i hate schoooooooool
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
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| show | An individual’s cognitive, emotional and social growth over time.
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| show | (aka nature)
Factors that influence development, which are genetically passed down from biological parents to their children.
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| Environmental factors | show 🗑
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| Genetic predisposition | show 🗑
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| Biological factors | show 🗑
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| show | Factors relating to a person’s mind, thoughts or feelings.
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| Social factors | show 🗑
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| Mental wellbeing | show 🗑
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| Emotional development | show 🗑
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| show | The emotional bond between an infant and their primary caregiver
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| Primary caregiver | show 🗑
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| Contact comfort | show 🗑
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| show | The development of mental processes such as sophisticated thinking, problem solving and reasoning over time.
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| show | The visual ability to perceive the world in three dimensions and the distance of an object.
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| Concrete thinking | show 🗑
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| Symbolic thinking | show 🗑
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| show | The process of taking in new information and fitting it into an existing mental idea (Schema).
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| show | Changing an existing mental idea in order to fit new information
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| show | Learning that a person/object still exists even if you can’t see them.
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| show | Doing things with a predetermined purpose.
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| Ego-centrism | show 🗑
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| show | Believing that all objects have some kind of consciousness
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| show | Only focusing on one quality or feature of an object at a time.
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| Conservation | show 🗑
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| Classification | show 🗑
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| show | Considering concepts that are not concrete or tangible (able to be touched).
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| Logic | show 🗑
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| Generalisability | show 🗑
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| show | The extent to which the investigation measures what it intends to measure
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| show | The development of certain skills, attitudes, relationships and behaviours that enable an individual to interact with others
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| show | A point of tension between an individual’s capabilities and the desire to meet the expectations of society,
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| show | Learning that occurs when watching the actions of someone else, and the consequences that follow.
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| show | The individual being observed.
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| show | A consequence that increases the likelihood of a behaviour being repeated. Reinforcement can be positive or negative.
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| show | Period of development in which it is optimal to learn a specific function or skill.
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| Critical period | show 🗑
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| show | A testable statement about the relationship between variables or a proposed explanation for an observed phenomenon.
-population
-iv
-dv
-direction
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| show | The most effective method or strategy in a given situation.
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| Synaptic plasticity | show 🗑
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| show | set of moral principles that guide research to ensure the safety, dignity, and rights of participants.
-important for protecting from harm and ensuring that studies are conducted responsibly.
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| 5 ethical considerations | show 🗑
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| show | -participants should be selected fairly
-benefits of the research should be distributed equally across society
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| show | -researchers must be honest and transparent with their research
-results shouldn’t be altered even if they’re not desirable.
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| beneficence | show 🗑
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| non-maleficence | show 🗑
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| show | -participants rights, privacy and autonomy should be respected at all times.
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| show | -confidentiality
-informed consent
-voluntary participation
-withdrawal rights
-protection and security of participants info
-use of deception
-debriefing
civwpud
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| show | -must ensure that personal info is protected from misuse, interference, loss, unauthorised access, modification and disclosure.
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| show | -ensure that private info is not disclosed for any purpose other than that of which it is given to them.
eg. personal data or test results cannot be revealed unless permission has been given.
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| voluntary participation | show 🗑
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| withdrawal rights | show 🗑
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| show | participants must sign a form that outlines the:
-purpose
-demands
-methods
-risks
-potential benefits
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| show | participants are deliberately misleading or not fully informed about the aim or some other aspect of the research.
-sometimes necessary to avoid bias in results.
-for the research to be ethical a debriefing must be done at the end of the research.
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| show | -must be done at the end of every research
-revealing the true purpose of the study
-provides opportunities for questioning and councelling.
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| what is nature vs nurture debate | show 🗑
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| examples of nature influencing development | show 🗑
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| examples of nurture influencing development | show 🗑
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| how do nature and nurture interact | show 🗑
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| show | -a holistic framework for understanding the human experience in terms of the influence of biological, psychological and social factors.
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| show | -mental well-being depends on the balance between bioligical, psychological and social influences.
-when ONE OR MORE of these factors is negatively affected, it can lead to mental health issues
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| piaget and what is his theory | show 🗑
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| show | -sensorimotor stage (0-2)
-pre operational stage (2-7)
-concrete operational stage (7-11)
-formal operational stage (12+)
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| show | infants explore the world through senses and actions; object permanence develops.
