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Psychology > Unit 1 AOS 2 > Flashcards

Unit 1 AOS 2 Flashcards

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1
Q

Development

A

Refers to the changes that occur over time, from birth to death.

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2
Q

Infancy 0-2 yrs

A

Dependant on caregivers
Psychological characteristics are rapidly developing
Infant parent bonding occurs and is vital for emotional development

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3
Q

Childhood 2-10 yrs

A

Increasingly independent of their parents
Acquires basic skills
Social learning
Cognitive skills, moral reasoning commences

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4
Q

Adolescence 10-20 yrs

A

Puberty- physical and mental changes
Increased independence and development of identity
Social contact outside of family
Thought patterns are more complex and logical
Have greater capacity to reason,solve and understand abstract concepts

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5
Q

Early Adulthood 20-40 yrs

A

Establish financial and personal independence
Intimate relationship
Parenting

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6
Q

Middle aged 40-65

A

Expand social and personal involvements and duties
Advancing a career
Support offspring

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7
Q

Late adulthood 65+

A

Adjustment to changes in one’s lives
retirement, decreased strength, declining health
Freedom from looking after kids

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8
Q

Physical development

A

Changes in body and its various systems: development of organs, skills, hormonal changes

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9
Q

Cognitive development

A

Changes in mental abilities such as reasoning, problem solving, decision making, learning and memory

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10
Q

Social development

A

Changes in an individual’s relationships with other people and their social interaction skills

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11
Q

Emotional development

A

Changes in how and individual experiences different feeling and how these are expressed, interpreted and dealt with

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12
Q

Continuous psychological development

A

Smooth single line

Gradual and ongoing development w/o sudden shifts from infancy to adulthood

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13
Q

Discontinuous psychological development

A

Distinct , step like stages with different kind of abilities occurring in each stage.

the development of abilities in each stage has identifiable end and start points

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14
Q

What is the sequential nature of development

A

Psychological development happens in an orderly sequence

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15
Q

Quantitative changes

A

Changes in the quantity of a thought, feeling or behaviour
Expressed in numbers

e.g:- height, weight, BMI

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16
Q

Qualitative changes

A

Vary in quality, kind or type.

Changes that make the individual different from the way they were before and are usually described in words.

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17
Q

Hereditary factors

A

Biologically passed down from and individual’s parents to the individual (genetics)

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18
Q

Environmental factors

A

Refer to the experiences, objects and events to which we are exposed to in our lifetime

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19
Q

Nature

A

Hereditary influences

Genes/biological perspective determine our psychological development

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20
Q

Nurture

A

Environmental influence

Behaviourist perspective
where and how a child is raised determines what we become

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21
Q

Nature vs Nurture

A

At conception- individual development begins with the genetic instructions inherited

these provide the blueprint for the development of our mental and physical features

environment interacts with out inherited potential to determine how the genetic plans unfolds

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22
Q

Maturation

A

Orderly and sequential developmental changes which occur in the nervous system and other bodily structures controlled by our genes.

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23
Q

Principle of readiness

A

States that unless the necessary body structure and processes are sufficiently mature, then no amount of practice will produce the particular mental process or behaviour.

only when an individual is maturationally ready that the thought, feeling or action can occur.

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24
Q

Sensitive period

A

Period of time during development when an individual is more responsive to certain types of environmental experiences or learning

Optimal times for the learning to occur

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25
Q

If skills and knowledge are not acquired in the sensitive period what happens?

A

they may be acquired some time later, but it will take more time, more hard learning and not as developed

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26
Q

Critical period

A

period in development where an organism is most vulnerable to the absence of specific environmental stimuli and experiences

Identifiable start and end times, begins and end suddenly

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27
Q

What happens if a skill is not developed in critical period?

A

the conical areas allocated for the skill will perform a different function

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28
Q

Imprinting

A

type of learning where a very young animal fixates its attention to the first object which it has visual, auditory or tactile experience and therefore forms an attachment with it

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29
Q

If a there are similarities between adoptive child and biological parents

A

Genetic influence is greater

30
Q

If a there are similarities between child and adoptive parents

A

Environmental influence is greater

31
Q

Attachment

A

emotional bond which forms between an infant and another person and have an influence in its emotional development

32
Q

What is a Strange situation test

A

Test for measuring the attachment relationship a child has with their parent

Conducted 9=18 months

Mary Ainsworth

33
Q

What are the steps in the STRANGE SITUATION TEST

A

infant is taken to an unfamiliar room

Infant is exposed to a series of separations and reunion involving the caregiver, the infant and the stranger

34
Q

Secure attachment

A

Infant feels secure, loved and confident

Balance between dependence and exploration

35
Q

Insecure resistant attachment

A

Uncertain and anxious

Checks caregivers whereabouts, calling and trying to maintain close contact

36
Q

Insecure avoidant attachment

A

distant and protective of itself

maintains distance from others

37
Q

Disorganised attachment and its causes

A

type of insecure attachment
inconsistent or odd by an infant separated or reunited w/ a caregiver.

