Psych development

Physical development

changes in the body and its various systems

Psychological development

Changes in an individuals social, emotional and cognitive abilities from infancy to old age

Social development

Changes in an individuals relationships and skills in interacting with others

Cognitive development

Changes in an individual’s mental abilities

Emotional development

Changes in how an individual experiences different feelings and how these feelings are expressed, interpreted and dealt with

nature (heredity)

The transmission of characteristics from biological parents to their offspring via genes at the time of conception.

Nurture (environment)

Refers to all experiences, objects and events to which we are exposed throughout our entire lifetime.

emotional attachment

close emotional bond or relationship between an infant and the mother or primary caregiver

Harry Harlow aim

To investigate whether food or close comfort were more important in the formation of attachments in rhesus

harry results

end of 3 weeks all of the monkeys were spending around 15 hours a day on the cloth monkey.

Harry Conclusion

Contact comfort is more important then feeding in the formation of infant mother attachment in rhesus monkeys.

Harry strength

Controlled experiment.

Led to stricter ethical guidelines in relation to the use of animals.

Harry limitations

Artificial environment

Monkeys used not human

To much psych distress

Social learning theory

Actively watching a model’s behaviour and the consequences of their behaviour ti guide the learners’ future actions

Banduras aim

 the investigate the influence of observational learning on aggression in children.

Bandura results

Those that saw rewarded were most likely to display agressive behaviour. Thos who got punished were least likely. Boys were more agressive

Bandura conclusion

Observational learning and reinforcement both have significant effect on the behaviour of children and influencing the likelihood of them replicating the behaviour.

bandura strengths

emphasises the role of the learner when deciding to imitate behaviour

Suggests the behaviour can be conditioned

Bandura Limitations

Does not account for behaviours that are learned without model

Does no account for individual perception of consequences.

Piagets 4 stage theory

Propose that cognitive development move through 4 distinct sequential stages

Sensorimotor stage age

birth - 2

goal directed behaviour - sensorimotor stage

Ability to perform a series of actions for a specific purpose.

Object permanence - sensorimotor

Understanding that objects exist even when they cant be seen

Preoperational overview

2-7. can mentally represent objects and experiences and can also communicate more effectively.

Symbolic thinking - preoperational

Ability to use symbols such as words and pictures to represent objects places or events.

Egocentric - preoperational

When children are unable to see things from another person point of view

Animism - preoperational

Belief that everything which exists has some kind of consciousness or awareness

Concrete operational overview

7-12. Now capable of true logical thoughts, still limited to objects and events that are present.

Conservation - conrete operational

The idea that an object does not change it weight mass volume or area when the object changes shape

Classification - concrete

The ability to organise information into categories based on common features that sets them apart.

Formal operational stage overview

12 and over. More complex thought process and thinking become s

Abstract thinking - formal

A way of thinking that does not rely on being able to see experience or manipulate in order to understand something.

Logical thinking - formal

Ability to solve problems and identify a range of possible solutions

Piaget criticism

Often achieved earlier

assumed wrong answer came from faulty thinking

Small num of particpants

typical development

When a child’s behaviour abilities and skills fall within the expected range of development or progress at a similar pace compared to others of the same age

Atypical development

When development of behaviour abilities and skills fall outside the expected range of development or at a different pace compared to others of the same age

Typical behaviours

patterns of behaviour that are expected of an individual or that conform to standards of what is acceptable for a given situation

Atypical behaviours

patterns of behaviour that are not expected for an individual or that deviate from the norm and can be harmful or distressing for the individual or those around them

Cultural perspectives

a criteon for determining whether a behaviour is typical or atypical by accounting for cultural norms or societal standards,

Social norms

shared standards or social beliefs about what is normal, acceptable, or typical

Statistical rarity

criterion that views atypical behaviours as deviating significantly from the statistical average or mean

Personal distress

a state in which a person experiences unpleasant or upsetting emotions, such as sadness, anxiety, or feeling overwhelmed

maladaptive behaviour

behaviour that is unhelpful, dysfunctional, and non-productive, and that interferes with a person’s ability to adjust to their environment

Neurodiversity

idea that everyone has a unique nervous system with its own combination of abilities and needs.

Neurotypical

Refers to individuals who have standard neurological development and cognitive functioning.

Neurodiverse

Refers to individuals who have atypical neurological development and cognitive functioning.

Autism Spectrum Disorder (ASD)

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

ASD interactions symptoms

Different types of commination

Takes longer to adjust behaviour to different situation

Less likely to engage in pretend play

ASD communication symptoms

Longer to develop speech

Difference in interpreting social, emotional cues

Differences in eye contact and facial expressions

Restricted or Repetitive Behaviours, Interests and Activities

Atypical reactions to sensory stimuli

Strong attachment to certain objects

Repetition of simple motor movements

theory of mind

Cognitive ability that allows us to view things from someone else’s point of view. Also helps us predict people’s behaviours.

Executive function

a cognitive process that helps us to set goals, organise and plan, focus our attention, and ultimately get things done – involves complex cognitive processes such as working memory and problem solving.

central coherence

the ability to derive overall meaning from a mass of detail

ADHD

neurodevelopmental disorder that results in persistent patterns of inattention and/or hyperactive-impulsive behaviours that has a negative effect on development and functioning.

ADHD inattention symptoms

•struggles focusing on tasks lacking in stimulation

•Forgetful and tends to lose things easily

•Can struggle to meet deadlines

ADHD hyperactivity symptoms

•Preference for motor activity over sitting still.

ADHD Impulsivity symptoms

•Acts without thinking and considering the outcomes

•Rushes through work and can make careless mistakes

ADHD cognitive variations - executive function

•Longer shifting attention between tasks

•Difficulty organising and prioritising tasks

•Difficulty regulating emotions and frustrations