psychology unit 1 AOS 2

Question 1

development

Answer 1

growth and change in a lifespan

Question 2

cognitive development

Answer 2

changes in thought processes as we age

eg. learning a second language or times tables

Question 3

emotional development

Answer 3

control, expression, and recognition of emotions in an appropriate way

Question 4

social development

Answer 4

changes to appropriately interact with others

eg. having a conversation with others

Question 5

nature

Answer 5

development is genetic and is based on your genetic makeup

characteristics and who they will become are solely genetic

Question 6

hereditary factors

Answer 6

factors that are genetically passed down from parents to offspring

Question 7

genetic predisposition

Answer 7

increased likelihood to develop certain traits if conditions are met
eg. if a parent has a mental health disorder then the child will have a greater chance of suffering from it

Question 8

nurture

Answer 8

the influence of our surroundings, environment, and experience is stronger in shaping who we are

Question 9

John Locke

Answer 9

believed everyone is born as a blank slate and our experiences shape us

Question 10

John Watson

Answer 10

observed relationships between stimuli and environment and looked at behaviours in response to that stimuli

individuals learn through rewards and punishment and through observing behaviours and consequences

Question 11

environmental factors

Answer 11

influence development from physical and social surroundings

eg. parents, socioeconomic status, religion, job, education

Question 12

interaction between nature and nurture

Answer 12

nature: provides potential for traits to be developed given the right environmental conditions (nurture)
nurture: had the ability to fulfill the potential to develop a certain trait (nature) can also influence development without nature

Question 13

twin studies

Answer 13

examine traits and characteristics between twins and try to understand how much is caused by genes and how much of it is environment

Question 14

adoption studies

Answer 14

if adopted children bear more resemblance to biological parents then nature is highlighted

if they are more similar to adoptive family then nurture is highlighyed

Question 15

maturation

Answer 15

biologically programmed changes which facilitate development. has a fixed sequence

Question 16

critical periods

Answer 16

narrow rigid developmental period where a skill/function must be leaned or it could never develop or maladaptive development could occur

Question 17

example of critical period

Answer 17

language acquisition
—> a period where all components of language needs to developed or they can never speak to that of a native speaker (can’t develop grammar or sentences)

Question 18

sensitive periods

Answer 18

optimal developmental period. it is where you can learn the fastest and easiest. most common in childhood because of neuron growth and brain plasticity

Question 19

example of sensitive period

Answer 19

learning a second language

—> you can still learn a second language after the sensitive period is over it just would be harder

Question 20

genie the feral child

Answer 20

missed the critical language acquisition period. she could learn words and had a rather extensive vocabulary but she could not form grammatically correct sentences. she helped scientists develop the theory that some aspects of language were critical and some were sensitive

Question 21

attachment

Answer 21

long lasting emotional bond between two individuals

Question 22

attachment theory

Answer 22

suggests the bond between children and caregivers determines the nature of the emotional development

Question 23

john bowlby

Answer 23

described attachment as necessary to ensure child experienced normal emotional development

Question 24

healthy attachment

Answer 24

the primary caregiver acts as a secure base where the infant can return for safety whilst exploring their environment. allows individuals to form strong relationships due to self esteem and sense of trust as an adult

Question 25

harry harlow

Answer 25

investigated emotional attachment in rhesus monkeys and aimed to see if the attachment is because of comfort or biological drives such as hunger. results showed that the monkeys spent longer a day on the cloth monkey regardless of food and went to it when it was scared, and did not want the wire monkey at all when it was the only one there. showed that comfort is more important than food

Question 26

mary ainsworth

Answer 26

created the strange situation experiment and made ainsworths attachment groups

Question 27

strange situation

Answer 27

1. infant abs mother enter the room 2. mother watches child explore 3. stranger comes in and interacts with child 4. mother leaves 5. mother returns, stranger leaves, reunion is observed 6. mother leaves 7. stranger enters (is child comforted?) 8. mother enters and interacts with child and the reunion is observed

Question 28

secure attachment

Answer 28

strong healthy bond between infant and caregiver as needs are consistently met. adults are self sufficient, have high self esteem and resilience

Question 29

insecure avoidant attachment

Answer 29

infant is reluctant/avoids contact to caregiver because they don’t meet their needs. in adults they can’t be intimate, ignore own emotions, are scared to depend on others, and avoids asking for help