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| pre operational stage (2-7) | show 🗑
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| concrete operational stage (7-11) | show 🗑
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| formal operational stage (12+) | show 🗑
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| how do parents influence social development | show 🗑
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| what is erikson’s psychosocial theory | show 🗑
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| show | -trustVSmistrust(0-1)
-autonomyVSshame and doubt(1-3)
-initiativeVSguilt(3-6)
-industryVSinferiority(6-12)
-identityVSrole confusion(12-18)
-intimacyVSisolation(yng adulthood)
-generativityVS stagnation(mid adulthood)
-integrityVSdespair (old)
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| trust vs mistrust (infant) | show 🗑
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| show | -toddlers experience enhanced lvl of independence while learning abt the world through exploring
-toddlers are encouraged to make choices independently
-todlers encouraged=independent in adulthood
-toddlers doubted/denied=overly dependent in adulthood
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| show | -children begin to actively interact with others
-kids independent plans are encouraged
-when encouraged=feel that they’re listened to+respected=self confidence+independent thought
-discouraged=self doubt, allowing others to be in control in relationsh
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| show | -compare their performance to others
-proud of performances
-if proud/encouragement=sense of industry (they are competent)
-if not proud/not encouraged=inferiority+lack sense of capability to form well
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| show | -navigating social world+seek clarity on who they are,their capabilities and their role in world
-strong belief of self
-if clear=strong sense of identity/belief
-if not clear=weak sense of self, remaining uncertain
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| show | -attempting to establish social relations(mostly romantic)
-can form strong relationships
-if able=can experience intimacy in relationships
-if unable=feeling isolated+lonely, avoiding relationships
-i
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| generativity vs stagnation (middle age) | show 🗑
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| show | -reflecting on life
-reflection on life leads to fulfilment or regret
-achieved goals=integrity-looking back with acceptance and pride
-unachieved goals=despair- regrets and lack of pride + also mb sense of bitterness
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| show | theory that we can learn by observing others (known as observational learning)
-therefore out own social development is impacted by the actions of those around us.
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| what did the children do in bandura’s bobo doll experiment | show 🗑
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| maturation in psych | show 🗑
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| principle of readiness | show 🗑
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| neuroplasticity | show 🗑
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| show | if a baby is not exposed to sunlight in the first few days, the sensory neurons in the retina may not be able to develop properly, leading to permanent blindness
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| show | language acquisition is best to learn before the age of 7 with a gradually decline until about the age of 12. after this period, learning a new language becomes significantly harder but not impossible.
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| who was genie and why is her case important? | show 🗑
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| show | -able to form healthy and strong emotional bonds and relationships
-independent and self-sufficient
-high levels of self-esteem and resilience
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| show | -may find it difficult to form strong bonds and be intimate with others
-tends to ignore or dismiss their own emotions
-avoids depending on others and asking for help
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| insecure-anxious attachment | show 🗑
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| show | -occur over time from birth into old age
-relatively permanent changes
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| show | john bowlby
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| show | is when participants are randomly allocated to either the control or the experimental condition.
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| show | -most time efficient bc both groups can be tested at same time without pre testing
-lower rate of participant withdrawal
-better control of participant knowledge
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| limitations of between subjects design | show 🗑
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| show | involves all participants in the sample completing both the experimental and control conditions
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| show | -no extraneous variable of participants between groups
-fewer participants needed
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| within subjects design limitations | show 🗑
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| show | involves combination of between subject and within subject
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| mixed design limitation | show 🗑
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| mixed design strength | show 🗑
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| show | investigation of particular activity, behaviour, event or problem that contains a real or hypothetical situation and includes real world complexities
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| case study strengths | show 🗑
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| case study limitations | show 🗑
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| classification and identification | show 🗑
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| show | -classifications allows for narrowed focus on research
-people identified as having similar classification can feel a sense of belonging and support
-can allow for efficiency when processing lots of info
-can help make predictions and inferences
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| classifications and identifications limitations | show 🗑
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| show | planned observation and recording of events and behaviours that have not been manipulated/controlled to understand the relationships or associations existing between variables, identify which factors may be of greater importance, and make predictions
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| correlational study strengths | show 🗑
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| show | - Determines relationship strength/direction
- Useful for initial research, ethical/practical cases
- Observes natural behavior
- Uses secondary data
- Predicts variable values
- Ensures validity
- No need for extra controls.
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| show | -does not equal or imply causation-even if a strong relationship is determined-one variable doesnt cause change other
-relationship is bi-directional- cant determine which variable has more influence
-lots of data required
-extraneous var not controled
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| fieldwork/observation | show 🗑
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| fieldwork/observation strengths | show 🗑
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| show | -subjective, prone to researcher bias
-social desirability affects responses
-responses may be inaccurate
-qualitative data is hard to summarize
-time-consuming methods
-minimal control over variables
-ethical concerns on consent
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| literature review | show 🗑
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| literature review strengths | show 🗑
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| literature review limitations | show 🗑
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| modelling and simulation | show 🗑
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| modelling and stimulation strengths | show 🗑
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| modelling and siimulation limitations | show 🗑
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| show 🗑
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| show | participants who are not exposed to the iv
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| experimental group | show 🗑
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| sample | show 🗑
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| show | diving the sample into groups in a way that each participant has an equal chance to be placed into the control group or the experimental group
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| show | eriksons
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| fieldwork/observation limitations | show 🗑
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| literature review | show 🗑
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| literature review strengths | show 🗑
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| show | -may miss key studies if search is too narrow.
-can be biased due to selection bias.
-lacks depth in individual study analysis.
-does not assess original research validity.
-relies only on secondary data.
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| show | -modelling creates physical or conceptual models
-simulation replicates system behavior
-they help study complex or unethical-to-test psychological concepts
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| show | -visualises unobservable events.
-runs multiple trials quickly.
-safely tests risky or unethical experiments.
-predicts future events.
-tests products before creation.
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| modelling and stimulation limitations | show 🗑
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| product, process and system development | show 🗑
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| show | participants who are not exposed to the iv
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| experimental group | show 🗑
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| sample | show 🗑
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| random allocation | show 🗑
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| show | eriksons
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