Test 1

Question 1

What are development trajectorys

Answer 1

Certain concepts are more relevant at some stages/ages of life than others

Question 2

Explain continuity vs. change

Answer 2

Development is waves that happens over time. Aspects of individual are open to variation before a more refined idea of self.

Question 3

Difference between quantitative and qualitative in developmental trajectories

Answer 3

Quantitative: Delays or mild variations in development
Qualitative: Individual does not meet same developmental milestones as peers.

Question 4

Describe development as an active process

Answer 4

Reciprocal influences, active agency (can change context) and adaptiveness.

Question 5

Describe constructivism

Answer 5

Through engaging with the world and things in it, children come to construct a schema.

Question 6

What are the three classifications of infant temperament

Answer 6

1- Easy going: Regular routines and easy to get along with
2- Difficult: Does not easily settle into biological routines
3- Slow to warm up: Vary in new situations

Question 7

What are the three attachment types in adult relationships

Answer 7

1- Secure: Easy going, comfortable with dependency. Not worried about abandonment.
2- Avoidant: Uncomfortable with close relationships. Find difficult to trust and depend on others. Partners want greater closeness.
3- Anxious: Want more closeness. Worry partner doesn’t really love them.

Question 8

What are the three types of learning?

Answer 8

1- Habituation
2- Classical Conditioning
3- Operant conditioning

Question 9

Explain habituation

Answer 9

The modification of behaviour as a result of the repeated occurrence of a single stimuli. Repetition of a stimulus.
Reflex: Involuntary behaviour that’s innate

Question 10

Describe sensitisation

Answer 10

Opposite to habituation. The behaviour increases.

Question 11

What are the 5 aspects of Classical Conditioning

Answer 11

1- Acquisition: Initial learning of the CR. Requires multiple pairings of the UCS and CS.
2- Spontaneous recovery: Not as strong as before.
3- Extinction: Not an unlearning of the CR.
4- Generalisation
5- Discrimination

Question 12

Explain the concept of biopreparedness

Answer 12

The duration between the CS and US can be long (hours) and still result in a CR.

Question 13

Explain operant conditioning

Answer 13

Represents learning of a specific behaviour through reinforcement and punishment

Question 14

Describe Thorndike’s law and effect

Answer 14

Behaviour is controlled by it’s consequences. Behaviour that results in a reward is more likely to occur in the future.

Question 15

Explanation of shaping in operant conditioning

Answer 15

The process of reinforcing responses that come successively closer to the desired response.

Question 16

Describe primary and secondary reinforcers

Answer 16

Primary: Innately reinforcing stimulus. Relief from aversive stimulus like pain, shock or fear.
Secondary: Learned reinforcer.

Question 17

Describe the two schedules of reinforcement

Answer 17

1- Continous reinforcement schedules: Reinforcer after every response
2- Partial/Intermittent reinforcement schedules: Reinforcer is not obtained for every response. More difficult to make association.

Question 18

Describe ratio and interval partial reinforcement schedules

Answer 18

Ratio: Reinforcement is given after a set number of responses. Response rate is generally higher.
Interval: Reinforcement is given for the first response after a set period of time has elapsed.

Question 19

Describe fixed and variable

Answer 19

Fixed: After a specified number of responses or time.
Variable: After unpredictable number of responses or time period.

Question 20

Explain Behavioural modification

Answer 20

Treatments that use operant conditioning methods to change behaviour. Reward appropriate behaviour and extinction for inappropriate behaviour.

Question 21

What are the four dynamics of punishment

Answer 21

1- Behaviour: learner must understand what behaviour is being punished
2- Severity: Punishment needs to be sufficiently intense to be long lasting
3- Delay: Punishment needs to occur immediately after the behaviour
4- Contingency: Punishment must occur every time the behaviour occurs.

Question 22

Describe the three stages of processing

Answer 22

1- Sensory memory: Less than one second. Perception.
2- Working memory: Less than 20 seconds. Awareness.
3- Long term memory: Indefinite. Remember.

Question 23

Explain the difference between maintenance and elaborative rehearsal

Answer 23

Maintenance: Trying to maintain info. long enough for it to be used.
Elaborate: Greater degree of manipulation in WM being applied to info. Improves probability that info will be stored in LTM.

Question 24

Explain the central executive in long term memory

Answer 24

Controls processing and flow of info. Brings info. from long term memory and sensory memory into the WM when needed.

Question 25

Describe priming

Answer 25

If given info, more likely to notice it next time. E.g doing a spot the difference for the second time.

Question 26

Explain the four challenges of diary studies

Answer 26

1- Time between diary and recall 2- Completion bias 3- Rehearsal effect 4- Self-monitoring effect

Question 27

Explain two solutions of the problems with diary studies

Answer 27

1- Anonymous diary via. email | 2- Surprise memory test

Question 28

Explain the source monitoring error

Answer 28

Attributing to the wrong source an event that we experienced, heard about, read about or imagined. E.g can't remember if closed the garage door this time or not.

Question 29

Explain the Misinfo. effect

Answer 29

Info encountered after event can affect what is remembered about the event.