Psyc112 internal exam prep

L1. Definition of development

Development -> sequence of physical + psychological changes that occur with age

L1. Definition of developmental psychology

study of age-related changes in behaviour, thinking etc

L1. Quantitiative change (continuity)- eg

sea sponge -> grows larger over time

L1. Qualitative change (discontinuity) eg

frog's life cycle: egg -> tadpole -> frog

L1. Critical period

-> MUST occur for development, dramatic, irreversible

-> humans (16-80days from conception)

Eg birds imprinting

L1. Sensitive period

-> optimal age range for certain experiences, development can still occur if delayed

- first 2-3yrs of life

L1: cross-sectional vs longitudinal design

cross sectional -> compares ppl of diff ages at same time

longitudinal (more effective) -> repeatedly tests same cohort as it grows older

L2. What is cognitive development?

-> intellectual growth

processes eg: memory, learning

L2. Who was the Father of Cognitive development ?

-> Jean Piaget

-> 4 stages of cognitive development (normal children)

L2. Stage 1 (Sensorimotor stage)

->external stimulation

->birth to 2yrs

L2: Sensorimotor stage- Object permanence

-> objects do not cease to exist when they are out of sight

L2: Sensorimotor stage- Schema formation

-> mental rep that defines a behaviour category

-> understand current + future experiences

Assimilation definition

-> new info is modified to fit an existing schema

Accomodation definition

-> existing schema is modified to change new experience

L2: Sensimotor stage- Representational thought

-> ability to form mental representations

-> end of stage 1

L2: Preoperational stage (stage 2)

-> able to think logically + symbolically

-> rapid language development

L2: Age range Preoperational stage

-> 2-7 years

L2: Conservation- stage 2

-> specific properties of objects remain same despite apparent changes

L2: Egocentrism (stage 2)

Child's beliefs that others see the world in the same way

L2: Concrete operations- (Stage 3) features

-> ability for logical analysis + empathy + cause-effect relations

L2: Age range stage 3 (concrete operations)

-> 7-12yrs

L2: Formal operations (Stage 4) features

-> abstract reasoning + metacognition

-> exposure to scientific thinking

L2: Age range- Stage 4 (Formal operations)

-> 12yrs+

Criticism 1 of Piaget's theory- (Babies don't start with nothing)

1. Space + objects- What is the visual cliff?

children can perceive depth at a crawling age

L3: Criticism 1 of Piaget's theory- (Babies don't start with nothing)

1. Space + objects - What is the effect of occlusion

-habituation: kids get used to 'normal' pay attention to 'new'

L3: Criticism 1 of Piaget's theory- (Babies don't start with nothing)

1. Space + objects - understanding of support + object permanence

-understand support -> by 6months

-object permanence -> 'A not B' error

L3: Criticism 1 of Piaget's theory- (Babies don't start with nothing)

2.Number + maths reasoning

-> no concept of number until 6yrs

but -> 6mth olds understand numbers

L3: Criticism 1 of Piaget's theory- (Babies don't start with nothing)

3. Social cognition

->rather look at faces than scrambled faces

-> can understand actions -> intentions

L3: Criticism 2- Cognitive dev isn't all or nothing

1. Numeracy in preschoolers

Counting -> toddlers can understand

Numerical reasoning -> kids younger than 6yrs can conserve numbers

L3: Criticism 2- Cognitive dev isn't all or nothing

2. Social cognition in preschoolers *4

Egocentrism -> 1yr olds turn head to see what mum is looking at

Theory of mind-> understanding of others' minds

Others' likes + dislikes -> 18mnth gave what exp liked/14mnth gave what they liked

True + false beliefs -> false belief task: 4yr olds pass, 3yr olds don't

L4: What is social development?

-> forming bonds with ppl, learning social norms + to be good friends

L4: What is attachment?

-> emotional + social bond between infant + caregiver eg Harlow's monkeys

4 factors to achieve social development

-Social learning theory -> we learn to behave by watching others

-Cognitive development theory -> cognitive dev drives social dev

-Parents (authoritative: control but warm, authoriarian: control no warmth, Indulgent: warm but passive, Neglectful: uninvolved)

-Peers

L4: Emotional development *3 features

Expressing emotions -> basic emotions present early, self-awareness

Understanding others feelings -> social referencing

Emotional regulation -> display rules: degree that emotions need to be regulated

L4: Moral development *2 features

(moral behaviour- conforms to social norms)

Not doing wrong -> guided by consequences

Principle of minimal sufficiency (consequences should be big enough to only change behaviour)

