Studied by 4 people
I'll be updating this as I go so don't be scared if there's only a few cards at first, I assure you there will be more
Nature (Heredity)
the transmission of characteristics from biological parents to their offspring via genes at the time of conception
Nurture (Environment)
all the experiences, objects and events, which we are exposed to throughout our entire lifetime
‘Biological’ perspective - Nature vs Nurture argument
heredity primarily determines our psychological development
‘Behaviorist’ perspective - Nature vs Nurture argument
environment is responsible for determining what anyone could become, believes heredity has little to do with the development of psychological characteristics
Deprivation
the loss or withholding of normal stimulation, nutrition, comfort, love, etc.
Enrichment
the attempt to ensure that an environment (particularly that of a child) has intellectual, perceptual stimulation and that it is complex and original; allows for investigation
4 types of unresponsive care
occasional inattention
chronic under-stimulation
severe neglect in a family context
severe neglect in an institutional setting
occasional inattention
Children receive attention most of the time, but occasionally adults don’t respond. No harm to the child, and perhaps even some benefit; child can learn to self-sooth and explore their environment.
chronic under-stimulation
on a regular basis, children have less interaction with adults around them than is needed for healthy development. can show ‘catch-up’ when provided with an enrich
severe neglect in a family context
prolonged period of inattention and lack of responsiveness. often associated with not being taken care of properly (i.e. feeding, bathing, etc). Children at risk for significant developmental deficits that aren’t easily fixed.
severe neglect in an institutional setting
children living in poor institutional settings e.g. orphanages, ‘transitional care’
Serve
The child ‘serves’ by reaching out for interaction - with eye contact, facial expressions, gestures, babbling, or touch.
Return
A responsive caregiver will ‘return the serve’ by speaking back, playing peekaboo, or sharing a toy or a laugh.
Sensitive period
a period of time during development when a person (or animal) is more responsive (‘sensitive’) to certain types of environmental experiences or learning
within this period of time, we can most rapidly acquire a particular skill or characteristic
Learning after the sensitive period
we can still learn after the sensitive period has closed, but the learning process is less efficient
Critical period
A period in time in which a person (or animal) has heightened sensitivity to external stimuli that is compulsory for the development of a particular skill
Critical period example
Certain areas of the visual cortex are only capable of synapse formation during the early stages of development. Once the critical period has elapsed, the individual will have some visual impairment
Critical period vs sensitive period
If the appropriate experience does not occur during its critical period, then it can permanently and irreversibly affect development.
Critical periods have identifiable start and end times, thereby tending to start and end suddenly, rather than gradually (if at all) as do sensitive periods
Strengths of the Iowa Orphans study
Reliable tests - IQ test (qualitative results)
distinctive experimental and control groups
provides evidence for the need of interventions
Cause and effect
Limitations of the Iowa Orphans study
Unethical
Small sample size - generalizable
Not able to replicate
Cross-cultural
Not necessarily a very rigorous design
Epigenetics
the study of factors other than genetics ones that control how and when each gene is expressed
Neutral Stimulus (NS)
A stimulus that does not evoke a response
Unconditioned Stimulus (UCS)
A stimulus innately capable of eliciting a response
Conditioned Stimulus (CS)
A stimulus that evokes a response because it has been repeatedly paired with an unconditioned stimulus
Unconditioned Response (UCR)
An innate reflex response elicited by an unconditioned stimulus
Conditioned Response (CR)
A learned response elicited by a conditioned stimulus
Example of Classical Conditioning
Pavlov’s Dog Experiment
Neutral Stimulus (NS) in Pavlov’s Dog Experiment
Bell - before conditioning
Unconditioned Response (UCR) in Pavlov’s Dog Experiement
Salivating - before conditioning
Unconditioned Stimulus (UCS) in Pavlov’s Dog Experiment
Meat
Conditioned Stimulus (CS) in Pavlov’s Dog Experiment
Bell - after conditioning
Conditioned Response (CR)
salivating - after conditioning
Positive Punishment
adding something to decrease behavior
Negative Punishment
subtracting something to decrease behavior
Positive Reinforcement
adding something to increase behavior
Negative Reinforcement
subtracting something to incr
three-phase (ABC) model of operant conditioning
Antecedent, Behavior, Consequence
Antecedent in three-phase model of operant conditioning
the environmental stimulus that precedes the relevant behavior and indicates the consequence; ‘What happened before’
Behavior in three-phase model of operant conditioning
voluntary activity that has an effect on the environment; ‘What happens’
Consequence in three-phase model of operant conditioning
the environmental event that follows the behavior; ‘What happens after’
Behaviorism
the theory that psychology can be objectively studied through observable action
Operant conditioning
subject learns behavior by associating it with consequences
Classical conditioning
Subject learns to associate two unrelated stimuli with each other
operant conditioning theorist
B.F. Skinner
Classical conditioning theorist
Ivan Pavlov
Bandura’s Social Learning Theory steps
Attention, Retention, Reproduction, Motivation Reinforcement
Bandura’s Social Learning Theory explained
learning occurs through observation, imitation and modelling and is influenced by factors such as attention, motivation, attitudes and emotions.