Question 30

insecure - anxious (resistant) attachment

Answer 30

fluctuates between clinging and rejecting caregiver due to them inconsistently meeting their needs. adults heavily rely on support from others, lack independence, tend to be clingy and people pleasers

Question 31

emotional development

Answer 31

continuous, lifelong development of skills which allow people to control, recognise, and express emotions appropriately

Question 32

factors affecting attachment

Answer 32

genetics: we are born with the desire to bond. similar traits can strengthen the bond. temperament: easy - more established patterns and parents can anticipate needs —> secure attachment difficult - irregular patterns and inconsistent responses to the same thing —> insecure attachment early life experiences: positive life experiences lead to them developing secure attachment

Question 33

cognition

Answer 33

the ability to produce thought and organise information from the environment

Question 34

schema

Answer 34

mental representation of a concept developed through experience - helps us learn new concepts and can influence interactions with environment - made through prior experiences and learning

Question 35

assimilation

Answer 35

incorporation of new information into an existing schema - schema increases in depth and complexity 1. pre existing schema: child sees giraffe when at the zoo “giraffes live in zoos all the time” 2. new information: child watches TV show with giraffe in the wild 3. updated schema: child recognises animal on TV is the same as the one at the zoo “omg no way in the wild and at the zoo”7 and

Question 36

accomodation

Answer 36

restructuring existing schema to fit new information - it restructures its shape or creates an additional schema 1. pre existing schema: giraffes have four legs, a tail, and live at the zoo 2. new information: child sees animal at the zoo with four legs, and a tail so calls it a giraffe. mother explains it’s a zebra not a giraffe “giraffes have spots, not stripes like the zebra does” 3. changed schema: giraffe schema is reconstructed - giraffes have spots and a new schema is formed for zebras

Question 37

sensory motor stage

Answer 37

0-2 years | object permanence and goal directed behaviour

Question 38

preoperatuonal stage

Answer 38

2-7 years animism, overcoming egocentrism, reversibility, overcoming centration

Question 39

concrete operational stage

Answer 39

7-12 years | conservation, classification, mental operations

Question 40

formal operational stage

Answer 40

12+ years abstract thought: consider concepts not tangible or concrete use of reason and logic:

Question 41

concrete thought

Answer 41

production of thought based on knowledge acquired through personal experiences and literal interpretations. developed in sensorimotor (0-2)

Question 42

symbolic thinking

Answer 42

ability to draw conclusions, understand hypothetical constructs and represent concepts with symbols, words etc. starts in preoperatuonal stage (2-7) and becomes increasingly complex

Question 43

criticisms of piagets work

Answer 43

underestimated abilities: children have been seen to perform tasks earlier than expected lack of representation: conducted on white children neglect of stages: no further above 12 invalid research methods: based on his own children

Question 44

psychosocial development

Answer 44

interactions between cognitive and social processes throughout the lifespan that affect development and growth

Question 45

eriksons theory

Answer 45

behaviour and personality is shaped by the desire to meet social and cultural expectations proposed that there are stages and crises to confront to develop psychosocial health

Question 46

trust vs mistrust

Answer 46

0-1 years reliable caregivers develop infants trust, if unresponsive to infant, mistrust may develop

Question 47

autonomy vs shame and doubt

Answer 47

1-3 years autonomy: encouraged to make own choices shame/ doubt: choices are denied and they begin to doubt their own independence

Question 48

initiative vs guilt

Answer 48

3-6 years initiative: plans and the thoughts endorsed by others guilt: lacks of endorsement leads to the sense they have done something wrong

Question 49

industry vs inferiority

Answer 49

6-12 years industry: children are proud of their performance against other children

Question 50

identity vs role confusion

Answer 50

12-19 years identity: strong belief in who you are role confusion: uncertainty of identity

Question 51

intimacy vs isolation

Answer 51

19-30 years strong committed relationships

Question 52

generativity vs stagnation

Answer 52

30-64 years fulfilment of contribution to the next generation

Question 53

integrity vs dispair

Answer 53

64+ integrity: sense of satisfaction when reflecting on life

Question 54

normality

Answer 54

the state of having thoughts feelings and behaviours that are considered common and acceptable

