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Psych > U1AOS2 Chapter 3C > Flashcards

U1AOS2 Chapter 3C Flashcards

1
Q

Define emotional development

A

Is the continuous, lifelong development of skills that allow an individual to express and recognise their emotions in and appropriate way

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2
Q

Define theory of mind

A

an individuals ability to monitor their own and others emotions, and use this to guide their thoughts and behaviours

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3
Q

Who developed the theory of attachment?

A

Harry Harlow

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4
Q

What does the theory of attachment suggest?

A

The attachment formed between an infant and their primary caregiver can influence their ability to understand and express their own emotions

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5
Q

What did Harry Harlow do?

A

Harlow was known for his experiments on maternal separation, dependancy need and social isolation experiments of rhesus monkeys

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6
Q

Cognition

A

Cognition refers to all of the mental processes that occur within the mind

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7
Q

What is cognitive development?

A

A gradual and life-long process that is somewhat reliant on biological and physical development. We generally make predictions based on behaviour.

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8
Q

Who developed the theory of cognitive development?

A

Jean Piaget

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9
Q

What did Jean Piaget do?

A

Piaget changed the view of many psychologists regarding the cognitive capabilities of infants and provided the foundation for new research. Psychologists previously believed that that infants thoughts were random and occurring without purpose.

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10
Q

What are schema/schemata

A

Mental structures that organise past and future experiences

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11
Q

Assimilation

A

Process of taking in new information and making it a part of a pre-existing mental idea (schema)

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12
Q

Accomodation

A

Changing or creating new schema to accomodate new information

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13
Q

What are the 4 stages of Piagets theory?

A
  • Sensorimotor
  • Pre-operational
  • Concrete-operational
  • Formal operational
    (Small Pigs Can Fly)
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14
Q

2nd stage of Piagets

A

Pre-operational (2-7 Years)
Child can assimilate and accomodate information and are developing ability to internally represent events (Mental images and imagination)

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14
Q

1st stage of Piagets

A

Sensorimotor (0-2 years)
Infants construct their understanding of the world by coordinating what they can sense and their motor abilities

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15
Q

3rd stage of Piagets

A

Concrete operational (7-12 Years)
What the child knows and what they can experience through their senses develops their thinking

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16
Q

4th stage of Piagets

A

Formal operational (12+ years)
More complex thought processes and more sophisticated thinking. Thinking no longer relies on being able to see in order to understand.

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17
Q

KEY COGNITIVE ACCOMPLISHMENTS of stage 2 of Piagets

A
  1. Egocentrism
  2. Animism
  3. Transformation
  4. Centration
  5. Reversability
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17
Q

KEY COGNITIVE ACCOMPLISHMENTS of stage 1 of Piagets

A
  • Object permanence
  • Goal directed behaviour
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18
Q

KEY COGNITIVE ACCOMPLISHMENTS of stage 3 of Piagets

A
  • Conservation
  • Classification
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19
Q

KEY COGNITIVE ACCOMPLISHMENTS of stage 4 of Piagets

A
  • Abstract thinking
  • Logical thinking
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20
Q

Object permanence

A

An object continues to exist, even after the infant can no longer see it

20
Q

Goal directed behaviour

A

carrying out a behaviour with a particular goal in mind

21
Q

Egocentrism

A

The inability to see things from others’ point of view

22
Q

Animism

A

Belief that everything has a consciousness

23
Q

Transformation

A

Understanding that something can change from one state to another

24
Q

Centration

A

Can only focus on one quality of feature of an object at a time

24
Q

Reversibility

A

Ability to follow a sequence or line of events back to its starting point (eg. movie or story plot)

24
Q

Conservation

A

Understanding that certain properties of an object can remain the same even when its appearance changes (eg. cup of water may look different in different jugs)

25
Q

Classification

A

Ability to organise events or objects into certain categories based on common features that set them apart

26
Q

Abstract thinking

A

Thinking does not rely on being able to see or visualise things (eg. philosophical or hypotheticals)

27
Q

Logical thinking

A

Ability to think in a systematic was and develop a plan to solve problems )eg. using equations and recipes)

28
Q

What are 3 criticisms of Piagets theory?

A
  1. Later research found that infants know a lot more than Piaget believed they did
  2. Piaget overestimated young children’s language ability, leading him to believe that wrong answers came from faulty thinking and not misunderstanding
  3. He used a small number of participants and often referred to examples involving his children.
29
Q

Define social behaviour

A

Any behaviour that consists of interaction between 2 or more people is considered to be social behaviour

30
Q

Why is social development important?

A

Humans are inherently social creatures that rely on friendships to avoid loneliness and boredom and to give physical comfort and emotional support

31
Q

Define the social learning theory

A

Social behaviour (any behaviour displayed socially) is learned primarily by observing and imitating the actions of others

32
Q

Vicarious learning

A

Learning through watching others

33
Q

Modelling

A

When the observer demonstrates the learned behaviour by imitating it

34
Q

Observational learning

A

Occurs through the watching another persons behaviour and the consequences of these behaviours

35
Q

5 elements of observational learning in order

A

Attention
Retention
Reproduction
Motivation
Reinforcement

36
Q

When is the behaviour modelled?

A

Between motivation and reinforcement

37
Q

Attention

A

Learner allocates mental awareness and energy to focus on the model

38
Q

Retention

A

Learner makes the conscious effort to retain the memory for later use

38
Q

Reproduction

A

Learner possesses the ability to act out the behaviour (Are they able not have they done it)

39
Q

Motivation

A

Learner wants/needs to act out the said behaviour

40
Q

Reinforcement

A

Learner is reinforced (more likely to re-occur) or punished (less likely to re-occur) based on behaviour.

41
Q

What did Albert Bandura do?

A

In the 1960s, Bandura and colleagues conducted a series of experiments regarding children’s behaviour and he then developed the social learning theory

42
Q

Who developed social learning theory?

A

Albert Bandura

43
Q

Aim of Banduras experiments

A

To investigate if aggression could be learnt through observational learning and the effectiveness of observational learning in preschool children

44
Q

Stage 1 of Banduras experiment

A

Modelling:
Group 1 watched a model behaving aggressively towards the Bobo doll
Group 2 saw a non-aggressive model play quietly with other toys
Group 3 were controlled and not exposed to any model

45
Q

Stage 2 of Banduras experiment

A

Aggression arousal:
All children were subjected to ‘mild aggression arousal’ , where they were taken to a room with attractive toys then had them taken away “for other children”

46
Q

Stage 3 of Banduras experiment

A

Test for delayed imitation:
Final room contained both aggressive and non toys, including the Bobo doll. The child was in the room for 20 minutes and observed at 5 second intervals.

47
Q

Results of Banduras experiment

A
  • Children who observed the aggressive model made far more imitative aggressive responses than those in the other groups
  • Girls in AM group showed more physical aggression results for a male model, and verbal for female
  • Boys imitated more physically aggressive acts than girls
    -Boys were more likely to copy other males

Psych (5 decks)

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