Doing right -> empathetic distress, help is egocentric

L4: Kohlberg's theory of moral dev (Preconventional level)

behaviour based on external punishments

Stage 1- punishment + obedience

Stage 2- hedonism (pleasure of fulfilness of needs)

L4: Kohlberg's theory of Moral development (Conventional level)

understanding social system is interested in ppl's behaviour

Stage 3- maintaining good relations

Stage 4- maintaining social order

L4: Kohlberg's theory of moral development (Post-conventional stage)

modern rules have universal underlying principles

Stage 5- rules are social contracts

Stage 6- universal ethics eg value of human life + dignity

L5: Definitions: Gender (ID, roles, stereotypes)

ID-> one's private sense of gender

Roles-> cultural expectations

Stereotypes-> differences in behaviours + traits M/F

L5: development of gender timespan

18mnths-> start of preferences

2-3yrs -> knowledge of own gender, toys + friends

5yrs -> gender constancy

L5: biological influences for gender differences *3

-Hormones -> prenatal testosterone exposure -> more 'male like' behaviour

-Brain differences -> hormone exposure-> cognitive differences eg spatial vs verbal skills

-Evolutionary theory -> different ancestral roles may have shaped gender skills

L5: Environmental influence study 1- Montemayor (1974)

-6-8yr olds play game

-> children enjoy + are better at gender appropriate game

L5: Environmental influence study 2- Smith & Loyd (1978)

-mothers of toddlers play with 6mth old

-> mothers treat infants differently based on gender

L5: Environmental influence study 3- Morrongiello & Dawber (1999)

-communication btw parents + kids

-> boys got more directives + physical pressure, girls got more explanations + protection

L6: the child sexual abuse dilemma

->children are unwilling to disclose abuse

-> physical evidence is rare (no eye witnesses)

-> controversy

L6: Factors that affect reliability *M

-memory-> early memories limited by short duration, context, language skills + knowledge

-age 5-> capable of legally useful info

L6: Factors that affect reliability *V R

Verbal reports-> free recall: highly accurate but brief

-> specific questions: more detail but high errors

L6: Factors that influence reliability * S

Suggestibility (Reed, 1996)

-> prone to misinfo

Cognitive-> memory distortion

Social-> pressure from others

L6: Problems for child witnesses *4

1. Lack of legal knowledge (vocab + procedure)

2. confronting the accused -> kids less willing to incriminate

-> effects increase if kid is threatened

3. Courtroom enviro

-> large group strangers, elevation of judge, isolation of witness box, formal attire

4. cross examination

-> child questioned by opposing lawyer (leading , confusing questions -> change testimony)

L7: Development of children's drawing ability *5 stages

1. Scribbling stage (2-3yrs)

2. preschematic stage (3-4yrs) attempt at human figures

3. schematic stage (5-6yrs) child develops schema

4. realistic stage (9yrs) more detail

5. period of indecision

-> art is done or left alone

L7: the clinical value of children's drawings *2

1. Projective measures (intelligence, psychological well-being, sexual abuse)

2. verbal comms aid

L7: what did the study by Butler, Gross & Hayne (1995) find?

->kids in draw + tell group recalled x2 info than the tell group in DIRECTED RECALL

L8: data about imaginary friends

-65% preschool kids have 1 or more

-girls ,first born/only children most likely

L8: traits of imaginary friends + reasons why they exist

-> most are children, some are real ppl, magic powers, animals can talk

Compensatory theory -> provide fun + companionship

L8: Attachment to objects

-> 90% kids aged 1.5yrs NZ

-> transitional, ease sleep-wake, sub for caregivers

-> reduce distress + foster exploration

L9: TV trends in children

average 2-5hrs a day, over 50% would choose TV over time with their dad

Preschoolers -> amount is increasing, 90% watch before 2yrs old

L9: Pros/cons of TV

Pros->educational (alphabet + writing)

cons-> delays development, hyperactivity, decreased reading + sleep, violence

L9: Videogame consumption trends

-average time 5-13hrs (F vs M)

-amount of time is increasing but TV watching is stable

L9: Pros vs cons of video games

-nonviolent games (edu, fine motor skills, coordination, distraction from pain)

-violent games (aggression)

L10: what is health

-> more than 'not being sick'

-> understandings vary across cultures

What is health psychology?

examines how biological, social, and psychological factors influence health and illness

