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Psychology 1 & 2 > the complexity of psychological development > Flashcards

the complexity of psychological development Flashcards

1
Q

environmental factors definition

A

different external influences within a persons environment that can affect their development that arise from an individuals physical or social surroundings.

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2
Q

genes definition

A

the basic units of inheritance that contain genetic information and form a section of DNA

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3
Q

genotype definition

A

all genes that a person has inherited from their biological parents.

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4
Q

hereditary factors definition

A

biological influences on development that result from genetic information passed from biological parents to their offspring

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5
Q

hereditary definition

A

the passing on of genes or genetic information from parents to their offspring

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6
Q

phenotype definition

A

how a persons genes are expressed in their outward characterstics

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7
Q

psychological development definition

A

refers to an individuals changes and lifelong growth across emotional, cognitive, and social domains.

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8
Q

recall the three main areas of psychological development

A
  1. Social
  2. Emotional
  3. Cognitive
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9
Q

define the social domain of psychological development

A

changes in an individuals relationships with other people and their skills in interacting with others

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10
Q

define the cognitive domain of psychological development

A

changes in an individuals mental abilities such as reasoning, problem solving, decision making, perception, learning, memory and use of languages.

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11
Q

define emotional domains of psychological development

A

changes in how an individual experiences different feelings and how these feelings are expressed, interpreted and dealt with.

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12
Q

define nature

A

refers to the hereditary factors, which includes the full collection of genes known as the ‘human genome’. Genes inherited from humans biological parents influence physical and psychological development.

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13
Q

define nurture

A

refers to environmental factors and the things within it that shape physical, cognitive, social and emotional development.

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14
Q

enriched definition

A

all basic needs and more are provided so the environment positively contributes to the growth and development of an individual.

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15
Q

recall the five environmental factors

A
  1. Emotional environment
  2. Sociocultural environment
  3. Learning environment
  4. Prenatal environment
  5. Physical environment
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16
Q

define emotional environment

A

attachment, close interpersonal relationships, comfort

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17
Q

define sociocultural environment

A

values, beliefs, religion, social norms, culture, socioeconomic status

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18
Q

define learning environment

A

sensory input and stimulation, play, quality of education

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19
Q

define prenatal environment

A

mothers nutrition while pregnant, alcohol/frug use, exposure to toxins

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20
Q

define physical environment

A

exposure to pollutants, disease, extreme temperatures, nutrition, accidents/injuries

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21
Q

genetic predisposition definition

A

the increased likelihood
to develop certain traits,
including diseases, if
certain conditions are met

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22
Q

environment can have a powerful impact on
__________, _________, and _________ development. If either inherited factors or environmental factors are lacking, an individual may experience _________________.

A

environment can have a powerful impact on physical, cognitive, and emotional development. If either inherited factors or environmental factors are lacking, an individual may experience atypical development.

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23
Q

what was the first school of thought for the interaction between hereditary and environmental factors

A
  1. The first school of thought suggested that each individual was unique due to their biology or genes. This school of thought put an emphasis on hereditary factors – factors that influence development and are genetically passed down from biological parents to their offspring.
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24
Q

what was the second school of thought for the interaction between hereditary and environmental factors

A
  1. The second school of thought suggested that each individual was unique due to their
    experiences and how these experiences shaped them. This school of thought put an
    emphasis on environmental factors – factors that influence development and arise from
    an individual’s physical and social surroundings.
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25
Q

what is the conclusion on the interaction between hereditary and environmental factors (nature vs nurture)

A

Researchers now agree that the complexity of human development relies on an interaction of both nature and nurture and therefore, the influence of both hereditary and environmental factors.

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26
Q

define the biopsychosocial model

A

The biopsychosocial model is a holistic, interdisciplinary framework for understanding the human experience in terms of the influence of biological, psychological, and social factors.

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27
Q

define biological factors in relation to the biopsychosocial model

A

Biological factors are
internal genetic and/
or physiologically based
factors. These factors can
be innate, such as genetic
predispositions passed
down from one’s parents,
or can come about later in
life, such as through taking
certain medications.

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28
Q

define psychological factors in relation to the biopsychosocial model

A

psychological factors are internal factors pertaining to an individual’s mental
processes, including their
cognition, affect, thoughts,
beliefs, and attitudes

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29
Q

define social factors in relation to the biopsychosocial model

A

Social factors are external
factors relating to an
individual’s interactions
with others and their
external environment,
including their
relationships and
community involvement

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30
Q

define mental wellbeing

A

an individual’s current
psychological state,
involving their ability to
think, process information,
and regulate emotions

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31
Q

explain mental wellbeing’s relation to the biopsychosocial model

A

according to the model, mental wellbeing is influenced by the interaction of biological, psychological, and social factors. Any of these factors can increase or decrease the potential for an individual to have high levels of mental wellbeing

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32
Q

low levels of mental wellbeing can be improved by…

A

addressing a combination of biological, psychological and social factors within their lives.

