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Psychology UNIT 1 > What influences psychological development? > Flashcards

What influences psychological development? Flashcards

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1
Q

What are the different types of development?

A
  • Social.
  • Physical.
  • Cognitive.
  • Emotional.
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2
Q

Physical development

A

Changes in the body, that are observable.
eg. getter taller.

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3
Q

Social development

A

Changes in interacting and communicating with others.
eg. appropriately communicating with work colleagues.

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4
Q

Cognitive development

A

Changes in thought processing, such as thinking, learning and memory.

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5
Q

Emotional development

A

Ability to control, express and recognise emotions.
eg. recognising your own emotions.

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6
Q

Nature.

A

Hereditary (genes) involves the transmission of genes from one biological parent to their offspring.

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7
Q

Nurture.

A

refers to experiences, objects and events which we are exposed to in our life time, creating our own personality.

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8
Q

Genetic predisposition.

A

Increased likelihood of developing a disease/condition due to genetic factors.

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9
Q

Monozygotic.

A

Identical - when a fertilised egg splits in 2. Twins share 100% of their genes.

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10
Q

Dizygotic.

A

2 serpeate eggs. They can the same or opposite sex and are not identical. They share 50% of genes.

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11
Q

Attachment definition.

A

Long lasting emotional bonds between two individuals.

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12
Q

What are the 2 types of attachment?

A

Secure and Insecure attachment.

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13
Q

Secure attachment

A

“Healthy attachment.” The needs of an infant are consistently met by caregivers.
Infant Forms strong relationships and trust as an adult.

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14
Q

Insecure attachment

A

“Unhealthy attachment.” Primary caregivers inconsistently meeting the needs of an infant.
Infant unable to form strong relationships and to trust as an adult.

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15
Q

Emotional development 2.

A

Continuous, life-long development of skills which allow individuals to express, recognise and control emotions in an appropriate way.

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16
Q

What are the factors affecting attachment?

A
  • Genetics.
  • Temperament
  • Early life experiences.
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17
Q

Temperament.

A

Can be easy or difficult, making it more or less likely to develop strong attachments,

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18
Q

Early life experiences.

A

Positive - more likely to develop secure attachment. eg. encouraged to be creative.
Negative - Trauma, neglect and conflict.

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19
Q

Genetics

A

Genetics impact how we form attachments with others and the different forms of attachment.

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20
Q

Critical period.

A

Specific period in development in which an organism is most vulnerable to deprivation or absence of certain environment stimuli + experiences.
eg. new born baby being exposed to light within the first few days for sensory neurons in retina to devlop.
Starts around newbornish and finishes 8-10 years of age.

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21
Q

Sensitive period.

A

period in development when an organism is more responsive to certain environmental stimuli or experiences.
The best possible time for learning something.
Ends when puberty begins.

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22
Q

Maturation.

A

Genetically programmed process that governs growth.

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23
Q

Genie case study.

A

She never learned to talk, as she was isolated and locked up in her room. She missed the critical period in which most children learn how to speak, etc.

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24
Q

Who is Harry Harlow?

A

An American psychologist known for his maternal- separation and social isolation experiments on rhesus monkeys.

25
Q

Harlows IV.

A

Provision of food, by cloth and wire mother.

26
Q

Harlows DV.

A

Amount of time spent with cloth and wire mothers.

27
Q

Harlows Aim.

A

To investigate whether food or comfort was more important in the formation of mother attachment for baby rhesus monkeys.

28
Q

Harlows Results.

A

Both monkeys in group 1 and 2 spend more time with cloth mother than they did with the wire mother, regardless of which food was provided.

29
Q

What are the styles of attachment? (Aimsworth)

A
  • Insecure Avoidant Attachment.
  • Secure Attachment.
  • Insecure Resistant Attachment.
30
Q

Insecure Avoidant Attachment.

A

Show no interest when separated from their mothers, is not scared of the stranger and plays happily with them, therefore ignoring the mother after separation.

20-25%

31
Q

Secure Attachment. (Aimsworth)

A

Show distress when separated from mother, is avoidant of the stranger unless the stranger is with the mother. The baby is very happy to see the mother after the separation.

65%

32
Q

Insecure Resistant Attachment.

A

Shows severe distress when the mother left the room and was significantly fearful of the stranger. When the mother returned to the room the children approach the mother but rejects contact.

10%

33
Q

Schemata.

A

Foundation of Piagets theory, framework/building blocks to build ideas.

34
Q

Assimilation.

A

Fitting new information or experiences into an existing idea. (What they already know).

35
Q

Accommodation.

A

Alternating exisiting ideas and forming new ideas changing existing mental ideas to fit new information.

36
Q

Piagets stages of cognitive development.

A
  • Sensorimotor stage.
  • Pre-operational stage.
  • Concrete operational stage.
  • Formal operational stage.
37
Q

Sensorimotor stage summary.

A

Babies are heavily reliant on senses, babies explore the world and are very un-coordinated. They learn basic motor skills; eg crawling.

38
Q

Sensorimotor stage age.

A

0-2

39
Q

Sensorimotor stage consists of

A
  • Object Permanence.
  • Goal-Directed Behaviour.
40
Q

Object Permanence.

A

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

41
Q

Goal-Directed Behaviour.

A

Perform series of steps with a particular goal in mind.

42
Q

Pre-operational stage summary.

A

Babies become children, they use animism and are egocentric.

43
Q

Pre-operational age.

A

2-7

44
Q

Pre-operational consists of.

A
  • Symbolic thinking.
  • Transformation.
  • Reversibility.
45
Q

Symbolic thinking.

A

Using symbols to represent objects that aren’t physically present.
Eg. Picture of a heart = love.

46
Q

Transformation.

A

Understanding that things can change physical state.
Eg. Ice to water.

47
Q

Reversibility.

A

Ability to follow line of certain reasoning back to where it started.
Eg. Mr Potato head, pull apart and put back together.

48
Q

Concrete operational summary.

A

Child is capable of logical thought, and can understand future consequences.

49
Q

Concrete operational age.

A

7-12

50
Q

Concrete operational consists of.

A
  • Conservation.
  • Classification.
51
Q

Conservation.

A

Properties of an object will remain the same, even if its appearances change.
Eg. Volume, length etc.

52
Q

Classification.

A

Organise objects into categories based on common features.
Eg. 2 white flowers 4 red; child says more red flowers. If asked, more flowers or red flowers? They will most likely say more red.

53
Q

Formal operational summary.

A

Complex thinking processes, abstract thoughts.

54
Q

Formal operational age.

A

12+

55
Q

Formal operational consists of.

A
  • Abstract thinking.
  • Idealistic thinking.
56
Q

Abstract thinking.

A

Way of Thinking that doesn’t rely on the ability to see, touch or hear something.
Eg. Understand the concept of time.

57
Q

Idealistic thinking.

A

Comparing yourself or others to perfect standards and striving to be your best self.
Eg. Teenager wanting to become a lawyer and understands how to achieve this goal.

58
Q

Piagets criticisms.

A
  • Age ranges were off (kids progressed faster than he thought).
  • Children were distracted (kids could do concrete tasks when really focused.
  • He overestimated language ability (Mistakes made by young kids may be due to their language ability).
  • Sample choice and size (He used his own kids, they were white and wealthy).

Psychology UNIT 1 (8 decks)

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