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2700 > W1 Understanding Normal > Flashcards

W1 Understanding Normal Flashcards

1
Q

Genetics and epigenetics interact with the environment to shape health/wellbeing

A

genes control specific characteristics and we each have 23,000 genes in each cell nucleus of our body

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2
Q

Geneotype vs phenotype

A

geneotype is the specific genetic material 🧫 on individual chromosomes whereas phenotype is the observed characteristic🦵

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3
Q

Patterns of inheritance

A

-dominant-recessive pattern
-🧫🧫polygenic inheritance (many genes influence a trait),
-🧫🌲multi-factorial inheritance (genes and environment),
-🤰🥚mitochondrial inheritance (inherit genes from the mother’s egg)

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4
Q

POLYGENIC

A

height, eye colour, body type, skin colour, personality

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5
Q

RECESSIVE GENES

A

flat feet blond hair, Rh-negative, red hair

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6
Q

EPIGENETICS ON AND OFF

-epigenetics is the study of _______ stemming from ________of gene expression rather than _____ of the ______
-epigenetic markers ______ gene expression (by turning genes on or off)
-by controlling gene expression, epigenetic mechanisms regulate bodily processes

A

-epigenetics is the study of CHANGES stemming from MODIFICATIONS of gene expression rather than ALTERATION of the GENETIC CODE
-epigenetic markers REGULATE gene expression (by turning genes on or off)
-by controlling gene expression, epigenetic mechanisms regulate bodily processes

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7
Q

What are the 4 evolutionary theories?
BEEE

A

-Behaviour Genetics
-Ethology
-Evolutionary Developmental Psychology
-Evolutionary Psychology

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8
Q

What is the evolutionary theory; Behaviour Genetics?

A

-traits are influenced by genes
when related people are more silimar than those who are unrelated

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9
Q

What is the evolutionary theory; Ethology?

A

-genetically determined survival behaviours that are assumed to have evolved through natural selection

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10
Q

What is the evolutionary theory; Evolutionary Developmental Psychology?

A

-genetically inherited cognitive and social characteristics promote survival and adaptations at different times⏰ across the lifespan (programmed with predispositions)

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11
Q

What is the evolutionary theory; Evolutionary Psychology?

A

the view that genetically inherited cognitive social traits have evolved through natural selection

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12
Q

THE GOOD:
THE BAD:
THE UGLY:

A

The Good: understanding biology 🤓🧬improves precision🎯 medicine💊
The Bad: large emphasis on heredity🧬->🧬, hard to prove(x👮‍♀️)
The Ugly: may underestimate the impact of the environment⛈⚰️

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13
Q

Psychoanalytic theories- assert ________ change happens because of the influence of _____ drives and _______ on behaviour

A

Psychoanalytic theories- assert developmental change happens because of the influence of internal drives and emotions on behaviour

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14
Q

FREUD- PSYCHOSEXUAL THEORY
______ Is determined by conscious and unconscious processes
- libido is an ______ sexual drive
- personality structure has three parts that develop over time (__, ___, and ________)

A

FREUD- PSYCHOSEXUAL THEORY
BEHAVIOUR is determined by conscious and unconscious processes
- libido is an instinctual sexual drive
- personality structure has three parts that develop over time (Id, Ego, and Superego)

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15
Q

DESCRIBE the 3 personality structures
(1)Id:
Ego:
Superego:

A

(1)Id:
- Primitive features that are driven by an unconscious need for pleasure (pleasure principle)
-Present at birth. Displays itself as selfish and demands gratification
-“I want it now”👹

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16
Q

DESCRIBE the 3 personality structures
Id:
(2)Ego:
Superego:

A

(2)Ego:
-develops around the age of 2 and focuses on the reality principle
-it reduces the conflict between Id and superego by implementing defence mechanisms(-ways of thinking about a situation to reduce anxiety…Freud believed that without defence mechanisms, the degree of tension within the personality would become intolerable, leading to mental illness or suicide.)
-“We need to plan and wait in order to have it”👆

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17
Q

DESCRIBE the 3 personality structures
Id:
Ego:
(3)Superego:

A

(3) Super ego:
- develops around the age of 5
-its our internal morals MORALITY PRINCIPLE that we learn from our same-sex parent that punishes our ego for any wrong through guilt
-“You can’t have it, its not right”👼

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18
Q

Freud proposed a series of ________ stages (5 stages)through which a child moves in a ____ sequence determined by maturation. In each stage, the libido is centred on a different part of the body.