Question 55

sociocultural approach to normality

Answer 55

what is normal according to social and cultural beliefs and practices eg. being married to one person at a time

Question 56

functional approach to normality

Answer 56

thoughts feelings and behaviours that enables an individual to meet demands of everyday life normal: going to school abnormal: no energy to eat

Question 57

historical approach to normality

Answer 57

dominant customs of a specific time period | —> killing people for sport

Question 58

medial approach to normality

Answer 58

thoughts feelings and behaviours that do not fit the clearly outlined diagnostic criteria for a medical condition abnormal: can be diagnosed by medical practitioner normal: do not fit diagnostic criteria

Question 59

statistical approach to normality

Answer 59

what has been measured as commonly occurring

Question 60

situational approach to normality

Answer 60

what is standard abs acceptable in specific contexts normal: screaming at concert abnormal: screaming at the shops

Question 61

typical behaviour

Answer 61

consistent with how an individual usually behaves

Question 62

atypical behaviours

Answer 62

unusual or unnatural according to how an individual usually behaves.

Question 63

adaptive behaviours

Answer 63

an activity that enhances someone’s ability to match changing demands of everyday life —> following school rules

Question 64

maladaptive behaviour s

Answer 64

impairs someone’s ability to match the changing demands of everyday life —> having a gambling addiction

Question 65

mental health disorder

Answer 65

diagnosed psychological state that involves thoughts feelings that are atypical of the person and significantly impact their ability to function independently

Question 66

biological factors

Answer 66

risk factors: poor sleep, substance abuse, genetic vulnerability protective factors: balanced diet and adequate sleep

Question 67

psychological factors risk and protective

Answer 67

risk factors: rumination , impaired reasoning, stress protective factors: cognitive behaviour strategies

Question 68

social factors

Answer 68

risk factors: insecure attachment, relationship breakdown, stigma protective factors: support from family and friends and community

Question 69

benefits of diagnosis with labels

Answer 69

- sense of understanding and empowerment for some - targeted treatment and research - inter rater reliability

Question 70

limitations of diagnosis with labels

Answer 70

- stigma, shame, lack of acceptance - become alienated from normal people - can box someone into their label - under and over diagnosis

Question 71

addiction disorder

Answer 71

dependence on a particular substance or behaviour despite negative consequences

Question 72

anxiety disorder

Answer 72

extreme ongoing worry or stress

Question 73

mood disorder

Answer 73

disabling lowering or heightening of mood

Question 74

personality disorders

Answer 74

personality traits and behaviours that diverge significantly form cultural and societal norms causing distress and harm for individual

Question 75

psychotic disorders

Answer 75

characterised by a state of psychosis | psychosis: being out of touch with reality

Question 76

schizophrenia

Answer 76

psychotic disorder characterised by the presence of longer term psychosis and impairment of functioning

Question 77

symptoms of schizophrenia

Answer 77

- hallucination eg. voices - delusions eg. thinking you’re jesus - disorganised speech - catatonia: inability to move

Question 78

two hit hypothesis s

Answer 78

states that schizophrenia arises from two events 1. genetic factor 2. environmental events it is only when these two events occur in this order is when schizophrenia is developed

Question 79

object permanence

Answer 79

object is still there even if it cannot be seen heard or touched —> show a toy to a child and then hiding it and see if they look for it or not

Question 80

goal directed behaviour

Answer 80

completing an action to achieve a goal | —> standing up with the intention of grabbing a toy

Question 81

animism

Answer 81

inanimate objects feel things

Question 82

overcoming egocentrism

Answer 82

the ability to understand the perspective of others —> child is asked to describe a mountain from their perspective and the person sitting across from them. if they can do the other persons side then they have no egocentrism

Question 83

overcoming centration

Answer 83

overcoming centration: focusing on one feature and excluding the others For example, focusing only on the height of the container rather than both the height and width when determining what has the biggest volume.

Question 84

reversibility

Answer 84

an object can return to its original shape after it has been moved —> moulding play dough

Question 85

conservation

Answer 85

conservation: properties remain the same when appearance is altered —> weight and mass remain constant

Question 86

classification

Answer 86

classification: can group objects into categories organised on common features —> can group strawberries with other fruits due to sweet taste and recognising fruits are different to vegetables