, usinh a hammer, another 24 childrem were exposed to a non-aggressive model who played in a quiet and subdued manner, the final 24 children were not exposed to any model

76
Q

stage 2, aggression arousal

A

all the chiild, each group of 24, were subjected to mild agression arousal, each child was seperatly taken to a room with relatively attractive toys, as soon as the child started to play with these toys the experimenter told the child that these were her very best toys and had decided to reserve them for other children

77
Q

stage 3, delayed imitation

A

the children when then placed ina room containing aggressibe and non-aggressive toys, the chiild was in the room for 20 mins and their behaviour was observed and rated through a one way mirror, observations were made at 5 sec intervals therefore giving 240 response units for each child

78
Q

what were the results of banduras experiment

A

children who observed the agressive model made for more imitative aggressive responses tthan tthose who were in the non-aggressive or control groups, girls in the aggressive model condition had physical agressive responses if the model was male and more verbal responses if the model was female, boys were more likely to imitate male models than girls were to female models, boys imitated more physically aggressive acts than girls

79
Q

how did bandura reinforce his experiment

A

tthe children were placed into 3 conditions, 1
aggression was rewared, 2 agression was punished, 3 no cosequence for the agression

80
Q
A

1. Psychology - Chapter 2 (3 decks)

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