A

-Freud proposed a series of psychosexual stages through which a child moves in a fixed sequence determined by maturation. In each stage, the libido is centred on a different part of the body.

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19
Q

Freud’s psychosexual stages
1: Oral:…
(FTB)
What happens in adulthood?
-SOPG

A

Freud’s psychosexual stages
1: Oral👄: (0-2)
-infant achieves gratification through oral activities such as feeding, thumb sucking, and babbling. (FTB)-0-2 years
What happens in adulthood?
-Oral behaviour such as smoking and overeating; passivity and gullibility.

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20
Q

Freud’s psychosexual stages
1: Oral:
2:Anal:…..
-BBC
What happens in adulthood?
OP (ronaldo) SM(messi cheesed that croud dont cheer for him)

A

Freud’s psychosexual stages
2: Anal: (2-3)
-child learns to respond to some of the demands of society (such as bowel and bladder control)
What happens in adulthood?
-Orderliness, parsimonious, or the opposite, stubborn or messy

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21
Q

Freud’s psychosexual stages
1: Oral:
2:Anal:
3:Phalliac:… (think of philthy phills where girl and guys meet at ceeps aware of sexuality when see that gay bartender)
What happens in adulthood?
VR (comes back home tries out VR video games)

A

Freud’s psychosexual stages
3: Phalliac: (3-7)
- the child learns to realize the difference between males and females and becomes aware of sexuality
What happens in adulthood?
-Vanity, recklessness or the opposite

22
Q

Freud’s psychosexual stages
1: Oral:
2:Anal:
3:Phalliac:
4:Latency:…. (lary gets large w small dick quite about it)
What happens in adulthood?

A

Freud’s psychosexual stages
4: Latency: (7-11)
-the child continues his or her development but sexual urges are relatively quiet
What happens in adulthood?
None because fixation does not normally occur at this stage( think) it’s to late for it to happen (get it latency)😂

23
Q

Freud’s psychosexual stages
1: Oral:
2:Anal:
3:Phalliac:
4:Latency:
5:Genital:…… (show me your genitallols)
What happens in adulthood?

A

Freud’s psychosexual stages
5:Genital: (11- adult)
-the growing adolescent shakes off old dependencies and learns to deal maturely with opposite sex
-achieves mature sexual intimacy
What happens in adulthood?
-Adults who have successfully integrated earlier stages should emerge with sincere interest in others and mature sexuality.

24
Q

_______ development, according to Freud, requires an ________ that will satisfy the unique needs of each period. An ______ early environment will result in fixation; characterized by behaviours that reflect unresolved problems and unmet needs.

A

-Optimum development, according to Freud, requires an environment that will satisfy the unique needs of each period. An inadequate early environment will result in fixation; characterized by behaviours that reflect unresolved problems and unmet needs.

25
Q

Erikson’s Psychosocial Theory:
-Erikson has had the greatest influence on the study of development.
-Erikson, like many of Freud’s other early followers, accepted many of Freud’s ideas but later went on to expand on them.
-Erikson claimed that development results
from the interaction between _______ instincts (drives) and ____ demands; therefore, his theory refers to psycho___ stages rather than psycho___ ones.
-Furthermore, Erikson thought that development continues through the ____ lifespan.
-Psychosocial stages-Erikson’s eight stages, or crises, of personality development in which inner instincts interact with outer cultural and social demands to shape personality.

