<ul><li><p><span>Hereditary: Factors that influence development, which are genetically passed down from biological children</span></p></li><li><p><span>Environmental factors: These include factors like what school you go to, your friends, what extracurriculars you do, etc.</span></p></li><li><p><span>Biopsychosocial Model: a framework for understanding the human experience in terms of the influence of biological, psychological, and social factors</span></p></li><li><p><span>Biological factors internal genetic and/ or physiologically based factors</span></p></li><li><p><span>Psychological factors are internal factors pertaining to an individual’s mental processes, including their cognition, affect, thoughts, beliefs, and attitudes</span></p></li><li><p><span>Social factors are external factors relating to an individual’s interactions with others and their external environment, including their relationships and community involvement</span></p></li><li><p>emotional development: the continuous, lifelong development of skills that allow individuals to control, express, and recognise emotions in an appropriate way</p><ul><li><p>Bartholomew and Horowitz proposed that adults fit into one of the four categories of the model based on their attachment style: preoccupied attachment, fearful attachment, secure attachment, or dismissive attachment.</p><ul><li><p><strong>Preoccupied attachment</strong>: Characterized by a strong desire for closeness and intimacy, often accompanied by anxiety about the relationship.</p></li><li><p><strong>Fearful attachment</strong>: Marked by a desire for connection but coupled with a fear of rejection or being hurt, leading to avoidance of intimacy.</p></li><li><p><strong>Secure attachment</strong>: Involves comfort with intimacy and independence, allowing for healthy relationships.</p></li><li><p><strong>Dismissive attachment</strong>: Defined by a strong sense of self-sufficiency and a tendency to minimize the importance of relationships.</p></li></ul></li><li><p>attachment theory: emotional bond between two individuals</p><ul><li><p><strong>Secure Attachment</strong>: Strong emotional bond formed when the caregiver consistently meets the infant's needs.</p></li><li><p><strong>Insecure-Avoidant Attachment</strong>: Infant avoids contact with the caregiver, often due to unmet needs.</p></li><li><p><strong>Insecure-Anxious (Resistant) Attachment</strong>: Infant alternates between clinging to and rejecting the caregiver due to inconsistent responses to their needs.</p></li></ul></li></ul></li><li><p>cognitive development: the continuous, lifelong development of the ability to think, comprehend, and organise information from the internal and external environment</p><ul><li><p>Piaget’s theory of cognitive development: To remember Piaget’s stages of cognitive development in the correct order you can think of the acrostic Small Pigs Can Fly. Sensorimotor stage Preoperational stage Concrete operational stage Formal operational stage. Piaget’s theory of cognitive development shows how children's thinking grows in stages as they get older. There are four main stages:

1. Sensorimotor stage: Babies learn through their senses and actions.

2. Preoperational stage: Young children start to think about things and use words, but they may not understand the logic behind them.

3. Concrete Operational stage: Kids begin to think logically about real objects and events.

4. Formal Operational stage: Teenagers develop the ability to think abstractly and solve problems in a more sophisticated way.</p></li></ul></li><li><p> social development: the continuous, lifelong development of certain skills, attitudes, relationships, and behaviours that enable an individual to interact with others and to function as a member of society</p><ul><li><p>Erikson’s psychosocial theory of development: Erik Erikson's theory of psychosocial development outlines eight stages of life, each with a specific conflict that must be resolved for healthy growth. These stages are: </p><p>1. <strong>Trust vs. Mistrust</strong> (infancy): Developing trust through reliable care.</p><p>2. <strong>Autonomy vs. Shame and Doubt</strong> (early childhood): Gaining independence and self-control.</p><p>3. <strong>Initiative vs. Guilt</strong> (preschool): Exploring and asserting oneself.</p><p>4. <strong>Industry vs. Inferiority</strong> (school age): Building competence through achievement.</p><p>5. <strong>Identity vs. Role Confusion</strong> (adolescence): Forming a clear sense of self.</p><p>6. <strong>Intimacy vs. Isolation</strong> (young adulthood): Establishing meaningful relationships.</p><p>7. <strong>Generativity vs. Stagnation</strong> (middle adulthood): Contributing to society.</p><p>8. <strong>Integrity vs. Despair</strong> (old age): Reflecting on life with acceptance.</p></li></ul></li><li><p><span>Sensitive periods are like best before dates, a skill can still be learned after the date but might be harder</span></p></li><li><p><span>Critical periods are like use-by dates, they have little to no leeway to learn a skill after that period</span></p></li><li><p>Personal distress is an aversive and often self-oriented emotional reaction</p><p></p></li></ul><p></p>

• Neurodivergent individuals who have a variation in neurological development and functioning

• Neurodiversity variations in neurological development and functioning within and between groups of people, such as those experienced by people with autism

• Neurotypicality a term used to describe individuals who display neurological and cognitive functioning in a way that is typical or expected

• Person Perception: The process of forming impressions and making judgments about others based on observed behaviors, physical appearance, and social cues.

