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exam revision Flashcards

1
Q

Piaget stage 1

A

Sensorimotor stage

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2
Q

Piaget stage 2

A

Preoperational stage

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3
Q

Piaget stage 3

A

Concrete operational stage

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4
Q

Piaget stage 4

A

Formal operational stage

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5
Q

Sensorimotor stage cognitive accomplishments

A

Object permanence
Goal-directed behaviour

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6
Q

Preoperational stage cognitive accomplishments

A

Animism
Centration
Egocentrism
Symbolic thinking

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7
Q

Concrete operational stage cognitive accomplishments

A

Classification
Conservation
Reversibility of thought

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8
Q

Formal operational stage cognitive accomplishments

A

Abstract thinking
Hypothetico-deductive reasoning

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9
Q

Assimilation

A

fit new information into existing cognitive schemas and understanding

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10
Q

Accommodation

A

when you alter your existing ideas and schemas to accommodate new information and understandings

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11
Q

Cognitive schema

A

Memory structure or mental representation developed from experiences, that represent someone’s general knowledge about different types of objects or events.

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12
Q

Atypical behaviour

A

behaviour that is not like the behaviour of majority of people in a population or is inconsistent with the way an individual normally behaves

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13
Q

Hereditary factors

A

factors which influence development that are genetically passed down from biological parents to their offspring.

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14
Q

Environmental factors

A

factors that influence development from an individuals’ physical and social surroundings.

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15
Q

Emotional development

A

factors that influence development from an individuals’ physical and social surroundings.

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16
Q

Three types of attachment (Ainsworth)

A

Secure attachment, insecure resistant attachment, insecure avoidant attachment

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17
Q

Cognitive development

A

the growth and maturation of our thinking processes

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18
Q

Sensitive periods

A

optimal developmental time frames in which there is the opportunity to learn a skill or process in the fastest and easiest way.

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19
Q

Critical periods

A

are narrow, rigid periods in which a specific skill or function must be learnt. If these functions are not acquired during this time, they may never develop.

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20
Q

5 categories used to categorise behaviour as atypical or typical

A

Cultural perspectives
Social norms
Statistical rarity
Personal distress
Maladaptive behaviour

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21
Q

Neurodiversity

A

the natural neurological difference that occurs between people’s nervous systems, particularly their brain, resulting in differences in learning, thinking and processing.

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22
Q

Left brain

A

Language and analytical thought

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23
Q

Right brain

A

Non-verbal processing such as pattern recognition and spatial skills

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24
Q

Neuroplasticity

A

the nervous system’s ability to change its structure and function as a result of experience and in response to injury.

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25
Q

Neurogenesis

A

The production of new neurons during early development of the nervous system and throughout the lifespan

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26
Q

Neural migration

A

The movement of newly formed neurons to their final destination in the nervous system.

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27
Q

Synaptogenesis

A

the process by which new synapses are formed between neurons

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28
Q

Synaptic pruning

A

the process of removing extra, weak or unused synaptic connections to increase the efficiency of neural transmission

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29
Q

Sprouting

A

New axon and dendrite extensions allow existing neurons to form new connections

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30
Q

Rerouting

A

New connections are made between active neurons to create alternative neural pathways

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31
Q

Acquired brain injury (ABI)

A

brain damage caused by events after birth that affects the functional ability of the brain’s nerve cells.

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32
Q

Three causes of TBI

A

Falling, assault, sports injury

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33
Q

Three causes of NTBI

A

Stroke, tumour, degenerative neurological diseases

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34
Q

Spatial neglect

A

n attentional disorder in which the individual fails to notice anything either on their right or left side.

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35
Q

What injury most commonly causes spatial neglect

A

An injury to the rear of the right parietal lobe

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36
Q

Neurological disorders

A

diseases or events that affect the brain, the spinal cord and the nerves that connect them.

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37
Q

Chronic traumatic encephalopathy (CTE)

A

a progressive, degenerative and fatal brain disease linked to repeated blows to the head; characterised by behavioural problems, personality changes and deficits in thinking.

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38
Q

What causes CTE?

