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semester 1 sac revision > psychology aos 1 > Flashcards

psychology aos 1 Flashcards

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1
Q

critical periods

A

critical periods are specific periods in development where the organism is most susceptible to deprivation

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2
Q

Development

A

Changes in psychological characteristics/behaviour and mental processes that occur over time

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3
Q

Developmental change

A

Any change that is relatively permanent or lasting (e.g. learning to walk)

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4
Q

Non-developmental change

A

Temporary, transient or short-term change (e.g. changes in mood)

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5
Q

4 areas of development

A

physical, social, cognitive, emotional

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6
Q

Physical development

A

development involving the body’s physical makeup, including the brain, nervous system, etc.

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7
Q

Social development

A

Changes in an individuals relationships and interactive skills

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8
Q

Cognitive development

A

Changes in an individual’s mental abilities (e.g. reasoning, problem-solving)

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9
Q

Emotional development

A

The development of the full range of emotions and the optimal way of dealing with and expressing them

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10
Q

Sequential nature of development

A

Psychological development occurs in an orderly sequence, from simple to complex

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11
Q

Qualitative changes

A

Changes that vary in quality, kind, or type, e.g. the concept of justice

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12
Q

Quantitative changes

A

Changes in quantity or number (e.g. number of words spoken)

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13
Q

Nature v nurture

A

controversy over the relative contributions that genes and experience make to the development of psychological traits and behaviors

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14
Q

Nature

A

the influence of our inherited characteristics on our being

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15
Q

Nurture

A

the influence of the environment on our being

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16
Q

Sensitive period

A

a period of time during development when an individual is more responsive to environmental experiences or learning

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17
Q

Imprinting

A

the process by which certain animals form attachments during a critical period very early in life

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18
Q

Schema

A

a mental idea of what something is and how to act on it

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19
Q

Adaption

A

processing, organizing, and using new information in ways that enable us to adjust (through assimilation and accommodation)

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20
Q

Assimilation

A

taking in new information and making it part of a pre-existing mental idea

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21
Q

Accommodation

A

changing a pre-existing mental idea in order to fit new information in

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22
Q

sensorimotor stage

A

in Piaget’s theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities

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23
Q

preoperational stage (from about 2 to 7 years of age)

A

in Piaget’s theory, during which a child learns to use language but does not yet comprehend the mental operations of concrete logic

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24
Q

concrete operational stage

A

in Piaget’s theory, (from about 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events

