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Psych > Unit 1 AOS 1 SAC > Flashcards

Unit 1 AOS 1 SAC Flashcards

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1
Q

Main ideas of psychological develpment

A

cognitive, emotional and social development

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1
Q

Cognitive development

A

to do with the brain, changes in a person’s mental abilities

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2
Q

emotional development

A

changes in how a person experiences, interprets and expresses the full range of emotions and the ability to cope with them appropriately

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3
Q

social development

A

changes to a persons ability to interact with others and function as a member of society

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4
Q

Nature (hereditary)

A

characteristics inherited from biological parents, e.g eye colour, genetic conditions. influence physical development

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5
Q

nurture (environmental)

A

environmental factors that influence development, e.g parenting style, relationships. influence psychological development

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6
Q

maturation

A

physical changes across the lifespan

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7
Q

sensitive periods

A

an individual is more responsive to certain types of learning, can be still learnt outside of the period, but is more difficult. Have more gradual start and end time compared to critical

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8
Q

critical periods

A

specific sensitivity to certain types of environmental factors, have more abrupt start and end times

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9
Q

experience expectant learning

A

situations that individuals would experience normally, e.g learning to speak. Deprivation can lead to permanent effects.

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10
Q

experience dependant learning

A

learning that can occur at any time in an individual’s life, e.g learning to read/write. However if a person misses the sensitive period it may be harder to learn

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11
Q

what did Ainsworth study

A

investigated the differences between quality of attachment. Tested using the Strange Situation method

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12
Q

secure attachment

A

a child feels secure and able to depend on a caregiver, and know they will provide comfort and reassurance

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13
Q

3 types of attachment

A

secure, resistant, insecure-avoidant (disorganised)

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14
Q

insecure resistant attachment

A

children become very distresses when caregiver leaves, result of poor maternal availability. Children cannot depend on caregiver to be there when they are in need.

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15
Q

insecure avoidant attachment (disorganised attachment)

A

children tend to avoid caregiver and show no preference between caregiver and a stranger. May be a result of abuse or neglect

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16
Q

Assimilation

A

new experiences combined with existing schemata

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17
Q

Accomodation

A

causes the schemata to change or modify

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18
Q

Piagets stages of developmet

A

sensorimotor, preoperational, concrete operational, formal operational

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19
Q

Sensorimotor stage

A

0-2 years, developments are object permanence and goal directed behaviour

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20
Q

Preoperational stage

A

2-7 years, imagination develops, along with symbolic thinking and egocentrism

21
Q

Concrete operational stage

A

7-11 years, develops conservation, classification and reversability

22
Q

Formal operational stage

A

11+ years, develops logical and abstract thinking

23
Q

psychosocial crisis

A

a problem in which a person must deal with in order to gain positive traits in the future

24
Q

Erikson Stage one

A

trust vs mistrust

25
Q

Erikson Stage 2

A

autonomy vs shame and doubt

26
Q

Erikson Stage 3

A

initiative vs guilt

27
Q

Erikson Stage 4

A

industry vs inferiority

28
Q

Erikson Stage 5

A

identity vs role confusion

29
Q

Erikson Stage 6

A

intimacy vs isolation

30
Q

Erikson Stage 7

A

generativity vs stagnation

31
Q

Erikson Stage 8

A

integrity vs despair

32
Q

trust vs mistrust

A

happens between birth and 18 months. infants usually recieve love, warmth, physical care and attention from caregiver, which develops trust. inconsistency in care can lead to mistrust

33
Q

autonomy vs shame and doubt

A

happens between 18 months and 3 years. autonomy is when children want to explore their independence in their mental and motor capabilities. if caregivers are overprotective and child is being held back and punished, this can lead to shame and doubt

34
Q

initiative vs guilt

A

happens between ages 3-5. parents can encourage initiative in children by encouraging them to play, but if parents criticise or don’t let the child play, they may develop guilt

35
Q

industry vs inferiority

A

happens between ages 5-12. Children become interested in how things are made. encouraging them may result in industry. if they are critiqued too much, they may develop inferiority.

36
Q

identity vs role confusion

A

occurs between ages 12-18. adolescents begin to develop their own identity based on their values, beliefs and interests. people who don’t develop this will experience role confusion.

37
Q

intimacy vs isolation

A

occurs between ages 18-25. young adults seek deep friendships and relationships. if someone finds intimacy, they will be able to care for others and share experiences. an inability to develop deep relationships can lead to isolation.

38
Q

generativity vs stagnation

A

occurs between ages 25-65. Adults make a decision on whether they want to contribute in other people’s lives or just care about themselves. choosing to assist or care for the next generation will develop generativity, and those who fail to contribute will develop stagnation.

39
Q

integrity vs despair

A

from age 65 onwards. adults who feel they have made the right choices in life will feel a sense of integrity. if an adult feels unhappy about the life they lived, they will feel a sense of despair and regret.

40
Q

Attachment

A

the formation of long lasting emotional bonds between an infant and caregiver that regularly cares for and is deeply involved with infant

41
Q

the strange situation

A

a standardised test to measure the attachment relationship between a child and parent, involving a series of seperations and reunions involving the caregiver, infant and a stranger

42
Q

Kohlburg Pre conventional level stages (1 & 2)

A

Punishment and Obedience and Naive reward orientation

43
Q

Kohlburg Conventional level stages (3 & 4)

A

Good boy/girl orientation and Authority orientation

44
Q

Kohlburg Post conventional stages
(5 & 6)

A

Social construct orientation and Individual principles & concience orientation

45
Q

Kohlburg stage 1: Punishment and obedience

A

Occurs during early childhood, right and wrong is determined by what is punished, as punishment provides information about what is wrong

46
Q

Kohlburg stage 2: Naive reward orientation

A

Occurs during childhood. Key focus is rewards related to themself. Right and wrong is determined by what is rewarded, as child follows rules if it is in their interest

47
Q

Kohlburg stage 3: Good boy/girl orientation

A

Occurs during late childhood and adolescence. Key focus is mutual interpersonal expectations, relationships and conformity. Right and wrong is determined by approval/disapproval from close family and friends

48
Q

Kohlburg stage 4: Authority orientation

A

Occurs during late childhood and adolescence. Key focus is authority and law and order. Right and wrong is determined by society’s rules and laws, which are to be obeyed rigidly

49
Q

Kohlburg stage 5: Social contract orientation

A

Occurs during adulthood. Key focus is social contract and individual rights. Right and wrong is determined by society’s rules and laws, which are viewed as fallible rather than absolute.

50
Q

Kohlburg stage 6: Individual principles and conscience orientation

A

Occurs during adulthood. Key focus is individual principles and conscience. Right and wrong is determined by abstract ethical principles that emphasise equity and justice.

51
Q

Psychosocial development

A

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

Psych (8 decks)

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