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Psychology > Unit 1 AOS 1 > Flashcards

Unit 1 AOS 1 Flashcards

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1
Q

What is hereditary (nature)?

A

factors that influence development that is passed down genetically from their biological parents to their children

Hair colour/ eye colour

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2
Q

what is environment (nurture)

A

factors from an individual physical or social surroundings that influence development

reading to children helps kid read

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3
Q

What is biopsychosocial model

A

an approach to describing and explaining how biological, psychological and social factors combine and interact to influence an individuals behaviour and mental processes, including mental wellbeing.

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4
Q

define and provide example of biological factors

A

a physiologically based or determines influence often not under our control

age, gender, race, physical injuries, our bodily responses to meds and stress.

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5
Q

define and provide example of psychological facotrs

A

involve all those internal, mental processes and influences
relating to persons mind thoughts or feelings

ways of thinking, how we learn, the effects of our prior experiences

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6
Q

define and provide example of social factors

A

invlove influences from the external social environemtn in which we interact with others
factors relating to a persons relationships or external environemtn

relationships with family/firends/others our socila media use, educational experiences

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7
Q

Emotional development

A

the continuous life long development of skills that allow individuals to control, express and recognise emotiuons in an appropraiute way.

our expereince of emotions change as we age. as we get older we can recognise, label and express a wider range of emotions

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8
Q

attachment

A

an emotional bond between an infant and their primary caregivers

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9
Q

what are the three attachment styles?

A

secure, insecure avoidant, insecure resistant

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10
Q

what is Secure attachment and the impact on later emotional development

A

Feel safe and can depend on their caregiver

able to form strong and healthy emotional bonds and relationships
independent, high levels of self esteem and re

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11
Q

Insecure resistant attachment and impact on later emotional development

A
  • Result from caregivers who are not very responsive to their infant’s needs. The infant cannot rely on their caregiver.

may heavily depend on others for support
seeks other to complete them

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12
Q

Insecure avoidant attachment and impact on later emotional development

A
  • Result of neglectful or abusive caregivers

may find it difficult to form strong bonds and be intimate with others
tend to ignores there own emotions
avoids depending on others and asking for help.

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13
Q

waht is cognitive developement

A

refers to the development of mental processes over the lifespan

cognitive developemnt is linked to our brains physical development

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14
Q

what is Piaget’s theory

A

as we age, we mov from concrete thinking to symbolic thinking

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15
Q

what is concerete thinking

A

a literal form of thinking based on tangible concepts uoi can touch

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16
Q

symbolic thinking

A

thinking based on the ability to represent abstract concepts that you cannot touch.

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17
Q

according to piaget what are the two processes invloved

A

assimilation and accomodation

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18
Q

what is assimilation

A

the proccess of taking in new informoation and fitting it into an exisiting mental idea

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19
Q

accomodation

A

changing an existing mental idea in order to fit in new information

20
Q

what are the stage of cognitive development

A

sensorimotor- 0-2 years
preoperational- 2-7 years
concrete operational- 7-12
formal operation- 12+

21
Q

what is sensorimotor stage

A

Children experience the world through senses and movement
eg- reaching out to grab something we want

Cognitive achievement
- object permanence- child’s ability to understand that objects and people continue to exist even when they can’t see them

22
Q

what is preoperational stage

A

Children can think about things symbolically
still egocentric, shows animism, and centration
Cognitive achievement
- develop abstract mental processes- means they can think about things beyond the physical world, such as things that happened in the past.

22
Q

concertante operational

A

think logically about concrete events
conservation developed. Solve concrete world problems, idea of reversing, less egocentric.

ability to organise information in categories based on information- classification
Cognitive achievement
- a great understanding of logic, reversibility, and conservation. Children also become less egocentric during this stage. Kids at this age become more logical about concrete and specific things, but they still struggle with abstract ideas.

