week 10 health and developmental psychology Flashcards
jean Piaget stages of development
sensorimotor, pre operational, concrete operational and formal operational
age of sensorimotor
birth - 2
age of preorperational
2-7
age of concrete operational
7-12
age of formal operational
12 +
what did Piaget focus on
cognitive structures that children acquire by interaction with environemt
concepts
rules that describe properties of environments and their relations to other concepts
assimilation
new info fit into existing schema
accommodation
new schema for new info
stage 1 sensorimotor period
object permanence =
out of sight - out of existence
deferred imitation =
forming mental representation of actions that are recalled later
rudimentary symbolic thinking =
words to represent objects
search and investigate = understand world through trial and error
stage 2 pre operational
language ability develops
counting numbers
increased thinking symbolically and logically
start to develop theory of mind = ability to imagine what other people are thinking
failure to master conservation problems eg water in short fat cup is same as tall skinny
egocentrism but start to lose towards the end
stage 3 concrete operational
development of organized and rational thinking
logical analyses but only to physical or specific things
inductive reasoning = eg if Childs friend is rude then all friends are rude
abstract or hypothetical thinking not developed
complex cause and effect relations
classification of objects
empathize with others - loss of egocentrism
mastery of conservation problems
stage 4 formal operational
abstract reasoning BUT not everyone reaches this
ability to hypothesis and test
think in formal systematic way
logical thinking
ability to work through abstract problems and use logical without presence of concrete manipulation
criticism of piaget
used his own children, small sample size
all children are different!
other theories
sociocultural theory of cognitive developnet VYGOTSKY
development depends on social environment and is VITAL for cognitive development
language drives cognitive development by internalizing social interactions
children learn from more competent others that present alternative perspectives
zone of proximal development = range of skills child is unable to master alone but can with help of others
scaffolding = assistance
intellectual growth is not universal but product of environment
what scale can you use to measure stress
holmes and rahe stress scale
stress
pattern of physiological, cognitive, emotional and behavioral response to real or imagined stimuli that are perceived as preventing a goal or endangering or otherwise threatening well-being
what theory did Walter cannon make
fight or flight
3 sources of stress
approach-approach
approach-avoidance
avoidance-avoidance
approach-approach
choice between 2 desirable outcomes
approach avoidance
one outcome is desirable, the other is not
avoidance-avoidance
both outcomes are undesirable
what is Selye’s general adaptation syndrome GAS about
what happens when you’re stressed for a long period of time
3 stages of GAS
- ALARM
- shock phase
- bodys first reaction - fight or flight - RESISTANCE
- occurs with continued exposure
- adaptation begins when body starts to benefit from increased energy reserves provided from alarm reaction - EXHAUSTION
- physiological resources are depleted
- acquired adaptation is lost and exhaustion sets in
criticism of Selye’s GAS
- little consideration of pyscholgical factors eg cognitive appraisal
- assumed all responses to stress are uniform = not considering personality and biology and types of challenge
- stress is assessed as an outcome - what about anticipation of a stressful occurrence?
what did Robert Lazarus suggest
cognitive appraisal - our own reactions/ the way we interpret what is happening also affects stress
stage 1 of cognitive appraisal
evaluations of threat, if perceived as real then stage 2
stage 2 of cognitive appraisal
determination if sufficient resources available to cope with stress - individual differences though
hardiness
some people view stressors as challenges and meet them head on - less illness from long term stress
perceived control
situations allow some form of control produce less signs of stress
brown et al 2003
Participants: Data were drawn from the Detroit Area Study, involving 423 older married individuals.
Design: Researchers assessed the participants’ levels of giving and receiving social support, stress levels, and other demographic and health-related factors.
Measures:
Providing Social Support: Measured by participants’ reports of helping others (e.g., offering emotional or practical support).
Receiving Social Support: Measured by how much support participants received from others.
Mortality Risk: Tracked over five years through public death records.
Key Findings
Protective Effects of Providing Support:
Individuals who provided high levels of social support experienced lower mortality rates, even under significant stress.
The act of helping others appeared to buffer the negative effects of stress on health.
Limited Benefits of Receiving Support:
Receiving social support did not show a significant association with reduced mortality risk.
The benefits of support were linked more strongly to providing rather than receiving help.
Stress Moderation:
Providing social support diminished the harmful impact of stress on health outcomes, highlighting the psychological and physiological benefits of altruistic behavior.
lazarus and folkman 1984 2 types of coping with stress
- problem focused coping
directed towards source of stress
ONLY IF SOLUTION - emotion focused coping directed towards personal reaction to stressor eg comfort of friends
ONLY IF NO SOLUTION
cognitive repappraisal
when stressor is re-evaluated as less threatening then stress should be reduced
progressive relaxation
substitute incompatible response for the stress reaction
other forms of coping
disclosure interventions eg writing about stress, hypnosis, conditioning interventions
One result of a child’s new ability to form mental representations of the actions he or she has seen others perform is
deferred imitation
Tasks in the zone of ________ development are those that the learner can master with help, but not alone.
proximal
Brown et al (2003) found that ________ is increased by receiving instrumental social support.
mortality
One’s perception of any stressful situation is called ________.
cognitive appraisal
Altering one’s perception of the threat imposed by a stressor is called cognitive_______.
reappraisal