Attention in Bandura’s Social Learning Theory
Learner pays attention in order to observed the modelled behaviour
Retention in Bandura’s Social Learning Theory
Learner mentally represents and retains what has been observed
Reproduction in Bandura’s Social Learning Theory
Depending on their physical capabilities, learner converts the mental representation into action
Motivation Reinforcement in Bandura’s Social Learning Theory
Learner must be motivated to reproduce. Reinforcement influences motivation to perform the observed behaviour
Examples of Attention influencers (Bandura’s Social Learning Theory)
perceptual capabilities of the observer
motivation and interest level of the observer
the situation in which the behaviour is being observed
the kinds of distractors that are present
the characteristics of the model, such as attractiveness
Model attractiveness explained (Bandura’s Social Learning Theory)
In general, the greater similarity between the model and the observer, the higher status the model, and the more attractive and successful the model, the more likely we are to follow their example
Example of retention (Bandura’s Social Learning Theory)
Linking a visual image with a verbal description of the model’s actions
Types of reinforcement (Bandura’s Social Learning Theory)
External Reinforcement
Vicarious Reinforcement
Self-Reinforcement
External Reinforcement
comparable to learning by consequences
Vicarious Reinforcement
occurs indirectly by observing the modelled behaviour being reinforced without personally experiencing the reinforcement
Self-Reinforcement
occurs when we are reinforced by meeting certain standards of performance we set for ourselves
Self Efficacy
our belief in our ability to accomplish tasks and succeed in particular situations
4 main sources of self efficacy information
Performance Accomplishments (i.e. past experiences)
Vicarious Experience (i.e. modelling by others)
Social Persuasion (i.e. coaching and evaluative feedback)
Physiological and Emotional States
Bandura’s Social Cognitive Theory
Bandura’s Social Learning Theory
Three Phase model of operant conditioning
Pavlov Dog experiment - Classical Conditioning
Associative Learning
when a subject links certain events, behaviours, or stimuli together in the process of conditioning
Cognition
our thoughts, perspectives, and expectations
4 attachment types
secure, insecure-avoidant, insecure-ambivalent, insecure-disorganised
secure attachment caregiver behaviours
react quickly and positively to child’s needs
responsive to child’s needs
secure attachment child behaviours
distressed when caregiver leaves
happy when caregiver returns
seek comfort from caregiver when scared or sad
insecure avoidant attachment caregiver behaviours
unresponsive, uncaring, dismissive
insecure avoidant attachment child behaviours
no distress when caregiver leaves
does not acknowledge return of caregiver
does not seek or make contact with caregiver
insecure ambivalent attachment caregiver behaviours
responds to child inconsistently
insecure ambivalent attachment child behaviours
distress when caregiver leaves, not comforted by return of caregiver
insecure disorganized attachment caregiver behaviours
abusive or neglectful, responds in frightened or frightening ways
insecure disorganized attachment child behaviours
no attaching behaviours. often appear dazed, confused or apprehensive in presence of caregiver
Attachment
the emotional bond which forms between an infant and another person
Surrogate
anyone or anything that ‘substitutes for’ or ‘plays the part’ of something else
Learning
the process of acquiring, through experience, new and relatively enduring information or behaviours
Modelling
the process of observing and imitating a specific behaviour
Bobo doll experiment creator
Bandura
Harlow’s monkey experiment proved…
contact and touch are vital to attachment, learning, emotional well-being and psychological development
Harlow’s monkeys post experiment
They showed many signs of atypical behaviour - they were withdrawn and did not want to mate. When forced to mate, these ‘motherless monkeys’ were abusive to their offspring, sometimes killing them.
Harlow hypothesis monkey experiment
the monkey would be drawn to whichever surrogate mother had the bottle
Was Harlow’s hypothesis true? Justify your answer.
Proved false, the monkeys were drawn to the ‘cloth mother’
independent variable in Harlow’s monkey experiment
provision of food by either a cloth or wire surrogate mother
dependent variable in Harlow’s monkey experiment
amount of contact time spent with cloth and wire surrogate mothers
aim of Harlow’s monkey experiment
to find out whether provision of food or contact comfort is more important in the format
impact of Harlow’s research
helped influence key changes in how orphanages, adoption agencies, social services groups, and child care providers approach the care of children.
Erikson’s theory of psychosocial development stage 1
Trust vs Mistrust, birth to 18 months, Hope
Erikson’s theory of psychosocial development stage 2
Autonomy vs Shame and Doubt, 18 months to 3 years, will
Erikson’s theory of psychosocial development stage 3
Initiative vs Guilt, 3 to 5 years, purpose
Erikson’s theory of psychosocial development stage 4
Industry vs Inferiority, 5 to 12 years, confidence
Erikson’s theory of psychosocial development stage 5
Identity vs Role Confusion, 12 to 18 years, fidelity
Erikson’s theory of psychosocial development stage 6
Intimacy vs Isolation, 18 to 40 years, love
Erikson’s theory of psychosocial development stage 7
Generativity vs Stagnation, 40 to 65 years, care
Erikson’s theory of psychosocial development stage 8
Integrity vs Despair, 65 years-death, wisdom
Autonomy
the ability to do things independently and the feelings of self-control, self-confidence, competence which accompanies this.
Wild child
A child raised in the wild or neglected and grossly underdeveloped
wild child example
genie
John Bowlby
Attachment theory. Identified the characteristics of a child's attachment to his/her caregiver and the phases that a child experiences when separated from the caregiver.
Note 
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