23
Q

formal operational

A

Understands world through hypothetical thinking and scientific reasoning

Cognitive achievement
- the emergence of logical thinking processes, particularly the ability to understand theories and abstract ideas and predict possible outcomes of hypothetical problems

24
Q

what is social development

A

Involves active learning of skills and behaviours that enable us to interact with other people

heavily influenced by culture and society

25
Q

psychological crisis

A

point of tension between an individuals capabilities and the desire to meet the expectations of society

26
Q

observational learning

A

Learning that occurs when watching the actions of someone else, and the consequences that follow

27
Q

what is a sensitive period

A

Period of development where it is optimal (fastest and easiest) to learn a specific function or skill

Times of rapid change when individuals seem to be more vulnerable to influence from their environment

E.g. when an infant gets attached to their caregiver - sensitive period

28
Q

what is a critical period

A

Narrow and rigid period of development in which a specific function or skill must be learnt and can not be learned afterwards

E.g. language - if you haven’t developed the language skill in youth then you will never fully develop the language or be able to fully learn it

29
Q

the difference between cirtical and sensitive period

A

Learning can take place outside of sensitive periods, whereas it can not take place outside of critical periods

30
Q

what is normality

A

Patterns of thoughts/feelings/behaviour that conform to a usual, typical or expected standard

31
Q

what is typical behaviour

A

An individuals behaviour is consistent with how they typically behave

32
Q

what is abnormality

A

A pattern of thoughts, feelings or behaviour that differ from social norms, distressing, or dysfunctional which interferes with the ability to live and complete everyday activities

33
Q

what is atypical behaviour

A

Acting in ways that are unusual (atypical) for a person

34
Q

what are social norms

A

Widely held standards about what we should or shouldn’t do in different situations

E.g. standing too close during a conversation

35
Q

what are cultural perspectives

A

Thoughts, feelings and behaviours that are appropriate or acceptable within a particular culture, but may not be a value shared by another

E.g. communicating with dead ancestors is considered normal in some cultures

36
Q

what is personal distress

A

Disruptive, intense, persistent emotional suffering (atypical)

E.g. an adult violently sobbing after spilling a drink

36
Q

what is statistically rarity

A

If the large majority (statical average) behave in a certain way it is considered to be typical behaviour

E.g. 86% of IQ scores lie between 85 and 115, making this the typical IQ

37
Q

what is maladaptive behaviour

A

Being unable to adjust to the environment appropriately and function effectively

Dysfunctional behaviour that interferes with everyday functioning e.g. Fear of germs leading to someone repeatedly washing their hands

E.g. able to clothe & feed yourself, find a job is considered typical

38
Q

what is adaptive behaviour

A

Being able to adjust to the environment appropriately and function effectively

involves action that enable a person to effectively carry out their usual everyday tasks e.g. going to school or work

39
Q

what is neurotypical

A

People whose neurological development and cognitive function are typical, conforming to what most people would consider to be normal in the general population

A term used to describe individuals who display expected neurological and cognitive functioning

40
Q

what is Neurodiversity / neurodiverse

A

Variations in neurological development and functioning, such as those experienced by individuals with autism or ADHD

41
Q

what is Normality/normal

A
  • The state of having thoughts, feelings and behaviours considered common and acceptable
42
Q

what is Neurodivergent

A

Individuals who have a variation in neurological development and functioning

43
Q

roles of a Psychologist

A

A psychologist is a professional trained in the science of how people think, feel and behave.

Psychologists can assess and diagnose mental health disorders but are not medical doctors and therefore cannot prescribe medication.

Nor is a referral required to see a psychologist.

44
Q

Psychiatrist

A

A psychiatrist is a qualified medical doctor who has obtained additional qualifications to become a specialist in the diagnosis and treatment of mental illnesses

Psychiatrists tend to treat people with complex mental health disorders such as severe depression, schizophrenia and bipolar disorder and can prescribe medication

45
Q

What are the 4 parts of the social learning theory model?

A

Attention: You must pay attention to the model
Retention: we must be able to remember the observed behaviour
Reproduction: we must be able to replicate the behaviour demonstrated
Motivation: we must be motivated to demonstrate what we have learned

Psychology (4 decks)

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