HPS202 exam revision

DNA stands for deoxyribonucleic acid, and contains all of the genetic information required for features of our bodies

DNA stands for deoxyribonucleic acid, and sends messages to our brain about how to control our bodily movements

DNA is an inherited script, based upon our environmental interactions early on in life

DNA is something that we all carry, but only utilise it in conscious situations

Will not have its sex determined until after 8 weeks gestation

Will be male

Will inherit both male and female characteristics

Will be female

Must have its pair in order to be expressed

Will be expressed regardless if a recessive gene is present

Will not be expressed if a recessive gene is present

Is expressed in combination with the recessive gene

Two blue eye genes must be present

As long as one blue eye gene is present, the trait will be expressed in the phenotype

Blue eye color is expressed randomly, there is no genetic pattern

Blue eye recessive genes will dominate over dominant genes of, for example, brown eyes

Has one allele that is dominant to the other

Has two alleles that are equal in dominance

Has alleles linked tightly on the same chromosome

Has alleles which are recessive to each other

A genotype is the genes carried by a person; the phenotype is the observable expression of the genes

A phenotype is the genes carried by a person; the genotype is the observable expression of the genes

A genotype carries all of the genes from your mother; A phenotype carries all of the genes from your father

A genotype is the observable expression of the genes; A phenotype is all of the alleles that you carry

Germinal, foetal, embryonic

Germinal, embryonic, foetal

Embryonic, germinal, foetal

Embryonic, foetal, germinal

the nervous system, skin and hair; muscles, bones, circulatory system and other internal organs; the digestive system, lungs, urinary tract and glands

the digestive system, lungs, urinary tract and glands; muscles, bones, circulatory system and other internal organs; the nervous system, skin and hair

muscles, bones, circulatory system and other internal organs; the digestive system, lungs, urinary tract and glands; the nervous system, skin and hair

the nervous system, skin and hair; the digestive system, lungs, urinary tract and glands; muscles, bones, circulatory system and other internal organs

All basic organs of the body are formed, and the embryo begins to respond to direct stimulation

Organs take on their final form and begin to function

An inner membrane, called the amnion, forms a watertight sac with amniotic fluid to protect the developing organism

Implantation

Trimester 1

Trimester 2

Trimester 3

Within two weeks of birth

Trimester 1

Trimester 2

Trimester 3

Between trimester 2 and 3

Trimester 1

Trimester 2

Trimester 3

From implantation

A teratogen is an agent which can cause birth defects

A teratogen causes speedier and healthier development

Some common teratogens include alcohol, tobacco, some STIs, illicit and prescribed drugs

Teratogens are usually something in the environment that the mother is exposed to during pregnancy

A child grows to be very tall, like his mother and father

A boy learns to play the guitar from his father

A neglected child still creates meaningful attachments later in life

A neglected and malnourished child does not grow to be very tall, despite having tall parents

Reasoning, decision making, and executive functioning

Imagining, memory, and risk taking

Taste, touch, smell, hearing and sight

Emotional reactions to fear-inducing stimuli

Occurs from birth-18 moths; a key event during this period is exploration. To resolve this crisis, the child must be able to safely explore and engage with their environment.

Occurs from 2-3 years old; a key event during this period is feeding. Trust is developed when caregivers consistently meet the child's needs.

Occurs from 2-3 years; a key event during this period is exploration. To resolve this crisis, the child must be able to safely explore and engage with their environment.

Occurs from birth-18 months; a key event during this period is feeding. Trust is developed when caregivers consistently meet the child's needs.

Occurs at 2-3 years of age; a key event during this period is toilet training. Autonomy is achieved when children can develop a sense of personal control over physical skills.

Occurs at 6-11 years of age; a key event during this period is feeding. To achieve autonomy, the child must be able to source their own food and necessary supplies.

Occurs at birth-18 months; a key event during this period is toilet training. Autonomy is achieved when children can develop a sense of personal control over physical skills.

Occurs at 6-11 years of age; a key event during this period is friendships. To achieve autonomy, a child must be able to make friendships without parental assistance.

Occurs from 3-5 years; a key event during this period is exploration. Children need to establish power and control over their environment, leading them to a sense of purpose.

Occurs from 3-5 years; a key event during this period is pre-school. Children need to cope with new social and academic demands.

Occurs from 6-11 years; a key event during this period is school. Children need to cope with new social and academic demands.

Occurs from 2-3 years; a key event during this period is exploration. Children need to establish power and control over their environment, leading them to a sense of purpose.

Occurs from 6-11 years; a key event during this period is schooling. Industry is achieved when the child is able to cope with the new social and academic demands.