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33
Q

high levels of mental wellbeing cannot be attained if…

A

only one of the factors of the biopsychosocial model is focused on, all need to be addressed.

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34
Q

why is mental health represented as a continuum of mental wellbeing

A

mental health is not considered as something we have or do not have, but instead we may be ‘more or less’ mentally healthy. Mental health as a continuum can range from mentally healthy, mental health problem, to a more diagnosable disorder.

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35
Q

The location of an individuals mental health on the continuum is _______. This means that it is _______ because it may ___________ over time depending on circumstances.

A

The location of an individuals mental health on the continuum is unstable. This means that it is not fixed because it may vary or fluctuate over time depending on circumstances.

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36
Q

5 mentally healthy characteristics

A
  1. have high levels of functioning
  2. can form positive relationships with others (high levels of social wellbeing)
  3. can manage their feelings and emotions (high levels of emotional wellbeing)
  4. can cope with the normal stresses that arise in daily life – that is, they have the resilience to cope with and manage change and uncertainty
  5. can think logically and problem solve
    have a reasonable level of confidence in their abilities and positive self-esteem.
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37
Q

6 mental health problem characteristics

A
  1. Increased or decreased sleep and appetite
  2. loss of energy and motivation
  3. difficulty concentrating
  4. difficulty focusing on or completing work or study tasks
  5. irritability
  6. becoming withdrawn.
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38
Q

5 mental disorder characteristics

A
  1. reduced levels of day-to-day functioning
  2. reduced ability to cope with and manage change and uncertainty
  3. impaired ability to engage in social relationships
  4. significant changes in thoughts, feelings and behaviors, apathy and a lack of interest
  5. serious or prolonged changes in one’s typical character
  6. impaired ability to function independently, such as taking care of oneself at home.
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39
Q

mental health disorders often lead to a person experiencing the __________. What are these?

A

mental health disorders often lead to a person experiencing the three D’s. These are distress, disfunction, deviance.

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40
Q

define the three key characteristics of mental wellbeing

A

1.high levels of functioning
2. resilience to life stressors
3. social and emotional wellbeing.

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41
Q

define high levels of functioning

A

A mentally healthy person will typically demonstrate high levels of functioning in most areas of their life and can typically maintain their high levels of functioning when they encounter everyday challenges. They are therefore often referred to as adaptive or resilient.

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42
Q

resilience definition

A

Resilience is one’s ability to ‘bounce back’ to previous normal levels of functioning when faced with adversity.

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43
Q

define life stressors

A

any event or experience that causes stress

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44
Q

define social wellbeing

A

Social wellbeing relates to the connections you make with other people and your ability to get along with others in a community.

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45
Q

define 4 examples of high levels of social wellbeing

A
  1. developing positive relationships with family and friends
  2. respecting and interacting appropriately with people from other ethnic and cultural backgrounds
  3. being able to work as part of a team, such as in the workplace or on a sports team
  4. contributing to society in some way, such as through a volunteer organisation.
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46
Q

define emotional wellbeing

A

Emotional wellbeing refers to your ability to feel a range of emotions and express these in a positive way.

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47
Q

define five examples of high levels of emotional wellbeing

A
  1. being able to express a range of emotions relevant to the context
  2. being able to control varied emotions and respond to these in a positive manner
  3. acting in a positive manner and having a positive affect
  4. identifying emotions in others and responding appropriately
  5. responding to setbacks with appropriate emotions.
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48
Q

‘Dance for Life’ framework definition

A

identifying five dimensions of life and development that health professionals should observe when working with Aboriginal and Torres Strait Islander communities

49
Q

recall the 5 dimensions of the dance for life framework

A
  1. Physical dimension
  2. Psychological dimension
  3. Social dimension
  4. Spiritual dimension
  5. Cultural dimension
50
Q

define the physical dimension of the dance for life framework

A

acknowledges that physical state cannot be separated from the land, represented by a human tree connected to the Earth and being nurtured by country

51
Q

define the psychological dimension of the dance for life framework

A

acknowledges that rich connections we make throughout our lives as well as the stimuli, we experience through all five of our senses.

52
Q

define the social dimension of the dance for life framework

A

acknowledges the importance of family and the presence of past generations, representing a shared strength and wellbeing in community

53
Q

define the spiritual dimension of the dance for life framework

A

the tree of life represents the spiritual dimension connecting us to the earth and the universe, not only connecting, but protecting use from all things outside our earthly existence

54
Q

define the cultural dimension of the dance for life framework

A

grounded in the land, the cultural dimension encompasses healing, ceremony and tradition law. These aspects are connected and weave throughout life.

