PSYCH - Unit 1 AOS1 SAC - What influences psychological development?

define development

Changes in an organism that occur overtime

example of development

changes in a child between 6 and 9

What is the difference between hereditary and environmental factors

Hereditary (nature) is the transmission of characteristics from biological parents to their offspring via genes at the time of conception. Such as the color of someone's eyes and their blood type. Environmental factors is the exposure of one to physical objects, experiences and events through life. Such as exposure to the media and new people. The main difference is that hereditary factors are genetically transmitted to an individual while environmental factors is something that a person experiences, with both interacting to shape human development.

Define hereditary (nature)

Hereditary (nature) is the transmission of characteristics from biological parents to their offspring via genes at the time of conception.

Example of hereditary (nature)

the color of someone's eyes and their blood type.

Define environmental factors (nurture)

Environmental factors is the exposure of one to physical objects, experiences and events through life.

examples of environmental factors (nurture)

Such as exposure to the media and new people.

define developmental norms

Patterns of development and the approximate ages at which a characteristic or ability appears in the 'average child'.

example of developmental norms

An infant between 0 and 3 months should be able to communicate by crying, cooing, smiling and making eye contact

define the biopsychosocial framework

A holistic approach that examines how biological, psychological and social factors combine and interact to influence a person's wellbeing.

Difference between biological, psychological and social factors on development

Psychological factors are mental processes, and can be one's way of thinking, in addition to this, psychological factors focus on mental, emotional and cognitive factors. Biological factors focus on the physical and genetic aspects of development, such as the genes inherited for one's hair color. Lastly, social factors emphasize the external social environment and interpersonal relationships that shape behavior and growth, such as one's cultural and background.

define emotions

A complex reaction pattern to an event or matter that involved a mixture of psychological responses, subjective feelings and expressive behaviors.

difference between subjective feelings, expressive behaviors and physiological changes as components of an emotion

IN TERMS OF GRIEF

Subjective feelings refer to the inner, personal experience of an emotion, such as feeling a deep sense of sorrow as they have lost a family member. Expressive behaviors refer to the many overt expressions of behavior which communicate emotions. An example of this for grief could be crying or having a downturned mouth and furrowed brows. Physiological changes are the bodily changes of which occur when one experiences an emotion. A person experiencing grief and sorrow may be feeling tightness in their chest, or an increase in their heartrate.

define attachment

The emotional bond which forms between and infant and another person

define insecure disorganized attachment

A type of insecure attachment characterized by inconsistent or odd and contradictory behaviors by an infant when separated from or reunited with a caregiver.

insecure resistant attachment

A negative relationship and the instant constantly checks the caregiver's whereabouts, calling, pleading, tries to re establish contact, clings, then resists contact

insecure avoidant attachment

A negative relationship and the infant does not seek closeness or contact with the caregiver and treats them much like a stranger

define secure attachment

A positive relationship and the infant feels safe and secure

the differences between secure, insecure avoidant, insecure resistant and insecure disorganised

A child with secure attachment feels confident in their caregiver's responsiveness and shows balanced emotional expression. A child with insecure avoidant attachment is emotionally distant, avoids their caregiver and does not seek comfort or connection. A child with insecure resistant attachment is anxious, clingy and difficult to soothe, seeking but also resisting comfort. A child with insecure disorganized attachment displays erratic, contradictory behaviors, often stemming from fear or confusion, usually due to trauma or abuse. In addition to this, a child with insecure disorganized attachment will treat the caregiver like a stranger.

parenting styles that may lead to: secure attachment

The caregiver responds appropriately and consistently so the infant knows that they are always available and responsive to their needs.

parenting styles that may lead to: insecure resistant attachment

The caregiver is typically not consistent in responding to the infant's needs. The infant feels they cannot depend on their caregiver to be available to them if needed.

parenting styles that may lead to: Insecure avoidant attachment

The caregiver is typically inconsistent in appropriately responding to the infant's needs. Sometimes, they may be very caring, but sometimes they are dismissive.

parenting styles that may lead to: Insecure disorganized attachment

May result from infant maltreatment, hostile caregiving, post-natal depression and the mother having an unresolved trauma or experienced loss through separation, divorce and death.

Define cognition

Mental actions that involve acquiring, processing and understanding information or knowledge

examples of cognitions

perception, memory, attention, pattern recognition, problem solving, language

The difference between assimilation, accommodation and schema

A schema refers to a mental idea of what something is and how to act on it. Assimilation is the process of taking in new information and fitting it into a pre-existing mental idea about objects or experiences. Accommodation involves changing a pre existing mental idea to fit new information. Therefore meaning the differences between the 3 is that a schema is a mental framework/idea, assimilation involves fitting new information into a pre existing schema and accommodation involves changing or creating a new schema when new information doesn't fit in the existing one. In short, schemas are the mental "maps" of knowledge, assimilation is about adding new experiences into those maps, and accommodation is about changing or adjusting the maps when necessary.

define schema

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

define assimilation

the process of taking in new information and fitting it into a pre-existing mental idea about objects or experiences

define accommodation

changing a pre existing mental idea to fit new information

How does mental adaption occur - using assimilation, accommodation and schema

Mental adaption occurs through the process of assimilation, which involves fitting new information into an existing schema (a schema is the mental structure), when an individual learns new information regarding a schema, they will use accommodation to change or create a schema when the new information does not suit the existing one. For example, a child may learn that there are different types of dogs and that not all have long hair. The original schema is that all dogs have long hair. The child learns that a Pitbull is a dog but does not have long hair, instead short hair, and uses accommodation to change the previous schema of all dogs have long hair to dogs can have long or short hair.

