Psychology Units 1 & 2 Chapter 2 & 3

Psychological & Cognitive Development

Hereditary/Nature Factors

The exchange of genes from biological parents to their offspring

Environmental/Nurture Factors

The experiences and events exposed throughout a person's lifestyle

Biopsychosocial Model

Refers to psychological development through the interactions of biological, psychological, and social factors

Biological Factors

Physiologically based or determined influences

Psychological Factors

Involve all internal mental processes and influences

Social Factors

Involve influences from an external social environment

Ainsworth’s Theory: Secure Attachment

Shows a balance between dependence on caregiver and exploration. Children coming to expect that their caregiver will be there when needed

Secure Attachment: Impact on later Emotional Development

Able to form healthy and strong emotional bonds and relationships, independent, high levels of self-esteem and resilience

Ainsworth Theory: Insecure Avoidant Attachment

Doesn't seek closeness or contact with the caregiver. Children coming to expect that their caregiver will not be there when needed

Insecure Avoidant Attachment: Impact on later Emotional Development

May find it difficult to form strong bonds and intimate relationships, tend to ignore or dismiss their own emotions, avoids depending on others and asking for help

Ainsworth’s Theory: Insecure Resistant Attachment

Appears inconsolable around caregiver. When parent's are inconsistent when responding to their child's needs

Insecure Resistant Attachment: Impact on later Emotional Development

Heavily depend on others for support, seeks others to 'complete them'

Harlow's Theory of Attachment in Monkeys

Showing how contact comfort and emotional support is more important to infants than survival

Pre-operational Stage Age Range

2-7 years

Symbolic Thinking (Stage 2: Pre-operational Stage)

The ability to use symbols to represent objects that are not physically present

Egocentrism (Stage 2: Pre-operational Stage)

To perceive the world only from one's own point of view

Animism (Stage 2: Pre-operational Stage)

The belief that everything that exists has some kind of consciousness

Transformation (Stage 2: Pre-operational Stage)

Understanding that something can change from one state to another

Centration (Stage 2: Pre-operational Stage)

To focus on only one quality or feature of an object

Reversibility (Stage 2: Pre-operational Stage)

The ability to mentally follow a sequence of events back to its starting point

Strengths of Piaget's Theory

Gives a baseline of the expected stage a child's cognitive development should be at

Limitations of Piaget's Theory

Experimented on his own children, age ranges between stages is too specific, children can achieve tasks earlier

Erikson's Theory of Psychosocial Development

Believed that social development occurred through psychological and social aspects

Erikson's Theory: Stage 1

Trust vs Mistrust

Erikson's Theory: Trust

Refers to the views infants develop about the environment

Erikson's Theory: Mistrust

Occurs when the care the child receives is irregular or rejecting

Erikson's Theory: Stage 2

Autonomy vs Shame and Doubt

Erikson's Theory: Autonomy

Refers to the ability to do things independently, feeling self-confidence and self-control

Erikson's Theory: Shame & Doubt

Refers to being too dependent on others, lack of self-confidence

Erikson's Theory: Stage 3

Initiative vs Guilt

Erikson's Theory: Initiative

Being able to plan, think and carry out tasks for yourself

Erikson's Theory: Guilt

About going too far and overstepping boundaries, asking too many inappropriate questions

Erikson's Theory: Stage 4

Industry vs Inferiority

Erikson's Theory: Industry

Refers to a child's ability to work hard and take pride in their accomplishments

Erikson's Theory: Inferiority

The feeling of being "less than" others

Erikson's Theory: Stage 5

Identity vs Identity Confusion

Erikson's Theory: Identity

Refers to an individuals overall image of themselves

Erikson's Theory: Identity Confusion

Refers to an individual not knowing who they are and where they belong

Erikson's Theory: Stage 6

Intimacy vs Isolation

Erikson's Theory: Intimacy

Refers to the ability to care and share with another person without fear of losing them

Erikson's Theory: Isolation

Refers to the sense of being alone without anyone to share with or care for

Erikson's Theory: Stage 7

Generativity vs Stagnation

Erikson's Theory: Generativity

Refers to a person's concern about others beyond their immediate family, focusing on the future generation

Erikson's Theory: Stagnation

Refers to a person focusing too much on their own needs and comforts, showing a lack of personal growth

Erikson's Theory: Stage 8

Integrity vs Despair

Erikson's Theory: Integrity

Refers to feeling a sense of satisfaction and fulfilment with one’s life, believing their life has been meaningful and valuable

Erikson's Theory: Despair

Refers to bitter feelings of hopelessness from missed opportunities and mistakes in one’s life

Sensitive period

A period of development in which it is optimal to learn a specific function or skill

Critical Period

A period in which learning a specific function or skill is crucial for development

Typical behaviour

Behaviour that would typically occur and is appropriate in given situations

Atypical behaviour

Behaviour that is remarkably different in some way from what is expected in a given situation

Social norms

Widely held standards that govern what people should and should not do in different situations, especially with other people

Cultural perspectives

Refers to each culture or ethnic group having its own set of norms on what is considered appropriate behaviour

Statistical rarity

Something that lies outside the range of being statistically normal, being seen as unusual and unique

Personal distress

Is a strong, natural response to certain events

Maladaptive behaviour

Behaviour that is counterproductive and interferes with an individuals ability to adjust to a situation affectively

Autism

A neurodevelopmental disorder that affects the way people communicate and interact with others and the world

Autism (key characteristics)

Language/Speech: limited range of facial expressions, speech is usually mechanical and monotone, repeating words or phrases

Social interactions: not engaging or starting social interactions with others, no response to physical touch, unlikely to engage in pretend play

Patterns of Behaviour: value routine and sameness, resisting minor changes, maladaptive behaviour

ADHD

A disorder involving a repetitive pattern of inattention or hyperactive-impulsive behaviour that affects development and everyday functioning

ADHD (key characteristics)

Impulsivity: Acting on impulse without a plan, not considering the consequences of their actions, unable to control the urge to blurt out things or wait their turn

Hyperactivity: Excessive motor skills, difficulties remaining still, extremely restless

Inattentiveness: Difficulty maintaining their attention on tasks that do not have high levels of stimulation or a rewarding system, fail to pay close attention to details, make careless mistakes

Dyslexia

A learning disability affecting an individuals ability to accurately and fluently read, spell, and write words.

Dyslexia (key characteristics)

Poor inconsistent spelling, lack of accuracy and fluency when attempting to read, difficulty recognising sight words (the it and)

Dyspraxia

A condition that affects physical coordination. It can be developmental or acquired

Dyspraxia (key characteristics)

Tying shoelaces, handwriting, doing up buttons on clothes

Dyscalculia

A condition that affects the ability to learn and understand mathematical concepts and skills

Dyscalculia (key characteristics)

Counting, learning basic math facts, learning how to measure quantities