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Psychology
UNIT 1 AOS 1
| Question | Answer |
|---|---|
| Nature: | what you are genetically given at conception by your parents. They remain constant throughout your lifespan |
| Nurture: | ll the experiences, objects & events we are exposed to during our lifetimes. |
| Nature & Nurture - link to genie | |
| Nature & Nurture - Which is more important | Heredity and environment are closely linked & both contribute and influence psychological development. Nature gives us certain potential and competencies but whether or not we live up to them is nurture. |
| Risk & Protective Factors: | Protective - any characteristic/event that reduces the likelihood of the occurrence or recurrence of a mental disorder. Risk - any characteristic/event that increases the likelihood of the development or progression of a mental disorder. |
| Risk & Protective Factors - Biological | Protective: - Adequate sleep & diet - Exercise Risk: - Genetic vulnerability - Poor sleep/diet - Substance use - Poor response to medication due to genetic factors |
| Risk & Protective Factors - Psychological | Protective: - Cognitive behavioural strategies Risk: - Personality traits - Stress - Rumination - Impaired reasoning & memory |
| sRisk & Protective Factors - Social | Protective: - Support from family, friends & community. Risk: - Disorganised Attachment - Loss of a significant relationship - Role of stigma as a barrier to accessing treatment |
| Social Development: | Changes in a person’s relationships with other people. Skills in interacting with others in groups. |
| Emotional Development: | How we experience different feelings & how these are expressed, interpreted and dealt with. |
| Cognitive Development: | Changes in mental abilities. eg: learning, memory, language, moral reasoning, problem solving & decision making. |
| Hubel & Wiesel's Cat Research aim: conclusion: | |
| Paiget - Cognitive Development stages: | |
| Paiget - Cognitive Development link to Genie being able to achieve them or not | |
| Erikson - Social Development | |
| Critical Periods: | a fixed period of development which an organism has heightened sensitivity to external stimuli that are compulsory for development of a particular skill. - starts and ends abruptly - after the period, the skill will no longer develop properly. |
| Sensitive Periods: | Specific times during development when a biological event is more ‘sensitive’ or responsive to certain types of environmental stimuli. - starts and ends gradually. - after the period, the skill can still be learned, but less efficiently. |
| Critical Periods & Sensitive Periods - Link to Genie | Susan Curtiss had found that while Genie could use words, she could not produce grammar. She could not arrange these words in a meaningful way, supporting the idea of a critical period because of how she was unable to pick up that skill. |
| Hubel and Wiesel link to critical periods: | |
| Typical Behaviour: | Typical - what is usual or appropriate; a person acts as they usually do. Adaptive - actions that enable a person to do everyday tasks effectively. |
| Atypical Behaviour: | Atypical - a person acting in ways that are unusual for them. Maladaptive - interferes with a persons ability to do every day activities effectively, and seen as ‘dysfunctional’. |
| Mentally Health Continuum - Mentally Healthy | Being able to cope with every day challenges, strive to achieve set goals, have a sense of connection with others and a positive state of mental wellbeing. - shows adaptive behaviours and have the ability to bounce back from adversity. |
| Mentally Health Continuum - mental health problem | Negatively affects a persons thoughts, feelings and behaviours, but is usually shorter and less serious than a mental disorder. May temporarily struggle with daily changes. - usually short term. |
| Mentally Health Continuum - mental disorder | Significant personal distress caused by thoughts, feelings or behaviours which impair their ability to function in everyday life. - Cannot function in every day life, and often shows maladaptive behaviours. |
| Ainsworth Strange Situation Method - Secure | Secure attachment - 65/70% - use mothers as base for exploration, get upset when mum leaves, not easily comforted by others, caregiver is appropriate and consistent. |
| Ainsworth Strange Situation Method - Aviodant | Avoidant attachment - 15/20% - babies want little contact with caregiver, not distressed when she leaves, equally comfortable with anyone. Neglectful or abusive caregiving. |
| Ainsworth Strange Situation Method - Resistant | Resistant attachment - 15% - babies unhealthy clingy attachment when parent present, not easily comforted when mother returns, don’t use her as a base to explore – caregiver inconsistent and undependable. |
| Ainsworth Strange Situation Method - Disorganised | 5% children act in inconsistent, odd or contradictory ways, dazed expression, fearful, avoidant, violent, no eye contact, may rock themselves. The result of some form of abuse in the family. Predisposing factor in the development of a mental disorder. |
| Ainsworth Strange Situation Method - Link to Genie | |
| Harlow - Rhesus Monkeys conclusion: | Regardless of which mother fed the infant monkey, it spent more time with the cloth mother than wire. That 'contact comfort' is more important than feed. GTH - contact comfort was also likely to be a crucial factor in human infant-parent attachment. |
| Harlow - Rhesus Monkeys aim: | To investigate the factors influencing the development of attachment of infant monkeys to their mothers. |
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