A

Erikson’s Psychosocial Theory:
-Erikson has had the greatest influence on the study of development.
-Erikson, like many of Freud’s other early followers, accepted many of Freud’s ideas but later went on to expand on them.
-Erikson claimed that development results
from the interaction between INTERNAL instincts (drives) and CULTURAL demands; therefore, his theory refers to psychoSOCIAL stages rather than psychoSEXUAL ones.
-Furthermore, Erikson thought that development continues through the ENTIRE lifespan.
-Psychosocial stages-Erikson’s eight stages, or crises, of personality development in which inner instincts interact with outer cultural and social demands to shape personality.

26
Q
A

Write it down !

27
Q

ERIKSON’S PSYCHOSOCIAL THEORY
-INTERACTION OF INNER INSTINCTS AND CULTURAL DEMANDS
-Development over the Lifespan in psychosocial stages
The Eight Crises
you must move through and successfully resolve eight dilemmas
List the Eight stages of Crises

A
  1. Infancy (0-18 months)
  2. Early Childhood (2-3)
    3.Preschool (3-5)
    4.School age (6-11)
  3. Adolescence (12-18)
    6.Young adult (19-40)
  4. Middle adulthood (40-65)
    8.Maturity (65 to death)
28
Q

CRITIQUE
The Good:
1)
2)
3)
4)
5)
The Bad:
1)Hard to test and hard to measure

A

CRITIQUE
The Good:
1) Focus on the importance of emotional quality of the child’s earliest relationship with caregivers
2) Child’s needs change with age and family interaction is crucial in the development of personality
3) Concepts are part of everyday language (conscious) 4) Invented psychotherapy
5) Emphasizes continued development during adulthood
The Bad:
1)Hard to test and hard to measure

29
Q

HUMANISTIC ALTERNATIVE
-most important internal drive is to achieve one’s full potential- ___-________ is the ultimate goal in human life Maslow

A

-most important internal drive is to achieve one’s full potential- self- actualization is the ultimate goal in human life

30
Q
A
31
Q

Pavlov’s Classical

A

-Plays an important role in development of emotional responses
-the association of stimulus with an involuntary response
-focus on involuntary automatic behaviour (that smells bad)
-a neutral stimulus before a reflex causes an association

32
Q

Skinners operant

A

Extinction and shaping
-the association of the voluntary behaviour with a consequence
Found 3 environmental responses or operants that can follow a behaviour:
-reinforcers = increase the probability of a behaviour reoccurring
-punishers = decrease probability of behaviour recurring (extinguish)
-neutral = do neither
Positive reinforcement: adds pleasant stimuli
Ex, Rat notices that each time he presses the lever, food comes out so he continues to do it
Negative reinforcement: removes unpleasant stimuli
Ex,rat always noticed to press lever when a shock was felt (escape learning)
Also taught rat to shut off electric current in the first place (avoidance learning)
Punishments weakens a behaviour by linking it to an adverse consequence
Can occur through the addition (rat receives initial shock hitting a button so then realize not to hit it) removal of a stimulus ( raccoon washes cotton candy - but it’s gone)
Response rate :rate at which a behaviour repeats
Extinction rate :how soon behaviour stops

33
Q

CRITIQUE

A

-explains consistency and change in behavior
-optimistic about the possibility of change and gives an accurate picture of the way many behaviours are learned
-not really developmental- does not tell us about age- related changes…. enter BANDURA (in a few slides)

34
Q

Define COGNITIVE THEORIES:
How many are there… can you list them?

A

-emphasize mental aspects of development (i.e.logic and memory)
-(1)Piaget
-(2)Information- Processing
-(3)Vygotsky
-(4)Bandura

35
Q

Terms Explained
1.SCHEME:
2.ASSIMILATION
3.ACCOMMODATION
4. Equilibration:

A

Terms Explained
1.SCHEME:
-an internal cognitive structure that provides an individual with procedure to follow in a specific circumstance
2.ASSIMILATION;
-is the process of applying schemes to experiences
3.ACCOMMODATION
-changing the scheme as a result of new information
4. Equilibration:
-the process of balancing assimilation and accommodation to create schemes that fit the environment- we learn what works and what does not work in particular situations

36
Q

Cognitive theories

Emphasize mental aspects of development (I.e logic +memory)

1.Piaget

A

Cognitive development theory based on scheme, assimilation, accommodation, and equilibration