Causes: infant maltreatment, post- natal depression, trauma, experiencing death, etc…

38
Q

Phases of attachment

A

Pre attachment
Laying foundations of attachment
Clear cut attachment
Goal directed partnership

39
Q

Pre attachment

A

0-2 months

Little differentiation in social responses to familiar and unfamiliar people

Accepts comfort from anyone that provides it to their satisfaction

40
Q

Laying foundations of attachment

A

2- 7 mo

Recognise caregivers but doesn’t show attachment responses upon separation

41
Q

Clear cut attachment

A

8 mo- 2yrs
Protest at being separated from caregivers and avoid strangers. react negatively when anyone else provide comfort and search for caregiver

42
Q

Goal directed partnership

A

Increased independence and recognition from caregivers

43
Q

Factors influencing attachment

A

Genetics
early life experiences
Demographic factors
Temperament

44
Q

How does genetics affect attachment

A

All infants have an inborn ‘primary drive’ to form an attachment

Has an evolutionary function that improves chances of survival

Mothers are best caregivers- genetically programmed by nature

45
Q

How does temperament effect attachment

A

definition: way of reaction to people, objects and events
Caregiver plays a role in initiating attachment but the type of attachment formed depends on infants behavioural characteristics

46
Q

How do early life experiences influence attachment

A

the interaction with the caregivers is vital in influencing emotional development of the infant. caregiver must be sensitive to their wants and needs

47
Q

How do demographic factors effect attachment

A

Family income, size, parental age and education, marital problems effect the relationship between child and caregiver

48
Q

Describe Harlow’s experiment on attachment in monkeys (method)

A

Find out whether the provision of food or contact comfort is more important in the formation of mother-infant bond

Infant monkeys separated from mother at birth
they were either placed with clothed mother provided food and wired did not, wired mother provided food, clothed did not

49
Q

Results of harlow’s experiment

A

Infants spent more time in contact with clothed mother regardless whether they provided food or not.

contact comfort is more important than feeding in forming a bond

50
Q

Adaptation

A

Taking in, processing, organising and using new information in ways which enable us to adjust to new changes in the environment

51
Q

2 processes of adaptation

A

Assimilation

Accommodation

52
Q

Assimilation

A

Process of taking new information and fitting it into and making it oatr of a pre existing mental idea about something

53
Q

Accommodation

A

changing a pre existing mental idea in order to fit new information

54
Q

Schema

A

mental idea of what something is and how to act on it

basic building blocks of intelligent behaviour which we use to understand respond to situations

units of knowledge

55
Q

Piaget’s stages of cognitive development

A

Sensorimotor stage
Preoperational stage
Concrete operational stage
Formal operational stage

56
Q

Sensorimotor stage

A

Birth to 1.5 years

Object Permanence

57
Q

Object Permanence

A

Key cognitive accomplishment of sensorimotor stage

Understanding that objects still exist even they cannot be seen, heard or touched.

58
Q

Pre-operational stage

A

2-7 years

Symbolic thinking
Reversibility
Animism
Centration
Egocentrism
59
Q

Symbolic thinking

A

ability to use symbols such as words to represent object, places and events

60
Q

Reversibility

A

mentally follow a sequences of events or line of reasoning back to its starting point

61
Q

Animism

A

belief that everything which exists has some kind of consciousness

62
Q

Centration

A

ability to focus on only one quality of an object at a time

63
Q

Egocentrism

A

children are unable to see in another persons POV

64
Q

Transformation

A

understand that something change from one state to another

65
Q

Concrete operational stage

A

7-11 years
can perform mental operations

Conservation
Classification

66
Q

Conservation

A

certain properties of an object can remain the same even when its appearance changes

Conservation of number, mass, volume

67
Q

Classification

A

ability to organise information into categories based on common feature

68
Q

Formal operational stage

A

12 + years
Abstract thinking
Logical thinking
Deductive reasoning

69
Q

Abstract thinking

A

Understanding visualising ideas that cannot be felt, touched, or sern

70
Q

Logical thinking

A

Develop strategies to solve

71
Q

Deductive reasoning

A

using logical rules to draw to a conclusion from 2 or more pieces of information which are believed to be true

Psychology (1 decks)

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