Occurs from 3-5 years; a key event during this period is schooling. Industry is achieved when the child is able to cope with the new social and academic demands.

Occurs from 6-11 years; a key event during this period is social relationships. Success is achieved when children feel valued and useful within their friendship groups.

Occurs from 3-5 years; a key event during this period is social relationships. Success is achieved when children feel valued and useful within their friendship groups.

Occurs from 12-18 years; a key event during this period is social relationships. Success in this stage leads to a formed ability to develop a sense of self and stay to true to oneself.

Occurs from 6-11 years; a key event during this period is social relationships. Success in this stage leads to a formed ability to develop a sense of self and stay to true to oneself.

Occurs from 12-18 years; a key event during this period is intimate relationships. Success in this stage is achieved when individuals are able to develop an identity in combination with their partner.

Occurs from 19-40 years; a key event during this period is intimate relationships. Success in this stage is achieved when individuals are able to develop an identity in combination with their partner.

Occurs from 19-40 years; a key event during this period is relationships. Intimacy is achieved when the individual can form intimate, loving relationships with others.

Occurs from 12-18 years; a key event during this period is relationships. Intimacy is achieved when the individual can form intimate, loving relationships with others.

Occurs from 19-40 years; a key event during this period is relationships. Success in this stage is achieved when the individual is able to interact with people in passing.

Occurs from 12-18 years; a key event during this period is relationships. Intimacy is achieved when the individual engages in sexual activity.

"I am a boy, I am five, and I like playing sport"

"I am a feminist, I am creative, and I support the Labor party"

"I am a feminist, I am creative, and I support the Labor party. I am happy and extroverted with friends, but sad and quiet at home"

"I am a female, and I am usually happy, and I am in high school"

I haven't really thought about who I am, or who I am going to be yet.

My parents are Catholic, so I am going to be Catholic.

I have considered many religions, including Catholicism, which I was raised as. I have decided to convert to Buddhism.

I was brought up being taught how to run the family farm, but I am considering other career options currently.

My parents were doctors, so I will be too.

I have not thought about who I am, or what I want to be.

I believe I want to be a doctor, I am just making my final decisions about it now.

My parents were doctors, but I am looking into being a vet.

I have been brought up Christian, but am currently looking into Catholicism.

My parents were Christian, therefore I will be too.

I haven't given any thought as to who I am or who I want to be.

I have considered many options, and have decided to practice Buddhism.

I have considered many different career options, and I have decided that I am going to be a doctor.

My parents were doctors so I am going to be a doctor also.

Because my parents were doctors and unhappy, I am going to do something other than be a doctor.

My parents were doctors, but I am looking into some career options of my own.

Cognitive development and scholastic opportunities

Parental relationships and influence

Sociocultural influences

Emotional regulation

5-7 years

2-4 years

3-5 years

6-8 years

2 years

3 years

5 years

12 years

At 3 years

At 7 years

Adolescence

Adulthood

Unoccupied play

Solitary play

Onlooker play

Multi-dimension play

Solitary play

Onlooker play

Unoccupied play

Only-child play

Onlooker play

Solitary play

Unoccupied play

Excluded play

Parallel play

Associative play

Cooperative play

Solitary play

Onlooker play

Parallel play

Cooperative play

Associative play

Group play

Parallel play

Cooperative play

Associative play

Functional, constructive, pretend, and games with rules

Onlooker, parallel, associative, and cooperative play

Solitary, onlooker, parallel, and cooperative

Functional, fine motor, pretend, and gross motor

Interest, disgust, and contentment

Disgust, contentment, and discomfort

Anger, sadness, and joy

Surprise, joy, and anger

Anger, sadness, joy, and surprise

Interest, disgust, and contentment

Embarassment, shame, and guilt

Envy, pride, and happiness

Each involves some damage or enhancement to our sense of self

Each is detrimental to our sense of self

Each improves our sense of self

Each requires self-recognition and an understanding of rules or standards for evaluating one's conduct

They either enhance or are detrimental to our sense of self

They are detrimental to our sense of self

They enhance our sense of self

They require self-recognition and an understanding of rules or standards for evaluating one's conduct

Emotional display rules vary across cultures

Every culture has similar or the same emotional display rules

A child who feigns pleasure at a displeasing present has mastered Westernised emotional display rules

At age 3, children can begin to disguise, suppress, and replace emotions

Using others' emotional expressions to infer the meaning of otherwise ambiguous situations

If other people are happy, the infant will display this emotion also

Infants learn facial expressions and emotions from others, and put these into use at a later date

