Psychology unit 1: Psychological development

What is psychological development?

It is a process of growth and change in human’s cognitive, emotional, and social capabilities and functioning over a life-span

Difference between the 4 different types of development

• Physical development: changes in the body, brain and nervous system

• Social development: changes in relationships and skills in interacting with others

• Cognitive development: changes in mental abilities

• Emotional development: changes in how we understood and express feelings

Difference between nature and nurture

• Nature: genes and hereditary factors such as physical appearance, personality characteristics

• Nurture: environmental factors such as childhood experiences, how we were raised, social relationships

What is genetic predisposition

Is the term used to describe an increased chance or likelihood of developing a particular disease based of the presence of one or more genetic variant

Describe the biopsychosocial model?

It describes the interaction of biological, psychological and social factors that influences development and health

Difference between risk factors and protective factors

• Risk factors: things that increase likelihood of illness or impair typical development

• Protective factors: things that improve health and increase likelihood of typical development

Differences between the 3 concepts within adaptation

• Schema: is a mental idea of what something is and how to act on it

• Assimilation: involves applying a pre-existing schema to a new situation

• Accommodation: involves changing a pre-existing schema based of new information

What does a child learn in the sensorimotor stage

• Object permanence: understanding that objects still exist even if they can’t be seen

• Goal directed behaviour: to successful perform a sequence of actions

What does a child learn in the pre-operational stage

• Symbolic thinking: the ability to use symbols to represent objects

• Egocentric: the tendency to perceive the world solely from one’s own point of view

• Animism: The belief that inanimate objects have some kind on consciousness

• Transformation: understanding that something can change from one state to another

• ¨Centration: The tendency to only focus on one quality of an object at a time

• ¨Reversibility: the ability to mentally follow a sequence of events or line of reasoning back to its starting point.

What does a child learn is their concrete operational stage

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

• Classification the ability to organise objects or events into categories based on common features that set them apart from other categories.

What does a child learn in their formal operational stage

• Abstract thinking: a way of thinking that does not rely on being able to see, visualise, experience or manipulate in order to understand something

• Idealistic thinking: the ability to envisage alternatives to current standings

What are the types of attachment

• Secure attachment

• Avoidant attachment

• Resistant attachment

Secure attachment meaning

• Is denoted by the infant being happy when caregiver is around

• the infant also tends to explores less when the caregiver is absent

Avoidant attachment meaning

• the infant treats caregiver like a stranger

• they will typically ignore the caregiver’s entry or exit

Resistant attachment meaning

• the infant will become upset when separated from the caregiver yet they will try to get away from them when picked up

What are 3 factors that influence attachment

• genetics

• Temperament

• early like experiences

Explain Erikon’s 8 stages

It includes two conflicting ideas that must be resolved successfully in order for a person to be a contributing member of society

Explain Stage 1

• Trust: When caregivers respond promptly to an infant’s cry, the baby can learn to rely on others

• Mistrust: If caregivers neglect an infants needs, infant many grow insecure

Explain stage 2

• Autonomy: Caregivers encourage independence, children will feel secure to take risks

• Shame: Children whose caregivers discourage them may develop shame and doubt

Explain stage 3

• Initiative: when caregivers nurture these tendencies, children learn how to make decisions and plan for the future

• Guilt: Controlling caregivers may teach children to follow another’s lead

Explain stage 4

• Industry: children who are accomplished compared to their peers can develop self confidence and pride

• Inferiority: children who do not achieve certain milestones may doubt themselves or their self worth

Explain stage 5

• Identity: establish a coherent sense of self

• Role confusion: weak sense of self

Explain stage 6

• Intimacy: relationships can be a key source of affection in adulthood

• Isolation: people who do not develop relationships may become socially isolated

Explain stage 7

• Generatively: people may offer guidance to the next generation through parenting, giving people a sense of purpose

• Stagnation: some people may feel as if they have no impact on society

Explain stage 8

Ego integrity: those who feel fulfilled by their lives can face death and aging proudly

Despair: people who have disappointments or regrets may fall into despair

3 criticisms on Erikson’s study

1. limited view of human development and focused too much on childhood

2. criticised for using the male experience as his default template

3. Focused too much on speculation rather than data

Difference between sensitive and critical periods

Sensitive periods: the optimum time for learning

Critical periods: the essential time for learning

Difference between typical and atypical behaviour

• Typical: the person acts the way they usually do

• Atypical: the person acts in ways that are unusual for them

Difference between adaptive and maladaptive behaviour

• Adaptive behaviour: involves actions that enable a person to efficiently carry out their usual everyday task

• Maladaptive behaviour: interferes with the person’s ability to carry out their usual activities

Factors that determine if behaviour is typical or atypical and explain each of them

1. Cultural perspectives: Behaviours that are appropriate and in a particular society and those that are inappropriate are considered abnormal

2. Social norms: Behaviours are viewed normal if the individual is obeying common standards in a particular social situation

3. Statistical rarity: If the ‘statistical average’ behaves a certain way, it is considered normal

4. Personal distress: experiencing a level of distress that doesn’t prevent usual activities

5. Maladaptive behaviour: behaviours that stop a person from developing or functioning in their day to day life

Difference between neurotypical and neurodivergent

• Neurotypical: describes people who think, behave and feel in ways that are typical in most people

• Neurodivergent: describes people who process information in a way that is not typical

Difference between psychiatrists, psychologists and mental health workers

1. Psychiatrists: diagnose mental health conditions and treats mental health condition (prescribing medication + providing therapy)

2. Psychologists: diagnose mental health conditions and treating it through therapy and counselling

3. Mental health worker: ensure medication is take appropriately, develop coping strategies and manage mental health records