L10: what is the biopsychology approach

Bio-physical factors eg blood pressure

psycho- mental factors

social - social factors

L10: what are the 4 levels of thinking of health

Individual-> knowledge, beliefs, psychological factors

social/community-> networks, community, collective action

living/working conditions -> school, work, access to resources, public health

Enviro/sociocultural-> policy, economics, power

L10: Te Whare tapa wha model of health *5

wairua-> spiritual

hinengaro-> mental/emotional

Tinana-> physical

Whenua-> land/roots, whanau-> family/social

L10: Fonofale model of health *5

culture -> (physical, spiritual, mental, other) family

L11: what is a stressor

Something that inflicts stress (short) or (long)

-> not all bad

L11: what is stress

-> psychological response to stressor

Negative->perceived imbalance between demand + capabilities

L11: situational components *5

-intensity, duration, predictability, controllability, chronicity

L11: internal processes (cognitive appraisal) *4

Demands, resources, consequences, personal meaning

L11: internal processes (physiological response) *2

-fight or flight

-> slower response release of cortisol

L11: coping strategies for stress *4

-> problem focused (solving), avoidance, emotion focused, social support

L11: problem focused coping *3

-> finding methods that minimise impact

-> cognitive reassuring (reframe problem)

-> find meaning

L11: avoidance *5

->active distraction

-> cognitive distraction

-> denial

-> humour

-> substance use

L11: emotion focused coping *5

-> expressing emotions

-> self blame/ others

-> spiralling

-> wishful thinking

-> giving up

L11: social support *3

-> appraisal, belonging, tangible

L11: examples of therapeutics *4

-> cognitive behavioural therapy (problem focused)

-> acceptance and commitment therapy (acting in line with core values)

-> dialectical behavioural therapy (acceptance)

-> meds

L12: stress is linked with... *4

-> cardiovascular health

-> health behaviours

-> metabolic health

-> immune functioning

L12: what does stress affect *4

-> inflammation, changes to blood pressure, lowered cognitive resources, changes to sleep patterns

L12: Burnout involves *4

-> overwhelming exhaustion

-> indifferent attitudes

-> reduced personal accomplishment

-> deterioration in physical health

L12: what are treatments for burnout *5

-> lifestyle changes, mindfulness, exercise therapies, CBT, meds

L12: why does stress impact sleep *2

-> psychological impacts: anxiety, racing thoughts

-> insomnia (dissatisfaction at least 3 months)

L12: key takeaway of stress/burnout treatment

-> there isnt one clearly established treatment for everyone

L13: what percentage of NZ adults reported drinking in the last 12months

-> 75% of adults

-> European 82%, maori 75%

-> one in 6 adults hazardous drinkers

-> 1 in 12: 6 or more drinks in 1 occasion

L13: Alcohol related harms

-> death, cancer, hospitalisation, ACC claims

L13: treatment for substance misuse

-> Cognitive behavioural therapy

-> motivational interviewing

-> AA

->whanau specific programs

-> medication p

L13: the 5+ solution from alcohol action

Increase -> prices, purchase age, access to treatment, drink drive consequences

Decrease -> ads, acccessibility

L14: Risks of social media

-> anxiety, depression, cyber bullying, misinfo, risky behaviours, social comparison, attention problems, displacement of activities

L14: benefits of social media

-> social connection, access to info, support groups, opportunities for marginalised

L14: effects for video games

-> links to violent behaviour

-> content matters

-> time spent + addictive

L14: key takeaways from SM/video game use

-> correlation does not equal causation

-> type and amount of use matters

L14: NZ adolescent social media use

-> 90% teens use SM

-> 62% began 10-13yrs

-> average 2.5hrs a day

-> 49% say it disrupted other activities

L15: criteria for a disorder (has to be 1 or more)

-> Infrequency (unusual behaviour)

->deviance (atypical behaviour)

-> distress (suffering)

-> disability (impairment)

-> danger (Degree of risk)

L15: classification for disorders provides *4

-common language

-support for evidence

-categorical + dimensional approaches

-not fixed

L15: anxiety (associated with...)

->Distress, disability, danger

L15: anxiety vs fear/panic

Anxiety-> future, anticipated threat (28%)

Fear/panic -> present, immediate threat, automatic

L15: what are the 3 components of anxiety

Cognitive-> thoughts + worries

Physiological-> heart, stomach, sweating

Behavioural-> avoidance

L15: fight or flight response

-> automatic response to threat

-> sympathetic nervous system eg racing heart, slow digestion

L15: types of anxiety disorders *7

->Phobia (social anxiety, separation, specific phobia)

-> panic

-> generalised anxiety

-> agoraphobia

L15: what is PTSD

-> stress reaction to exposure to trauma

-> avoidance, intrusive, arousal, changes in mood + thoughts

L16: criteria for Major depressive disorder

-> 5 or more symptoms 2 weeks-5/10mnths, not from substance or med condition

-> distress/impairment