A

CTE causes areas of the brain to waste away (atrophy), which results in the person losing brain mass. There also appears to be higher levels of a protein called Tau in some brain areas of people with CTE.
after trauma, when the nerve cells are damaged, the tau separates from the cytoskeleton and forms tangles in brain cells. These eventually become defective.
If enough tau builds up over time, the affected parts of the brain shrink, adversely affecting the person’s cognition and behaviour, and usually resulting in dementia.

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39
Q

Stage 1 of CTE

A

headaches, loss of attention and concentration, mild short-term memory deficits

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40
Q

Stage 2 of CTE

A

anxiety, depression, suicidality, irritable mood and increased aggression, lack of impulse control

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41
Q

Stage 3 of CTE

A

cognitive impairment and problems with executive functions, more severe memory loss and apathy

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42
Q

Stage 4 of CTE

A

a form of dementia (e.g. profound language deficits, psychotic symptoms, motor deficits, memory and cognitive impairments severe enough to impact daily living)

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43
Q

Person perception

A

the mental processes we use to form impressions and draw conclusions about the personal characteristics of other people.

44
Q

Fundamental attribution error

A

the tendency to overestimate the influence of internal factors and underestimate the impact of external factors on other people’s behaviour.

45
Q

Tri-component model of attitudes

A

Affective, behavioural, cognitive

46
Q

Cognitive dissonance

A

The psychological discomfort that a person experiences when there is inconsistency between their attitudes and their behaviours

47
Q

Limitation of the tri-component model of attitudes

A

The model doesn’t indicate the strength of a persons attitudes

48
Q

Stereotypes

A

a collection of beliefs that we have about the people who belong to a certain group, regardless of individual differences among members of that group.

49
Q

Prejudice

A

holding a negative attitude towards the members of a group, based solely on their membership of that group.

50
Q

Cognitive biases

A

systematic errors (consistent mistakes) that occur in our decision-making.

51
Q

Discrimination

A

the action of being prejudiced or treating others in an unfair manner based on the negative attitude held about them or the group they belong to.

52
Q

Prejudice leads to ___________

A

Discrimination

53
Q

Direct discrimination

A

occurs when someone is unfairly treated and is disadvantaged because of a personal characteristic protected by the law

54
Q

Indirect discrimination

A

occurs when treating everyone the same way disadvantages someone because of a personal characteristic

55
Q

Three forms of discrimination

A

Racism, sexism, ageism

56
Q

Ingroup

A

any group that an individual belongs to or with which the individual identifies.

57
Q

Outgroup

A

any group to which an individual does not belong or identify.

58
Q

Ways to reduce prejudice

A

Intergroup contact, sustained contact, superordinate goals, mutual interdependence, equality of status, changing social norms

59
Q

Intergroup contact

A

Members of opposing groups spending time with each other to break down stereotypes and recognise shared beliefs and values

60
Q

Mutual interdependence

A

Groups are reliant on each other to achieve their own goals

61
Q

5 types of social power

A

Reward, coercive, legitimate, referent, expert

62
Q

Collectivist cultures

A

value group needs or interests over the interests of the individual.

63
Q

Individualist cultures

A

place the needs of the individual above the interests of groups.

64
Q

Horizontal culture structure

A

people are seen as mostly equal in status

65
Q

Vertical culture structure

A

people are seen to have varying levels of social status

66
Q

Examples of each culture

A

Horizontal individualist- Australia
Horizontal collectivist- Rural cultures central America
Vertical individualist- USA
Vertical collectivist- Japan

67
Q

Groupthink

A

when the members of a group prioritise the strong bonds of the group over clear decision-making.

68
Q

Group shift

A

the tendency for group members discussing an issue or dilemma to adopt a more extreme position than their individual position before the discussion.

69
Q

Social connection

A

refers to the belief that we belong to a group and generally feel close to other people.

70
Q

Social comparison theory

A

suggests that to gain an accurate understanding of who we are, we make decisions, evaluations and judgements about ourselves in relation to those around us

71
Q

Anti-conformity

A

is a deliberate refusal to comply with social norms as demonstrated by ideas, beliefs or judgements that challenge these social norms.

72
Q

Bottom-up processing

A

processing information by starting with the individual elements of a stimulus and building up to an interpretation.