55
Q

risk factors definition

A

risk factors are those that contribute to the likelihood of a person either suffering from a mental disorder or experiencing a relapse

56
Q

list 4 examples of risk factors

A
  1. Low self-esteem
  2. Low income and poverty
  3. Cognitive/emotional immaturity
  4. Difficulties or failure at school
57
Q

protective factors definition

A

protective factors guard against onset or relapse by supporting a persons general wellbeing. They provide resilience.

58
Q

list 4 examples of protective factors

A
  1. Self-esteem/confidence
  2. Scholastic achievements
  3. Ability to solve problems and manage stress or adversity
  4. Satisfaction and success at work
59
Q

emotional development definition

A

is the continuous, lifelong development of skills that allow individuals to control, express and recognize emotions in an appropriate way.

60
Q

emotions definition

A

refer to temporary feelings which arise from personal experiences usually occurring as an unconscious response

61
Q

the range of an individuals emotions, and our knowledge of ____________ these emotions becomes ____________ as we ______________.

A

the range of an individuals emotions, and our knowledge of how and when to express these emotions becomes increasingly sophisticated as we age and develop.

62
Q

define the theory of mind

A

refers to an individuals ability to attribute and understand mental states, beliefs, experiences, and emotions of oneself and others.

63
Q

list the 4 skills that developing theory of mind include

A
  1. Recognizing the emotions of others
  2. Assigning words to certain emotions, such as happy or sad
  3. Participating in imaginary play
  4. Understanding that the expression of certain emotions may lead to consequences
64
Q

upon reaching adulthood, and achieving a fully developed theory of mind, individuals should reach a state of __________.

A

emotional intelligence

65
Q

emotional intelligence definition

A

an individuals ability to monitor their own and others’ emotions and using this information to guide their thoughts and behaviours

66
Q

attachment definition

A

a long-lasting bond between two individuals and specifically refers to the bond between an infant and their primary caregiver.

67
Q

define the theory of attachment

A

the attachment formed significantly impacts the infants emotional development. It has the exponential to enhance or reduce their ability to understand and express their own emotions as well as recognize the emotions of others throughout their lifespan.

68
Q

explain Harry Harlows theory of attachment experiments

A

An investigation on maternal-seperation, dependancy needs and social isolation experiments on rhesus monkeys. He investigated the factors influencing the development of attachment.

69
Q

what was the aim of Harry Harlows 1958 experiment

A

to determine the role of food provision in the formation of infant-monkey attachment.

70
Q

what was the conclusion of Harry Harlows 1958 experiment

A

Harlow concluded that ‘contact comfort’ (provided by the softness of the cloth covering) was more important than feeding in the formation of an infant rhesus monkeys attachment to its mother.

71
Q

recall Ainsworths three distinct patterns of attachment

A
  1. Secure attachment
  2. Insecure-avoid attachment
  3. Insecure-anxious (resistant) attachment
72
Q

define ainsworths pattern of secure attachment

A

a style of attachment in which a strong, healthy emotional bond is formed between the infants and their primary caregiver due to the caregiver consistently meeting the needs of the infant.

73
Q

define ainsworths pattern of insecure-avoid attachment

A

a style of attachment in which the infant may avoid or be reluctant to receive contact from their primary caregiver, usually due to the caregiver not responding to the infants needs

74
Q

define ainsworths pattern of insecure -anxious (resistant) attachment

A

a style of attachment in which the infant fluctuates between clinging to and rejecting their primary caregiver, usually due to the caregiver inconsistently meeting the infants needs.

75
Q

cognition definition

A

the conscious mental activities - the activities of thinking, understanding, learning and remembering

76
Q

cognitive development definition

A

Cognitive development refers to the
continuous, lifelong development of the ability to think, comprehend, and organise information from the internal and external environment.

77
Q

explain Jean Piagets theory of cognitive development

A

during the cognitive development, the brain builds schemata (mental structures that organise past and future experiences). These mental stages are altered by the processes of accommodation and assimilation.

78
Q

define assimilation

A

the press of taking in new information and fitting it into and making it part of existing mental ideas about objects or the world.