Children learn emotional display rules from social referencing

Competent emotional expressivity, competent emotional regulation, and competent emotional knowledge

Competent in being quiet and still, competent behavioural skills, and competent communication of emotions

Competent emotional expressivity, competent in raising the moods of others, and competent social referencing

Competent in maintaining positive moods, competent communication skills, and competent emotional knowledge

Fearful distress

Irritable distress

Positive affect

Activity level

Attention span/persistence

Rhythmicity

Desire for social engagement

Development being optimised when parents' child rearing practices are sensitively adapted to the child's temperamental characteristics

Development being delayed when parents' child rearing practices are sensitively adapted to the child's temperamental characteristics

Development being optimised when parents' child rearing practices are standardised regardless of temperament

Development is delayed if parents do not adjust their lives properly around their children

Social phase, the phase of indiscriminate attachments, the specific attachment phase, and the phase of multiple attachments

The phase of indiscriminate attachments, the specific attachment phase, the phase of multiple attachments, and the social phase

Social phase, the specific attachment phase, the phase of indiscriminate attachments, and the phase of multiple attachments

The phase of multiple attachments, the specific attachment phase, the phase of indiscriminate attachments, and the social phase,

Psychoanalytic theory

Learning theory

Cognitive developmental theory

Ethological theory

7-9 months; a wary or fretful reaction when infant is approached by an unfamiliar person

9-18 months; a wary or fretful reaction when infant is approached by an unfamiliar person

7-9 months; a wary or fretful reaction when infant is separated from the person(s) to whom they are securely attached

9-18 months; a wary or fretful reaction when infant is separated from the person(s) to whom they are securely attached

6-9 months; a wary or fretful reaction when infants are separated from the person(s) to whom they are securely attached

9-18 months; a wary or fretful reaction when infants are separated from the person(s) to whom they are securely attached

6-9 months; a wary or fretful reaction when infants are approached by a stranger

9-18 months; a wary or fretful reaction when infants are separated from their home environment

Secure, resistant, avoidant, and disorganised; secure

Secure, resistant, avoidant, and disorganised; disorganised

Secure, wary, infactuated, and disorganised; secure

Secure, wary, infactuated, and disorganised; infactuated

Positive attitudes from parents, and parents are sensitive to infant's needs

Mostly positive attitudes from parents, but the parents often have bursts of anger

Parents are inflexible in their schedules, only providing care for the child at specific times

Positive attitudes from strangers, and strangers are sensitive to infant's needs

Avoidant attachment

Secure attachment

Resistant attachment

Disorganised attachment

Assimilation

Accommodation

Maturation

Reflexive learning

Simple reflexes, primary circular reactions, secondary circular reactions, coordination of secondary circular reactions, tertiary circular motions, and beginnings of thought.

Simple reflexes, primary circular reactions, secondary circular reactions, tertiary circular reactions, coordination of secondary reactions, and beginnings of thought.

Beginnings of thought, simple reflexes, primary circular reactions, secondary circular reactions, tertiary circular reactions, and coordination of secondary reactions.

Beginnings of thought, primary circular reactions, secondary circular reactions, tertiary circular reactions, coordination of secondary reactions, and simple reflexes.