Define object permanence

object permeance is the understanding that objects continue to exist even if they can't be touched seen or head.

Object permanence and how Piaget tested it

Object permanence is the understanding that objects continue to exist even if they can't be touched, seen or heard. Object permanence usually develops in a child between 5 and 8 months. Peek - a - boo is a common example of object permanence. Initially a child would believe the caregiver has disappeared behind their hands, however, once a child develops object permanence they will understand the caregiver is still there, despite not being able to see them, and will anticipate the caregivers return. Piaget used peek - a - boo to test object permanence.

define animism

The belief that inanimate (non-living) ojects have feelings and intentions

example of animism

A child might believe if their teddy falls off the coach it has been hurt

how did Piaget test animism

Animism is the belief that inanimate (non-living) objects have feelings and intentions. For example, a child might believe if their teddy falls off the couch it is hurt. Piaget tested animism by observing children playing with inanimate objects.

Define egocentrism

Egocentrism is the child has a limited ability to share or appreciate someone else's point of view.

how did Piaget test egocentrism

Egocentrism is the child has a limited ability to share or appreciate someone else's point of view. Piaget tested this theory through the three mountains task. In this experiment, a child is shown a model with three mountains of different sizes and features. The child is asked what the view looks like from the models other side, where another person is sitting/positioned. An egocentric child might describe the scene as they see it, assuming the other person sees exactly what they do, even though the other person's view is different.

define conservation

the understanding that certain qualities of an object remain the same, even when its appearance changes.

how did Piaget test conservation

Conservation is the understanding that certain qualities of an object remain the same, even when its appearance changes. Piaget tests the theory of conservation of volume using liquid poured into different shaped containers. For instance, 8 year old Olivia can recognize that if she pours cordial from a tall thin glass into a short, wide glass, the volume (amount) of cordial remains the same. however, Olivia's 4 year old brother Sam, who is still in the pre-operational stage, will believe that the short glass has less cordial than the tall one because it is shorter.

Compare and contrast sensitive and critical periods using examples

A sensitive period is a period during development where an individual is more responsive to certain types of stimuli. A critical period is a specific period in development during which an organism is most vulnerable tot he deprivation or absence of certain environment stimuli or experiences. Some differences between the two include: sensitive periods have a gradual start and end, however, critical periods have an abrupt start and end. After a sensitive period the skill can't be learnt after a critical period. Some similarities between the two include: both periods refer to specific timeframes during development. During both periods there is a time where the brain is highly adaptable and responsive to environmental influences.

define a sensitive period

a period during development where an individual is more responsive to certain types of stimuli

define a critical period

A period in development during which an organism is most vulnerable tot he deprivation or absence of certain environment stimuli or experiences.

Define imprinting

Imprinting is a type of learning in which a very young animal fixes its attention to the first object it has a visual, auditory or tactical experience and follows and seems to form an attachment to that object.

example of imprinting

a newly duckling will form an attachment to the object that moves near it. Between 13 and 16 hours old it follows a moving object, then imprinting occurs. After this time, imprinting is difficult to achieve. There is a decline in the plasticity of the duckling's brain after 16 hours of age.

Difference between typical and atypical behavior

Typical behavior is behavior that would usually occur and is appropriate and expected in a given situation. Atypical behavior is behavior that is not typical - it differs markedly in some way from what is expected in a given situation. Typical behaviors are those that are expected within healthy development or social expectations while atypical behavior are behaviors that deviate from normality or raise potential concern.

define typical behavior

behavior that would usually occur and is appropriate and expected in a given situation.

define atypical behavior

behavior that is not typical - it differs markedly in some way from what is expected in a given situation.

define normality

normality is defined as behavior patterns that are typical and expected or conform to standards of what is acceptable.

difference between normality and abnormality

Normality is defined as behavior patterns that are typical and expected or conform to standards of what is acceptable. Abnormality is any deviation from what is considered normal, typical, usual or healthy. A difference between the two is that. In conclusion, normality reflects typical, socially acceptable behaviors or emotions, while abnormality is any deviation from normality that may be harmful and requires intervention.

define abnormality

Abnormality is any deviation from what is considered normal, typical, usual or healthy.

define neurodiversity

Neurological development and cognitive functioning that is atypical and deviate from what is typical in the general population

define learning disorder

Any disorder that impairs learning and results in the person learning with greater difficulty than a person without the disorder.

Define dyslexia

A learning disability characterized by significant difficulties with accurate and fluent word reading, spelling and writing words.