79
Q

define accommodation

A

refers to changing an existing mental idea in order to fit new information

80
Q

recall piagets four stages of theory for cognitive development

A
  1. The sensorimotor stage
  2. The pre-operational stage
  3. The concrete operational stage
  4. The formal operational stage
81
Q

define the age range for the sensorimotor stage

A

0-2 years

82
Q

define the sensorimotor stage

A

infants construct their understanding of the world by coordinating sensory experiences with motor abilities

83
Q

what are the 2 key cognitive accomplishments for the sensorimotor stage

A
  1. Object permanence
  2. Goal directed behaviour
84
Q

define object permanence

A

the understanding that an object continues to exist, even after the infant can no longer see it

85
Q

define goal directed behaviour

A

carrying out a behaviour with a particular goal in mind

86
Q

define the age range for the pre-operational stage

A

2-7 years

87
Q

define the pre-operational stage

A

child is increasingly able to assimilate and accomodate, and therefore think in more complex ways. They are becoming increasingly able to internally represent events (think and imagine things in their minds)

88
Q

what are the 5 key cognitive accomplishments for the pre-operational stage

A
  1. Egocentrism
  2. Animism
  3. Transformation
  4. Centration
  5. Reversibility
89
Q

define egocentrism

A

the inability to see things from others point of view

90
Q

define animism

A

the belief that everything has a consciousness

91
Q

define transformation

A

understanding that something can change from one stage to another (form or structure)

92
Q

define centration

A

the child can only focus on one quality or feature of an object at a time

93
Q

define reversibility

A

is the ability to mentally follow a sequence of events or line of reasoning back to its starting point

94
Q

define the age range for concrete operational stage

A

7-12 years

95
Q

define the concrete operational stage

A

revolves around what they know and what they can experience through their sense: that is, what is concrete

96
Q

what are the 2 key cognitive accomplishments for the concrete operational stage

A
  1. Conservation
  2. Classification
97
Q

define conservation

A

the understanding that certain properties of an object can remain the same even when its appearance changes

98
Q

define classification

A

the ability to organise objects or events into catagories based on common features that set them apart from other catagories

99
Q

define the age range for the formal operational stage

A

12+ years

100
Q

define the formal operational stage

A

more complex thought processes become evident and thinking becomes increasingly sophisticated. Thinking does not rely on being able to see or visualise things in order to understand concepts

101
Q

what are the two key cognitive accomplishments for formal operational stage

A
  1. Abstract thinking
  2. Logical thinking
102
Q

define abstract thinking

A

a way of thinking that does not rely on being able to see or visualise things in order to understand concepts

103
Q

define logical thinking

A

refers to the ability to think in a systematic way and develop a plan to solve problems

104
Q

define the three criticisms of piagets theory

A
  1. Piaget may have overestimated young childrens language ability, leading him to assume that wrong answers came from faulty thinking.
  2. Alternative explanation: child misunderstood the task or did not explain their answer clearly.
  3. Small number of participants + often examples involved his own children.
105
Q

define social behaviour

A

any behaviour that consists of interaction between 2 or more people

106
Q

define social development

A

the continuous, lifelong development of certain skills, attitudes, relationships, and behaviours that enable an individual to interact with others to function as a member of society

107
Q

explain albert banduras social learning theory

A

studies observations of childrens response to watched behaviour of others. Results demonstrated that social behaviour is learned primarily by observing and imitating the behaviours of others: also influence by being rewarded and/or punished for these actions.

108
Q

define observational learning

A

occurs through watching another persons behaviours and the consequences of these behaviours, learning through watching others is referred to as learning.

109
Q

define modelling

A

when the observer demonstrates the learned behaviour by imitating it

110
Q

recall the 4 elements of observational learning

A
  1. Attention
  2. Retention
  3. Reproduction
  4. Motivation
  5. Reinforcement
111
Q

define attention

A

learner actively watches models behaviours

112
Q

define retention

A

learner stores the memory in a mental representation to be used later

113
Q

define reproduction

A

the learner is able to replicate what was observed. At this point the learner has not acted, this stage is about the ability to act.

114
Q

define motivation

A

the learner must want to perform the learned behaviour. There needs to be a desirable consequence.

115
Q

define reinforcement

A

the learner is reinforced or punished when the behaviour has been performed

116
Q

define the aim of Banduras 1961 experiment

A

investigate the effectiveness of observational learning in preschool children. Specifically, aimed to investigate if aggression could be learnt through observational learning.

117
Q

recall the 4 results of banduras experiment

A
  • children who observed aggressive models made a far more imitative aggressive response
  • the girls in the aggressive models also showed more physical aggressive responses if the model was made, but more verbally if female
  • boys were more likely to imitate same-sex models than girls
  • boys imitated more physically aggressive acts than girls
118
Q

recall the three key components of banduras experiment

A
  1. Modelling
  2. Aggressive arousal
  3. Test for delayed imitation
119
Q

define vicarious reinforcement

A

Reinforcement gained by watching another person. Occurs when the frequency of certain behaviours increases as a result of observing others rewarded for the same behaviours.

Psychology 1 & 2 (4 decks)

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