Centration

Lack of knowledge regarding conservation

Egocentrism

Object permanence

Tangible objects

Abstract problems

Hypothetical-deductive reasoning

Theorising cause and effect

Solve abstract problems

Use hypothetical-deductive reasoning

Apply logic to situations

Understand knowledge of conservation

Immature aggression

Hostile aggression

Instrumental aggression

Relational aggression

Formulate a goal; evaluate which strategy to employ; enact response

Evaluate which strategy to employ; enact response, evaluate enacted strategy

Formulate a goal; enact first response; enact scond response

Evaluate which strategy to employ; enact first response; enact scond response

May have been bullied themselves

Have high self esteem

Have low self esteem

View aggression positively

Pre-moral

Heternomous

Autonomous

Socially-defined

Preconventional; 1

Preconventional; 2

Postconventional; 6

Conventional; 3

Preconventional; 2

Conventional; 3

Conventional; 4

Preconventional; 1

Conventional; 3

Conventional; 4

Pre-conventional; 2

Post-conventional; 5

Conventional; 4

Conventional; 3

Preconventional; 2

Postconventional; 5

Post-conventional; 5

Post-conventional; 6

Conventional; 3

Conventional; 4

Post-conventional; 6

Conventional; 3

Post-conventional; 5

Conventional; 4

Phonemes

Morphemes

Semantics

Pragmatics

Free; bound

Bound; free

Pragmatic; semantic

Semantic; pragmatic

Syntax

Semantics

Pragmatics

Morphology

Learning/empiricist

Nativist

Interactionist

Cognitive

2 months

4-6 months

From birth

7 months

4-6 months

2 months

10-12 months

8 months

2 months

4-6 months

6-8 months

10-12 months

7 months

4-6 months

10-12 months

8-10 months

Declarative; imperative

Imperative; declarative

Indicative; meaningful

Meaningful; indicative

Holophrase

Monophrase

Telegraphic phrase

Immature sentence

13-15 months; 24-30 months

15-18 months; 18-24 months

12-14 months; 18-24 months

12-24 months; 24-36 months

Holophrases

Telegraphic speech

Dual phrases

Pragmatic speech

Speech error

Overregulation

Pragmatic development

Motherese

3 years

1 year

2 years

4 years

Persistent deficits in social communication and social interactions across multiple contexts

Deficits in nonverbal communicative behaviours used for social interaction

Deficits in developing, maintaining, and understanding relationships

Restricted, repetitive patterns of behaviour, interests, or activities

Stereotyped or repetitive motor movements

Use of objects or speech

Highly restricted, fixated interests that are abnormal in intensity or focus

Insistence on different routines every day

4:1

9:1

!:1

4:2

Weaker central coherence

Extreme male brain

Extreme female brain

Executive functioning disabilities

8%; 80%

80%; 8%

18%; 80%

80%; 18%

Females may have innately better social skills

Diagnoses may not recognize female manifestations of ASD

Females may have a larger innate desire to socialise

Females possess the Y chromosome, thus exposing them less to the disorder

ADHD predominantly inattentive presentation

ADHD predominantly hyperactive/impulsive presentation

ADHD combined presentation

ADHD attention-deficit presentation

If the individual is <17, 6 diagnostic criteria must be present

If the individual is >17, 5 diagnostic criteria must be present

Symptoms must be present before 12 years of age

The individual must have a co-existing psychotic disorder

Stimulants such as Ritalin, Dexedrine, and Amphetamines

Cognitive Behaviour Therapy

Cognitive Behaviour Therapy in combination with stimulants such as Ritalin, Dexedrine, and Amphetamines

This disorder resolves with age and maturity

Prenatal stressors

Drug use/abuse

Obstetric complications

Living within a functional family environment

18; 25

25; 18

18; 18

18; 22

Men; earlier

Men; later

Females; earlier

Females; later

25%; 25%

25%; 50%

50%; 25%

One in 3 individuals diagnosed

Imbalances of dopamine and glutamate exist

Ventricles in the brain are larger

There tends to be less grey matter in the brain

There tends to be more white matter in the brain

Hallucinations

Delusions

Flat affect

Movement disorders

9%

15%

11%

21%

Social isoloation

Increased social support

Medical complications

Psychological illness

Bulimia does not involve compensatory behaviours for binge eating, whereas binge-eating disorder does

Bulimia involves compensatory behaviours for binge eating, whereas binge-eating disorder does not

Bulimia does not involve binge eating, whereas binge-eating disorder does

Bulimia compensatory behaviours include only exercise, whereas binge-eating disorder compensatory behaviours include laxative and enema abuse.

Having diabetes

Having an obsession with food and dieting

Going to a public high school

Living in Westernised cultures

Controlling your hand before your arm

Controlling your fingers before your hand

Controlling your foot before your toes

Controlling your toes before your foot

Controlling your torso before your legs

Controlling your legs before your torso

Controlling your legs before your arms

Controlling your feet before your hands

6 years

5 years

4 years

8 years

Poorer academic grades

Improved heart and lung function

Lower obesity rates

Improved sleep

Delayed milestones

Deficits in memory

Deficits in attention

Facial abnormalities

Providing scaffolding and practice for the child

Adapting the environment to the child's needs

Engaging specific training

Routing the child to achieve milestones earlier than their peers

Muscle tone and strength

Motor planning

Sensory processing

Emotional regulation

Blood disorders

Temperature

Diet

Personality

The information coded in genes that is then copied onto Ribonucleic acid (RNA)

Comprised of Ribonucleic acid (RNA)

The biological structure underpinning every human attribute and trait

The unchangeable, static biological blueprint we all possess

Dominant alleles and recessive alleles

Dominant alleles, but not recessive alleles

Co-dominant alleles

Dominant, recessive and co-dominant alleles

An indication that I was probably adopted

A phenotypic manifestation of my genotype

A genotypic manifestation of my phenotype

Unrelated to my genetic inheritance

Foetal gestational period

Germinal period

Embryonic period

Foetal period

A connection between neurons

Empty spaces between neurons

The fatty sheath covering neurons

The last part of the brain to develop

The neurons are stripped of their myelin to facilitate quicker transmission between neurons