73
Q

Top-down processing

A

using psychological factors such as pre existing knowledge and expectations to interpret and assign meaning to a stimulus.

74
Q

Attention

A

voluntary (conscious) or involuntary (unconscious) tendency to focus awareness on a specific stimulus and ignore other stimuli.

75
Q

Controlled processes

A

Conscious, voluntary actions or cognitive processes that require a high level of attention and monitoring

76
Q

Automatic processes

A

Actions that require little conscious awareness or mental effort, and do not interfere with performance on other activities

77
Q

Sustained attention

A

Focusing attention on an activity or stimulus over a prolonged period without being distracted by other stimuli.

78
Q

Divided attention

A

(often referred to as multitasking): refers to rapidly switching the focus of your awareness between two (or more) sources of information so you can perform two (or more) tasks at the same time.

79
Q

Selective attention

A

Choosing to focus your awareness on a specific or limited range of stimuli while ignoring other stimuli.

80
Q

Depth cues

A

a variety of internal and external stimuli or processes that inform the visual system about an object’s depth or distance from the observer.

81
Q

Binocular cues

A

depth cues that require both eyes to work together and provide the brain with information about depth and distance.

82
Q

Retinal disparity

A

because our eyes are approximately 6.5cm apart, each retina receives a slightly different image. When the brain receives the separate images, it fuses (overlaps) them into one overall image and compares them. The fused image results in three-dimensional sight. Any disparity (difference) between the two images provides the brain with information about the distance of objects in the environment.

83
Q

Convergence

A

involves both eyes simultaneously turning inwards as an object moves closer (within approximately 7m) in order to maintain focus on the object

84
Q

Monocular cues

A

depth perception cues that rely on information from only one eye.

85
Q

Accommodation

A

the changing shape of the lens to maintain focus on objects of varying distances. When the object is close the lens is more rounded. When the object is further away the lens flattens.

86
Q

Psychological factors that influence visual perception

A

visual perception principles, context, motivation, past experiences and memory.

87
Q

Four gestalt principles

A

Figure ground, closure, similarity, proximity

88
Q

Four visual constancies

A

Shape constancy, orientation constancy, size constancy, brightness constancy

89
Q

Social factor that influences visual and gustatory perception

A

Culture

90
Q

Biological factors influencing gustatory perception

A

Genes, age

91
Q

Psychological factors influencing gustatory perception

A

Food packaging, memory, appearance,

92
Q

Fallibility

A

the tendency to make mistakes or be wrong

93
Q

Perceptual distortion

A

an inconsistency, or ‘mismatch’, between a perceptual experience and physical reality.

94
Q

Visual illusions

A

Visual illusions are a consistent misinterpretation of a visual stimulus.

95
Q

Agnosia

A

a perceptual disorder, which occurs when a person’s perceptual processing is impaired, so they have limited ability to make sense of sensory information.

96
Q

Visual agnosia

A

A perceptual disorder where you can see, but not interpret what you see

97
Q

Three types of visual agnosia

A

Apperceptive visual agnosia, associative visual agnosia, prosopagnosia

98
Q

Apperceptive visual agnosia

A

inability to recognise visual stimuli such as shapes or forms of an object despite having no visual deficits

99
Q

Associative visual agnosia

A

inability to recall information associated with an object, such as its name or what it is used for.

100
Q

Prosopagnosia

A

inability to recognise familiar faces

101
Q

Supertasters

A

are born with more taste buds and taste receptors on their tongue than average, and so have a higher taste sensitivity.

102
Q

Miraculin

A

a natural substance that when consumed with something sour, turns the sour tasting food or drink into a sweet-tasting food or drink.

103
Q

How does miraculin work

A

Miraculin protein binds to the sweet taste receptors in the taste buds.
When sour and acidic foods (low pH) come into contact with the miraculin-sweet receptor complex a molecular response is triggered that activates the sweet receptors.
Neural impulses are transmitted from the tongue to the gustatory cortex of the brain.
This information is integrated with taste information stored in other brain areas.

104
Q

Synaesthesia

A

refers to a group of neurological conditions where information taken in by one sense is involuntarily experienced in a way normally associated with another sense.

105
Q
A

Psychology (8 decks)

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