Chapter 7-11 lifespan

Question 1

biological and physical, cognitive and social and emotional changes during CHILDHOOD

Answer 1

Biological + physical: Rapid brain growth, body development slows, Hand preference established.

Cognitive: Attention span improves

Social + Emotional: independent from parents and carers, Friendship groups more close, mainly same-sex.

Question 2

three types of development:

Answer 2

Biological and physical- impacts on psychological functioning, body changes at puberty, menopause and old age impact on our psychological development in the way we thinking, solving problems, self- esteem and relationships.

Cognitive- development of mental abilities through lifespan. memories, language, thinking, problem-solving abilities change.

Social and Emotional- As you grow older, your understanding of social rules and situations changes, develop ability to regulate your emotions. As we get older, we develop a sense of self identity, gender roles, self-esteem and moral standards.

Question 3

biological and physical, cognitive and social and emotional changes during ADOLESENCE

Answer 3

Biological + Physical: growth spurt, sexual maturity.

Cognitive: logical thinking skills.

Social + Emotional: sophisticated ideas of self- image, self-esteem and self-identity.

Question 4

contribution of nature and nurture towards development? What does the interactionist approach mean?

Answer 4

An infants genetic make-up determines its developmental potential, but reaching that potential is dependent on the environment in which the baby grows up. Environmental factors can influence biological change.
The idea that hereditary and environmental factors continually interact to influence developmental change is known as an interactionist approach.

Question 5

How can the influence of nature and nurture be studied?

Answer 5

• genetic laboratory research using modern technology to map the coding of genes on chromosomes.
• in family studies, researchers study relatives to see if genetic similarity is related to similarity on a particular characteristic. Twin studies are powerful in comparing characteristics.

Question 6

Define ‘sensitive periods’

Answer 6

several overlapping periods of development where a child is sensitive to a particular stimuli or type of interaction.

Question 7

difference between continuous and discontinuous development?

Answer 7

continuous process - developmental changes occur gradually but increase in complexity over time
discontinuous process - development occurs in distinct stages that we move through to reach the goal of adulthood, and that these stages are dependent on maturation.

Question 8

Describe the Aim, Hypothesis, Results, Conclusion of Gibson and Walk’s experiment on depth perception?

Answer 8

Aim: To observe whether depth perception was innate, or whether it developed due to past experience.

Hypothesis: It is predicted that baby’s placed in the shallow end will all walk to the deep end, though babies placed in the deep end will not crawl to the shallow end due to the vertical drop, as they partly understand depth perception when they are born.

Results: 27 infants who moved off the centre of the board crawled out on the shallow side at least once.
Three of them crept off the edge onto the deep side.
many of the infants crawled away from their mother when she called to them from the cliff side, while others cried because they realised that they could not get to their mother without crossing the cliff.

Conclusion: Gibson and Walk found that infants would examine the glass on the deep side but then move away from it.

Question 9

Privation:

Answer 9

occurs when a child doesn’t form any close attachment with a care giver. can cause permanent damage to them.

Question 10

Attachment-

Answer 10

A strong, close and emotional bond that develops between an infant and its caregiver and lasts for many years.

Question 11

Describe what occurs in each of the four stages of John Bowlby’s theory of attachment and the ages that each of these phases occurs at?

Answer 11

Pre Attachment (0-2moths): Infants interact with humans and cannot discriminate between one person and another. can be left with an unfamiliar adult and not be distressed.

Attachment in the making (3-7 months): attachment to the caregiver begins. baby learns to distinguish familiar from unfamiliar faces, recognises parents, although it may not protest when separated from them.

Clear-cut attachment (8-24 months): Infants seek attachment and may display separation anxiety when their caregiver leaves.

Goal-Directed Partnership (24 months onward): Children recognise others’ needs, feelings and plans, and also understand that their caregivers will come, go and return. Communication skill beings to develop and separation anxiety decreases.

Question 12

Ainsworth’s Insecure Avoidant Attachment

Answer 12

Insecure Avoidant Attachment (20-25%)-
rarely get upset when a stranger enters the room.
do not cling to their caregiver at any stage and show no distress when their caregiver leaves the room and can ignore or avoid them whey they return.
These infants do become distressed when left alone; however they can be comforted by either their caregiver or the stranger.

Question 13

Ainsworth’s Secure Attachment

Answer 13

65% of babies experience this.
These infants will play happily when their caregiver is present, trusting that their caregiver will be there if they need the.
These infants are very attached to their caregiver and will become distressed when their caregiver leaves.

Question 14

Ainsworth’s Insecure Resistant Attachment

Answer 14

10% of babies have this form of attachment.
These infants are more clingy, cry more and do not explore or play much.
They become extremely distressed when their caregiver leaves and resist any comfort from the stranger.
These infants seek contact with the caregiver when reunited, but will not display joy during this time, they will continue to be distressed, cry and will not play.

Question 15

Harlow’s Experiment Aim:

Answer 15

To see whether attachments monkeys was due to nourishment of whether it was a result of comfort and touch.

Question 16

Assimilation:

Answer 16

process whereby new experiences are combined with existing schemata. (infant experiences a new toy for the first time, they may put it in their mouth and suck on it)

Question 17

Accomodation:

Answer 17

when new experiences cause schemata to change or modify. (if an infant discovers that the object they are trying to eat can’t be eaten and is used to play with)

Question 18

Piaget’s 4 steps of Cognitive Development:

Answer 18

Sensorimotor
Pre-operational
Concrete operational
Formal operational

Question 19

Sensorimotor stage:

Answer 19

• Infants learn about their world through their senses (hearing, seeing) and by actions (motor) such as grasping or pulling.
• Age is brith to 2 months.
• Cognitive development: Object permanence: Infants come to understand that an object still exists when it is no longer seen.