• Attributions: The explanations people create for the causes of behavior or events, which can be internal (personal traits) or external (situational factors).

• Attitudes: Learned evaluations or feelings toward a person, object, or idea that influence behavior, consisting of cognitive, affective, and behavioral components.

• Stereotypes: Oversimplified and generalized beliefs about a group of people that affect expectations, judgments, and interactions with individuals in that group.

• Cognitive dissonance: is the mental discomfort experienced when a person holds conflicting beliefs, attitudes, or behaviors, prompting a motivation to reduce the inconsistency.

• Cognitive bias: is a mental shortcut that causes people to think in certain ways that can lead to errors in judgment or decision-making.

• Heuristics are mental shortcuts that simplify decision-making and problem-solving, offering quick solutions in complex situations. Their positive influence lies in saving time and effort, especially when decisions need to be made quickly. However, they can also have negative effects, as relying on heuristics may lead to errors or biased judgments due to oversimplification or ignoring important details.

• Prejudice: A preconceived negative attitude or belief about a person or group, often based on stereotypes, that can lead to unfair treatment or bias.

• Discrimination: The unfair or unequal treatment of individuals or groups based on characteristics like race, gender, or social status, often resulting from prejudice.

• Stigma: A negative stereotype or social label that devalues a person or group, leading to social exclusion, shame, or marginalization.

• Mental Well-Being: A person’s emotional, psychological, and social state, influenced by factors like stress, self-esteem, and relationships, and how they cope with life’s challenges.

• Ways to Reduce Prejudice, Discrimination, and Stigma: Strategies such as education, empathy-building, creating inclusive environments, and promoting open dialogue to challenge stereotypes and reduce negative social attitudes.

• Sustained Attention: The ability to focus on a specific task or stimulus for an extended period without becoming distracted.

• Divided Attention: The ability to focus on multiple tasks or stimuli simultaneously, switching attention between them as needed.

• Selective Attention: The ability to focus on a specific stimulus or task while ignoring irrelevant or distracting information in the environment.

• Perception: The process of organizing and interpreting sensory information to make sense of the world around us.

• Top-Down Processing: The interpretation of sensory information based on prior knowledge, expectations, or experiences, which influences how we perceive new information.

• Bottom-Up Processing: The interpretation of sensory information starting with the basic details, such as sensory input, and building up to a more complex understanding without relying on prior knowledge or expectations.

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• Biological Factors (Visual Perception): The role of physical processes in the brain and sensory organs, such as the eyes and neurons, in interpreting visual information.

• Psychological Factors (Visual Perception): The influence of mental processes, such as attention, memory, and expectation, on how we interpret and make sense of visual stimuli.

• Social Factors (Visual Perception): The impact of cultural norms, social context, and environmental influences on how we perceive visual information, such as interpreting gestures or symbols.

• Biological Factors (Gustatory Perception): The role of the sensory organs (taste buds) and brain processes in detecting and interpreting tastes.

• Psychological Factors (Gustatory Perception): The influence of mental processes, such as memory and emotion, on how we experience and interpret tastes.

• Social Factors (Gustatory Perception): The impact of cultural, social, and environmental influences on taste preferences, such as societal norms or exposure to specific foods.

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• Visual Perceptual Systems: The processes through which the brain interprets and makes sense of visual stimuli received from the eyes.

• Agnosia: A condition where a person has difficulty recognizing or interpreting sensory information, despite having normal sensory abilities, often due to brain damage.

• Gustatory Perception: The process of detecting and interpreting tastes through sensory organs like taste buds.

• Fallibility of Gustatory Perception: The idea that our sense of taste can be inaccurate or influenced by various factors, leading to incorrect judgments about flavors.

• Synaesthesia: A condition where stimulation of one sensory pathway (e.g., hearing a sound) involuntarily triggers an additional sensory experience (e.g., seeing colors), leading to cross-sensory perceptions

• Spatial Neglect: A condition, often caused by brain injury, where a person fails to notice or attend to objects or events in a specific area of their visual field, usually the side opposite to the injury.

• Cornea - Protects the eye from outside infiltrates and ultraviolet radiation

• Aqueous Humor - Keeps your eye inflated and provides nourishment

• Pupil - Let light into your eye as the muscles of your iris change their shape

• Lens - Transmit light, focusing it on the retina

• Ciliary Muscle - Changes the shape of the lens which occurs during the accommodation reflex

• Vitreous Humor - Provides nutrients to your eye and helps your eye keep its shape

• Retina - Converts light that enters your eye into electrical signals your optic nerve sends to your brain which creates the images you see

• Optic Nerve - Lets your eyes send signals to your brain describing what they detect