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25
formal operational stage
in Piaget's theory, (normally beginning about age 11+) during which people begin to think logically about abstract concepts
26
object permanence
the awareness that things continue to exist even when not perceived (sensorimotor stage)
27
goal-directed behavior
to perform and successfully complete a sequence of actions with a particular purpose in mind (sensorimotor stage)
28
symbolic thinking
the use of words and numbers to stand for ideas (preoperational stage)
29
Egocentrism
Child's difficulty taking another's point of view (preoperational stage)
30
Transformation
The understanding that something can change from one form to another (pre-optional stage)
31
Centration
The tendency to focus on just one feature of a problem, neglecting other important aspects (preoperational stage)
32
Reversibility
the capacity to think through a series of steps and then mentally reverse direction, returning to the starting point (concrete operations stage)
33
Conservation
properties such as mass, volume, and number remain the same despite changes in the forms of objects (concrete operations)
34
Classification
The ability to organise objects or events into categories based on common features (concrete operations)
35
Abstract thinking
capacity to understand hypothetical concepts (formal operations)
36
hypothetical deductive reasoning
Piaget's formal operational concept that adolescents have the cognitive ability to develop hypotheses about ways to solve problems
37
Strength of Piaget
- Furthered understanding of development - Impacted educational practice
38
Criticism of Piaget
- Underestimate childrens abilities - Overestimate their language abilities
39
Attachment
the emotional bond which forms between an infant and another person
40
Harlow's Monkeys results
Showed that tactile and contact comfort was favoured over nourishment
41
Harlow's Monkeys experiment
monkeys were reared with two artificial mothers - one bare wire cylinder with a wooden head and an attached feeding bottle, the other a cylinder with no bottle but covered with foam rubber and wrapped with terry cloth
42
Strange Situation
Measures attachment between a caregiver and child. Features a series of separations and reunions with caregiver, child and stranger.
43
secure attachment
balanced dependence and independence. Caregiver is home base for child to explore. Child can depend on the caregiver.
44
insecure-avoidant attachment
a pattern of attachment in which an infant avoids connection with the caregiver, as when the infant seems not to care about the caregiver's presence, departure, or return
45
insecure-resistant attachment
Appears to be anxious at caregiver. Upset when separated, asks to be picked up then cries to be put down.
46
insecure-disorganized attachment
Attachment type whereby infants show inconsistent or contradictory behaviours when separated from or reunited with caregivers and also tended to respond to reunions with fearful or odd behaviours.
47
Bandura
Observational learning; Bobo dolls; social-learning theory
48
Social learning theory
the theory that we learn social behavior by observing and imitating and by being rewarded or punished
49
Bandura's experiment
In this experiment children watched a model attack a doll. The children were put in a room with toys including the same doll. It was found that the kids who watched the model and the model. rewarded were much more likely to imitate the actions.
50
Strengths of Bandura
-Learning theories are precise and testable -Learning principles can be used to understand behavior at any age
51
Criticism of Bandura
- fails to account for all learned behaviour - assumes behaviour is determined by society
52
biopsychosocial model
a model of wellbeing that integrates the effects of biological, psychological, and social factors on wellbeing
53
biological factors
genetic, neurological, or physical conditions that affect the development of an individual
54
psychological factors
motivation, perception, learning, beliefs and attitudes
55
social factors
family, friends, culture, education, money
56
mental wellbeing
Being able to handle the stressful and unexpected things that happen in daily life; managing thoughts, feelings, and actions positively.
57
mental health problem
A mental health concern that interferes with functioning but is mild and temporary
58
mental disorder
an illness of the mind that can affect the thoughts, feelings, and behaviours of a person, preventing him or her from leading a happy, healthful, and productive life
59
3 D's of mental disorder
distress, dysfunction, deviance
60
3 D's: Distress
unpleasant or upsetting emotions
61
3 D's: Dysfunction
impact the condition has on an individual's ability to cope with everyday life
62
3 D's: Deviance
tendency for mental disorders to make an individual's thoughts and behaviours inconsistent with the expectations of their culture or society
63
characteristics of mental wellbeing
high functioning, resilience, social and emotional wellbeing
64
high levels of functioning
A mentally healthy person will typically demonstrate high levels of functioning in most areas of their life (e.g. work, school, relationships)
65
resilience to life stressors
Resilience is one's ability to 'bounce back' to previous normal levels of functioning when faced with adversity
66
Social wellbeing
relates to the connections you make with other people and your ability to get along with others in a community
67
emotional wellbeing
refers to your ability to feel a range of emotions and express these in a positive way
68
Dance of Life
multidimensional framework designed to assist practitioners in understanding health and wellbeing from an Aboriginal perspective
69
5 dimensions of Dance of Life
physical, psychological, social, spiritual and cultural
70
Physical dimension
Dance of life: acknowledges that our physical state cannot be separated from the land, represented by a tree
71
Psychological dimension
Dance of life: acknowledges the rich connections we make throughout our lives, as well as the different stimuli we experience
72
Social dimension
Dance of life: acknowledges the importance of family and the presence of past generations
73
Spiritual dimension
Dance of life: represents the spiritual dimension connecting us to the Earth and the universe
74
Cultural dimension
Dance of life: takes the form of three figures, symbolising healing, ceremony and traditional law, which overrides all
75
Typical behavior
When a child's behaviours, skills or abilities fall within the expected range of development
76
Atypical behavior
patterns of behaviour that are not expected for an individual or that deviate from the norm and can be harmful or distressing for the individual and those around them
77
5 factors of typicality
culture, statistical rarity, social norms, personal distress, maladaptive behaviour
78
cultural perspective
Each culture and ethnic group within that culture has its own set of norms about what is considered acceptable behaviour
79
statistical rarity
behaviours that are considered abnormal or atypical deviate significantly from the statistical average or mean
80
social norms
shared standards or social beliefs about what is normal
81
personal distress
unpleasant or upsetting emotions, such as sadness, anxiety or feeling overwhelmed
82
maladaptive behavior
a behaviour that is unhelpful, dysfunctional and non-productive
83
adaptive behavior
behaviours and cognitive processes that enable us to adjust to our environment appropriately and cope
84
neurotypicality
individuals who have standard or typical brain functioning, processing and behaviours
85
neurodiversity
the idea that every human has a unique nervous system with its own combination of abilities and needs
86
Autism Spectrum Disorder (ASD)
a disorder that appears in childhood and is marked by significant deficiencies in communication and social interaction
87
theory of mind
people's ideas about their own and others' mental states—about the
88
attention-deficit/hyperactivity disorder (ADHD)
a psychological disorder marked by the appearance by age 7 of one or more of three key symptoms: extreme inattention, hyperactivity, and impulsivity
89
cultural responsiveness
requires that health care services be respectful of, and relevant to, the health beliefs, health practices, culture and linguistic needs of diverse populations and communities

semester 1 sac revision (5 decks)

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