Question 20

Preoperational stage:

Answer 20

-Age: 2–7
-Children continue to develop, and they use symbols, images and language to represent their world.
Symbolic thinking–is when children develop symbols to represent objects or events.
Animism –is when children will believe that inanimate objects are alive.
Egocentrism –is when children are unable to view the world from someone else’s perspective.
Conservation –is when children cannot understand that objects stay the same despite changes in appearance.

Question 21

Concrete operational:

Answer 21

7-12
Children can perform basic mental problems that involve physical objects.
Children may stud gold to solve problems that require abstract thinking.

Question 22

Formal operational:

Answer 22

12+
Children are able to think logically and methodically about physical and abstract problems.
Children begin to think more flexibly.

Question 23

What are three criticisms of Piaget’s theory?

Answer 23

Children gain cognitive skills inconsistently and sometimes earlier or later than Piaget belived.
Small sample size as he only experimented on his kids.

Question 24

Moral Reasoning:

Answer 24

The thinking between our ideas of what is wrong and right

Question 25

Moral devolpment:

Answer 25

looks at the changes in moral reasoning as children age and mature into young adults.

Question 26

What are Kohlbergs six stages to moral reasoning?

Answer 26

Stage 1: Obedience and Punishment
Stage 2: Naive Reward orientation 
Stage 3: Good boy/good girl orientation
Stage 4: Authority orientation 
Stage 5: Social contrast orientation 
Stage 6: Individual principles and conscience orientation

Question 27

Pre Conventional Level element(s):

Answer 27

understanding of right and wrong which is based upon self-interest, and focuses on avoiding punishment or gaining rewards.

Question 28

Conventional Level element(s):

Answer 28

Right or wrong is decided in terms of being liked or disliked by others.

Question 29

Post-Conventional Level element(s):

Answer 29

Right and wrong is based on abstract principles, and the importance of flexible laws and conscience.

Question 30

Response to Heinz Dilemma for Pre Conventional Level-

Answer 30

Right: Heinz was right because he can now cure his wife and she’ll be well again.
Wrong: Heinz was wrong because the drug store owner was just trying to make money.

Question 31

Response to Heinz Dilemma for Conventional Level-

Answer 31

Right: Heinz was right because he should do whatever he can to save his wife however he has to accept the law.
Wrong: Heinz was wrong because he broke the law.

Question 32

Response to Heinz Dilemma for Post-Conventional Level-

Answer 32

Right: Heinz’s actions were against the law however he did the right thing because a human life is worth more than to uphold the law.
Wrong: Heinz is faced with a difficult decision, but he should not have the right to steal the drug over other people in the same position who cannot afford to buy the drug.

Question 33

What are Balte’s four core assumptions to development during the lifespan?

Answer 33

Development is a lifelong process.
Develop is plastic and modifiable. 
Development is multidimensional.
Development is multidirectional.
Development is embedded in multiple context.

Question 34

How does episodic memory decline with age?

Answer 34

Episodic memories are long-term memories of episodes or experiences in your life. Research has found that older people are more likely to lose episodic memories than younger adults. An older adult may report being able to remember events that occurred earlier in your life, but not what happened a week ago.

Question 35

How does semantic memory decline with age?

Answer 35

Semantic memories are long-term memories of facts and information. There does not appear to be a decline in a semantic memory with ageing.

Question 36

How does working memory decline with age?

Answer 36

Working memory refers to the mental work that is occurring at any one time. Working memory draws on information from your sensory and long-term memories. There appears to be some decline your working memory for older adults.

Question 37

Name and describe two keys to successful ageing.

Answer 37

Healthy lifestyle: Living a healthy lifestyle and having regular medical checkups can promote fitness and well-being.
Remain mentally active: Learning new skills, acquiring new knowledge and attempting challenges games and puzzles can assist cognitive skills.

Question 38

Name the six different approaches to normality.

Answer 38

Situational, historical, functional, societal and cultural, statistical, medical.

Question 39

What is the difference between a mental health problem and a mental illness?

Answer 39

Mental health problem describes a broad range of emotional and behavioural difficulties, which will affect most people at some stage in their lives, including: Anxiety, Sadness and Loss of energy or motivation.
Mental illness is a mental disorder that affects one or more functions of the mind. A mental interfere with a person’s thoughts, emotions, perceptions and behaviours.

Question 40

What proportion of people will suffer some form of mental illness during their lifetime?

Answer 40

20%

Question 41

What do the letters DSM stand for and what what is it purpose?

Answer 41

The Diagnostic and Statistical Manuel of Mental Disorders.

It is the handbook that is used by clinicians and researchers to identify and classify symptoms of mental disorders.

Question 42

What edition of the DSM are we currently using?

Answer 42

Fifth Edition

Question 43

Hypothesis and IV/DV for Hallows experiment:

Answer 43

It was hypothesised that the monkeys will attachment to the cloth mother over the wire mother, therefore supporting the idea that attachment is caused through touch and comfort rather than nourishment.
IV is Cloth or Wire Mother/
DV is which mother they attach to.