Common difficulties associated with dyslexia

- distinguishing the sound of one word from another

- learning the letter names and sounds for reading and spelling

- reading single words, e.g. words on flash cards or in a list

- recognising 'sight words' like it, the, or and

- lack of accuracy and fluency when attempting to read, e.g. reading slowly with many mistakes

- reading or writing letters the wrong way around, e.g. reversing two letters without realising it, such b instead of d

- poor or inconsistent spelling.

Causes of dyslexia

- Differences in the structure and functioning of brain

- strong genetic component (often runs in families)

- unlike acquired dyslexia there is no single cause of developed dyslexia

define cultural perspectives

A viewpoint that acknowledges the influence of social and cultural processes on human emotions, shaping how individuals think, feel, and act within their sociocultural environment.

cultural perspectives

Cultural perspectives is a viewpoint that acknowledges the influence of social and cultural processes on human emotions, shaping how individuals think, feel, and act within their sociocultural environment. For instance an arranged marriage would be considered typical behavior is the middle east and Hindu culture, however, an arranged marriage in Australia or a western culture would be atypical behavior. One limitation of cultural perspectives is that there is no universal culture, and one strength of cultural perspectives is that individual's learn about other people's cultures.

atypical and typical cultural perspectives

For instance an arranged marriage would be considered typical behavior is the middle east and Hindu culture, however, an arranged marriage in Australia or a western culture would be atypical behavior.

limitation of cultural perspectives

no universal culture

strength of cultural perspectives

individual's learn about other people's cultures

Social norms

Social norms are societies standards that govern people's behavior in different situations, especially in relation to others. Strengths of social norms include: widely known which helps determine atypical and typical behavior and increases social cohesion. Limitations of social norms include: large variations between societies, no universally accepted social norms, and they change overtime.

define social norms

societies standards that govern people's behavior in different situations, especially in relation to others

atypical and typical behavior in social norms

or instance, in Australia opening the door for the person behind you when entering a room or building or shaking one's hand when first meeting them would be considered typical behavior, however if you did not do this in Australia this would be considered atypical behavior.

strengths of social norms

widely known which helps determine atypical and typical behavior and increases social cohesion

limitations of social norms

large variations between societies, no universally accepted social norms, and they change overtime.

Statistical rarity

Statistical rarity is any measurable behavior of a large group of individuals when plotted on a graph will tend to fall in the bell shaped pattern of the normal distribution curve. For instance, statistical rarity in terms of an individual's IQ. The typical behavior of this would be the 'statistical average' which is an individual with an IQ between 90 and 120. The atypical behavior for IQ and statistical rarity would be anyone with a score below 90 or above 120. Strengths of statistical rarity include: It is objective

Provides clear criteria for determining what is considered typical or atypical by setting thresholds

Identifies outliers which can be crucial for understanding extreme cases or conditions that require special attention. Limitations of statistical rarity include: Does not account for whether a behavior is desirable or harmful. A behavior could be rare but beneficial or common but harmful.

They are not always so clear cut and may therefore be disputable.

Labeling behaviors as atypical purely based on rarity can lead to stigmatization

define statistical rarity

any measurable behavior of a large group of individuals when plotted on a graph will tend to fall in the bell shaped pattern of the normal distribution curve.

statistical rarity - typical and atypical behavior

The typical behavior of this would be the 'statistical average' which is an individual with an IQ between 90 and 120. The atypical behavior for IQ and statistical rarity would be anyone with a score below 90 or above 120.

Limitations of statistical rarity

Does not account for whether a behavior is desirable or harmful. A behavior could be rare but beneficial or common but harmful.

They are not always so clear cut and may therefore be disputable.

Labeling behaviors as atypical purely based on rarity can lead to stigmatization

strengths of statistical rarity

It is objective

Provides clear criteria for determining what is considered typical or atypical by setting thresholds

Identifies outliers which can be crucial for understanding extreme cases or conditions that require special attention.

Personal distress

Personal distress usually involves unpleasant or upsetting emotions, such as sadness, anxiety or feeling overwhelmed, as well as physiological pain or suffering. Typical behavior is when personal distress is a reasonable response to an occurrence or event, and culturally appropriate. However, atypical behavior is when the distress is so intense, disruptive and persistent that it interferes with the person's capacity to function for a prolonged period. Strengths include: Focuses on the individual's subjective experience

Helps in identifying behaviors that may require clinical attention

Can be applied across cultural contexts, as distress is a universal experience

Limitations of personal distress include: Subjective nature makes it difficult to establish consistent criteria.

Cultural differences in expressing and interpreting distress can lead to inconsistencies

Some behaviors may not cause distress yet still be clinically relevant.

define personal distress

usually involves unpleasant or upsetting emotions, such as sadness, anxiety or feeling overwhelmed, as well as physiological pain or suffering

typical behavior of personal distress

when personal distress is a reasonable response to an occurrence or event, and culturally appropriate

atypical behavior of personal distress

when the distress is so intense, disruptive and persistent that it interferes with the person's capacity to function for a prolonged period.

strengths of personal distress

Focuses on the individual's subjective experience

Helps in identifying behaviors that may require clinical attention

Can be applied across cultural contexts, as distress is a universal experience