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Psychology Units 1 and 2 > unit 1 exam revision > Flashcards

unit 1 exam revision Flashcards

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1
Q

Nature

A

development directly caused by one’s genetic composition, also known as hereditary factors.

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2
Q

Nurture

A

humans are shaped by their environment, experiences, geography, and social circle.

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3
Q

biopsychosocial model

A

understanding the human experience in terms of the influence of biological, psychological, and social factors.

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4
Q

Biological factors

A

internal genetic and/
or physiologically based factors. These factors can be innate, such as genetic predispositions passed down from one’s parents, or can come about later in life, such as through taking certain medications.

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5
Q

Biological - examples

A
  • Genetic predispositions
  • Medications/substances
  • Nutrition
  • Sleep
  • Diseases and immune system functioning
  • Hormones
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6
Q

Psychological factors

A

internal factors pertaining to an individual’s mental processes, including their cognition, affect, thoughts, beliefs, and attitudes. In essence, psychological factors are everything that an individual experiences within their mind.

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7
Q

Psychological - examples

A
  • Attitudes/ beliefs
  • Emotions (affect)
  • Personality
  • Coping skills
  • Sense of self
  • Self-esteem
  • Thoughts
  • Memories and learning
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8
Q

social factors

A

Social factors are external factors relating to an individual’s interactions with others and their external environment, including their relationships and community involvement. This can include close personal relationships
as well as an individual’s experience within a greater society.

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9
Q

social - examples

A
  • Interpersonal relationships
  • Attachment style
  • Cultural norms
  • Socioeconomic status
  • Education
  • Physical environment
  • Family environment
  • Level of social support
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10
Q

emotional development

A

refers to the continuous, lifelong development of skills that allow individuals to control, express, and recognise emotions in an appropriate way.

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11
Q

Theory of mind

A
  • recognising the emotions of others
  • assigning words to certain emotions, such as ‘happy’ or ‘sad’
  • participating in imaginary play
  • understanding that the expression of certain emotions may lead to consequences.
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12
Q

attachment styles

A
  • secure attachment
  • insecure attachment
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13
Q

secure attachment

A

Secure attachment involves the needs of the infant being consistently met by their primary caregiver/s, allowing the infant to feel calmed by the presence of the caregiver when they feel distressed.

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14
Q

secure attachment outcomes

A
  • a sense of trust in others
  • feeling valued by others
  • feeling secure in expressing one’s emotions
  • development of skills which can assist
    the individual in dealing with challenging social circumstances, such as a breakup.
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15
Q

insecure attachment

A

Insecure attachment may involve the primary caregiver/s inconsistently meeting the infant’s needs or consistently ignoring their needs, commonly leading to infants not seeking comfort from the caregiver
or being overly desperate for comfort from their caregiver when they experience distress.

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16
Q

insecure attachment outcomes

A
  • either craving or rejecting affection
  • increased feelings of anxiety
  • inappropriate expression of, or the inability to, express emotions.
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17
Q

cognitive deveopment

A

refers to the continuous, lifelong development of the ability to think, comprehend, and organise information from the internal and external environment.

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18
Q

social development

A

is the continuous, lifelong development of certain skills, attitudes, relationships, and behaviours that enable an individual to interact with others and to function as a member of society.

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19
Q

Eriksons theory?

A

we go through eight developmental stages as we grow up, from being a baby to an old person. In each stage, we have a challenge to overcome.

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20
Q

trust vs mistrust

A

Infants’ needs are reliably met

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21
Q

autonomy vs shame and doubt

A

Encouraged to make choices independently

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22
Q

initiative vs guilt

A

Independent plans encouraged

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23
Q

industry vs inferiority

A

Proud of performances

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24
Q

identity vs role confusion

A

Strong belief of self

25
Q

intimacy vs isolation

A

Can form strong relationships

26
Q

Generativity vs stagnation

A

Contributed to others’ wellbeings

27
Q

integrity vs despair

A

Satisfied reflection of life

28
Q

types of developmental periods

A

critical periods
sensitive periods

29
Q

sensitive periods

A

Particular skills and functions with sensitive periods will be easiest to learn during this developmental period, however, have the ability to be developed at a later time.

30
Q

critical periods

A

Skills or functions within a set critical period must be learnt during this predetermined period.

31
Q

psychological criteria

A

social norms
statistical rarity
personal distress
maladaptive behaviours
cultural perpectives

32
Q

cultural perspectives

A

he influence of society and community on one’s thoughts

33
Q

social norms

A

society’s unofficial rules and expectations regarding how individuals should act

34
Q

Statistical rarity

A

something that lies outside the range of statistical normality and is also unusual enough to be considered significant

35
Q

Personal distress

A

an aversive and often self-oriented emotional reaction

36
Q

Maladaptive behaviour

A

an action that impairs an individual’s ability to meet the changing demands of their everyday life

37
Q

neurodiversity disorders

A

ASD
ADHD
Dyslexia

38
Q

Austism

A

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterised by impaired social interactions, verbal and non-verbal communication difficulties, narrow interests, and repetitive behaviours.

39
Q

ADHD

A

a neurological condition characterised by persistent inattention or hyperactivity that disrupts social, academic, or occupational functioning

40
Q

dyslexia

A

a neurologically based learning difficulty manifested as severe challenges in reading, spelling, writing words, and sometimes in arithmetic

41
Q

phrenology

A

the study of the shape and size of the human skull to determine personality and mental functioning

42
Q

regions of the brain

A

forebrain
midbrain
hindbrain

43
Q

cerebral cortex

A

Frontal lobe
Parietal lobe
Occipital lobe
Temporal lobe

44
Q

neuron

A

a nerve cell that receives and transmits neural information

45
Q

parts of the neuron

A

Dendrites
Myelin
Axon terminals

46
Q

dendrites

A

Receive neuronal messages

47
Q

myelin

A

Insulates the neuron and prevents disturbance from other neurons

48
Q

axon terminals

A

Sends neuronal messages to the next neuron

49
Q

neuroplasticity

A

the ability of the brain
to change in response
to experience or environmental stimulation

50
Q

developmental plasticity

A

changes in the brain that occur in response to ageing and maturation

51
Q

Synaptogenesis

A

the formation of synapses between neurons as
axon terminals and dendrites grow

52
Q

Synaptic pruning

A

the elimination of underused synapses

53
Q

Myelination

A

the formation and development of myelin around the axon of a neuron

54
Q

Adaptive plasticity

A

the brain’s ability to restore adequate neural functioning over time after sustaining injury

55
Q

Sprouting

A

a neuron’s ability to develop new branches on the dendrites or axons

56
Q

Rerouting

A

a neuron’s ability to form a new connection with another undamaged neuron

57
Q

ways to maintain brain function

A

Mental stimulation
Diet
Physical activity
Social support

58
Q

CTE

A

a progressive and fatal brain disease associated with repeated head injuries and concussions

59
Q

symptoms of CTE

A
  • impairments in executive functions, such as reasoning and decision-making * memory loss
  • depression
  • difficulties with attention and concentration
  • disturbances in behaviour
  • anxiety and paranoia
  • mood impairments, such as increased aggression and emotional outbursts.

Psychology Units 1 and 2 (2 decks)

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