37
Q

Cognitive theories

Emphasize mental aspects of development (I.e logic +memory)
2. Information Processing

A

Use the computer as a model of human thinking with memory processes

38
Q

Cognitive theories

Emphasize mental aspects of development (I.e logic +memory)
3. Vygotsky

A

-Socio-cultural theory asserts complex forms of thinking have their origins in social interactions
- children’s learning of new cognitive skill by an older or skilled person who structures the child’s learning experience; a process known as scaffolding (a process in which the learning of new cognitive skills is guided by someone who is more skilled
-to create an appropriate scaffold adults must keep the child’s attention, model the best strategy, and adapt the whole process to the child’s developmental level, or zone of proximal development (signifies tasks that are too hard for a child to do alone, but can be managed with guidance

39
Q

Cognitive theories: Bandura

A

learning does not always require reinforcement….sometimes we learn through observation
- bridge between behaviorist and cognitive learning theories
emphasis on attention, memory and motivation
you can learn through observation, imitation, and modeling

40
Q

Skinner

A

to enter press the lever

41
Q

Pavlov

A

knock… do not ring door bell dogs inside

42
Q

bandura

A

please watch video tape on how to knock

43
Q

Critique
1Piaget:
-
2-
3Information processing:

4Ignores emotions:

A

Critique
Piaget
-changed the way
psychologists thought
about child development
-development is less
staged than what Piaget
purports
3 Information processing:
-less staged and more continuous
understanding our
thinking is more complex
than a computer
4 Ignores emotions:
-cognitive theorists
ignore emotion,
creativity, and
imagination and
underplay the effects of
our physical and social
surroundings

44
Q

System theory

A

-personal and external factors form a dynamic integrated system
-HOLISM- the ‘whole’ is primary and often greater than the sum of its parts
-WELLNESS-a result of adapative adjustement

45
Q

BRONFENBRENNER
BIOECOLOGICAL
SYSTEM THEORY
-Define Bioecological Systems Theory
-Define classification

A

-development explained in terms of the relationships
between people and their environments, or contexts
-classifies all the individual and contextual variables that
affect development and specifies how they interact

46
Q

Bronfenbrenner’s Ecological Model
-the microsystem
-the mesosystem
-the exosystem
-the macrosystem
-the chronosystem

A

-The microsystem- activities and interactions in the child’s immediate surroundings: parents, school, friends, etc.
-the mesosystem- relationships among the entities involed in the child’s microsystem: parents’ interactions with teachers, a school’s interactions with the daycare provider (education system)
-the exosystem- social institutions which can affect children indirectly: the parents’ work settings and policies, extended family networks, mass media, community resources
-the macro system- broader cultural values, laws and governmental resources
- the chronosystem- changes which occur during a child’s life, both personally, like the birth of a sibling and culturally, like the iraqi war

47
Q

Crtique: Bronfenbrenner

A

-bronfenbrenner contributed the need to understand interaction among individuals and context
-foundation of scientific approaches to early childhood initiatives

48
Q

Complexity theory

A

-grew out of the system theory
-emphasizes interactions and the accompanying feedback loops that constantly change systems
-purports systems are unpredictable but also constrained by order-generating rules (decisions are made in certain ways and can be predictable

49
Q

Critique of complexity theory
The good:
-
-
The bad
-

A

the good:
-helps to make sense of childhood development within the context of adversity
-moves away from the oversimplification of childhood development (anti-reductionist in nature)
the bad:
- requires lots of time to utilize this theory- generalizations are frowned upon

50
Q

The summary
1.BIO/ EVOL
-
2.Psychoana
-
3.Learning
-
4. Cognitive
-

A

The summary
1.BIO/ EVOL
-genetics are selected for in terms of survival and adaptation
2.Psychoana
- internal drives and emotions impact behaviour
3.Learning
-experiences in the environment shape the child
4. Cognitive
-emphasize mental aspects of development (logic and memory)

51
Q

systems and complexity

A

-personal and external factors from a dynamic integrated system
-interaction and feedback shape development/ contexts

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