Psych sac Unit 1

Cognitive development

Involves changes in an individual’s mental abilities, including their thinking, learning, imagination, perception, reasoning and decision-making, memory, ability to problem solve and use of language.

Social development

Involves changes in a person’s ability to interact with other people and function as a member of society, such as the ability to form and maintain close relationships and acquire related skills such as sharing, language and interpersonal skills

Emotional development

Changes in how a person experiences, interprets and expresses the full range of emotions, and their ability to cope with them appropriately.

Experience-Expectant Learning

Refers to situations in that all members of this specie, would experience normally. This plays a vital role in the development of the nervous system. Deprivation of these experiences can result in permanent effects, and greater difficulty in acquiring these skills at a later time.

Example: Learning to speak your native language.

Experience-Dependent Learning

This refers to a form of learning that can occur at any time in an individual’s life. This will vary between individuals as it depends on their unique experiences in life. However, if a person misses an experience-dependent learning opportunity during a sensitive period, it can be harder to acquire this skill later.

Example: Learning to read and write in your native language.

Secure Attachment

Child exhibits some distress when separated from caregivers. As children feel secure and able to depend on their adult caregivers, and so are enthusiastic and will seek physical contact with them upon their return. This is because children know their caregiver will provide comfort and reassurance, so they are comfortable seeking them out in times of need.

Resistant (Ambivalent) Attachment

Children usually become very distressed when a caregiver leaves. This attachment style is considered relatively uncommon. Research suggests that insecure-resistant attachment is a result of poor maternal availability. These children cannot depend on their caregiver to be there when they are in need

Insecure-avoidant attachment

Children tend to avoid caregivers. When offered a choice, these children will show no preference between a caregiver and a complete stranger. Research suggest that this attachment style might be a result of experience with an abusive or neglectful caregiver.

Disorganised attachment

Tend to avoid caregivers. When offered a choice, these children will show no preference between a caregiver and a complete stranger. Research suggest that this attachment style might be a result of experience with an abusive or neglectful caregiver.

Assimilation

The process whereby new experiences are combined with existing schemata (basic blocks of knowledge). For example, learning what a car is and referring to all motor vehicles as cars

Accommodation

When a child has a new experience, it causes the schemata to change or modify. For example, learning the difference between a truck and a car.

Sensorimotor

Birth-2 years, Coordination of motor impulses Object permanence Goal directed behaviour

Preoperational

2-7 years, Irreversibility Egocentrism Symbolic thinking Reversibility Animism

Concrete Operational

7-11 years, Mastery of conversation Mental operations used Classification

Formal Operational

11 to adulthood, Development of abstract ideas Logical, systematic thinking

Erikson’s model

Erikson divided the lifespan into eight stages, each stage contains a psychosocial crisis

Psychosocial Crisis

Refers to a problem or challenge which a person must deal with in order to develop positive traits in the future

Trust vs Mistrust

0-18 months, Infants are completely dependent on others, usually receive warmth, love and physical care and attention from caregiver-enables development of trust. Inconsistency in care can result in sense of mistrust.

Autonomy vs shame and doubt

18 months-3 years, Autonomy refers to children wanting to explore independence in their mental and motor abilities. If caregivers are overprotective, being restrained or punished, the child may develop shame and doubt.

Initiative vs guilt

3-5 years, Parents will encourage initiative in children by allowing them freedom to play. If parents criticise/stop children from playing, they may develop guilt.

Industry vs inferiority

5-12 years, Encouragement of this may result in industry. If children are critiqued and their work considered messy or inadequate, they may develop feelings of inferiority.

Identity vs role confusion

12-18 years, Adolescents consider who they are and what they want to do with their lives, they begin to develop their own identity based on values, interests, culture. Adolescents that don’t develop this will experience role confusion.

Intimacy vs isolation

18-25 years, If someone attains intimacy, this refers to the ability to care for others and share experiences with them. An inability to develop deep relationships in this phase may lead to isolation.

Generativity vs stagnation

25-65 years, Those that assist/care for the next generation demonstrate generativity.

Those who are self-absorbed and fail to contribute may feel stagnation.

Integrity vs Despair

65+ years, Adults who feel they made the right choices in life may feel a sense of integrity. If an adult feels unhappy about the life they led and missed opportunities, they may experience despair or regret.

Stage 1: Punishment and Obedience - Early childhood

Child believes that obeying rules is important to avoid punishment

Stage 2: Naive reward Orientation - Early childhood

Obeying rules is important to gain rewards. Children will do things to benefit themselves but realise that other have needs to be met as well

Stage 3: Good Boy/Girl Orientation - Late childhood and adolescence

Right and wrong are determined by gaining approval of others and striving to be ‘nice’

Stage 4: Authority Orientation - Late childhood and adolescence

Right and wrong are determined by respecting authority and obeying the rules and laws put in place by society

Stage 5: Social Contract Orientation - Adulthood

Society’s laws are seen to be important to follow for the maintenance of law and order, but they can be fallible and open to change. Rules can be altered is agreed upon by society

Stage 6: Individual Principles and Conscience Orientation - Adulthood

Individuals beliefs may not always be consistent with society’s laws. If conscience is inconsistent with the law on issues such as human rights, justice and fairness, then it is acceptable to follow conscience rather than the law.