The brain has already reached full maturity and only changes when we learn skills

Synapses are pruned and myelin developed

More synapses are created rapidly to deal with larger amounts of information processing

The introderm

The ectoderm

The endoderm

The mesoderm

Gender segregation

Gender differentiation

Gender separation

Gender avoidment

They are widely shared knowledge structures that are learnt through socialization

They are always based on facts

They are distinct cognitive structures

They are widely shared knowledge structures that are learnt through socialization, AND They are distinct cognitive structures

Solitary play

Parallel play

Onlooker play

Cooperative play

initiative versus guilt

initiative versus industry

industry versus inferiority

industry versus guilt

18-24 months of age

15-17 months of age

12-15 months of age

None of the above

Stranger anxiety

Separation Anxiety

Separation Anxiety AND Stranger anxiety

Imprinting

Secure attachment

Resistant attachment

Avoidant attachment

Disorganized/disoriented attachment

Secure attachment

Resistant attachment

Avoidant attachment

Disorganized/disoriented attachment

The Attachment hypothesis

The Caregiving hypothesis

The Emotional support hypothesis

None of the above

Easy temperament

Difficult temperament

Slow-to-warm up temperament

Insecure temperament

Observation and learning

Genetic pre-disposition

Neurological maturation

All answers provided

Aggressive behaviour is the result of inferring hostile intent in others and reacting angrily.

Aggressive behaviour is the result of receiving a (often inadvertent) reward for aggression.

Aggressive behaviour depends on the social information provided to the child by the primary caregiver.

Aggression develops as a result of biological and cognitive maturation.

Higher testosterone levels in boys.

Parents react more negatively to aggressive behaviours from girls than boys.

Parents play rougher with boys than girls.

All answers provided

To walk away from the situation to avoid inadvertently rewarding Isla for her aggressive behaviour.

To smack Isla on the bottom immediately, so that Isla makes the connection between her aggressive actions, and the punitive consequence.

To immediately yell at Isla and remove her from the situation.

To explain to Isla the harm and distress she has caused to Lily

Premoral

Heteronomous morality

Autonomous morality

Social-order-maintaining morality

A desire to play alone rather than with others

A lack of empathy

The realization that others have internal states such as emotions and desires

Thinking that is dominated by an infant’s own experiences, perceptions and position in space

Symbolic representation

Achievement of Formal Operations

Engagement in cooperative play

None of the answers provided

Schemes

Centration

Concrete operations

Symbolic representations

The ability to conserve across a wide range of conservation tasks

The ability to manipulate mental representations about the outside to solve problems

The ability to reason about immediate reality

The ability to reason about abstract possibilities

Hypothetico-deductive reasoning

Hypothetico-inductive reasoning

Observation-based reasoning

Piagetian reasoning

syntax

pragmatics

semantics

morphology

Exposure to poor adult language models

Overregularlisation errors

Syntactic bootstrapping

None of the answers provided

Children’s cognitive development and modified language used by family members

An innate ‘learning activation device’ that is programmed to acquire language

Differential reinforcement from family as words are acquired and used

Appropriate exposure to language during a sensitive period of development

Boys are twice more likely to be diagnosed with autism than girls

Boys are half as likely to be diagnosed with autism as girls

The prevalence is the same

Boys are 3-5 times more likely to be diagnosed with autism than girls

decrease because fewer children will be diagnosed

decrease because fewer children will develop ASD

remain stable because there have been no changes to diagnostic criteria

increase because practitioners are more aware of the condition

Inattention, recklessness and hyperactivity

Impulsivity and low concentration

Fidgeting, inattention and hyperactivity

Hyperactivity and inattention

poor diet

failure of carers to set appropriate expectations and boundaries

failure of carers to set appropriate expectations and boundaries AND poor diet

None of the answers provided

Sedatives and behavioural modification

Cognitive behavioural therapy and stimulants

A good smack

Behavioursal modification and stimulants

An intense fear of gaining weight and refusal to maintain a normal body weight

A lack of appetite which leads to subsequent weight loss

Repetitive, constant exercise with a view to losing weight

Episodes of purging and laxative use with a view to losing weight

An intense fear of gaining weight and refusal to maintain a normal body weight

Recurrent episodes of binge eating and a sense of a lack of control over the binges followed by compensatory behaviour

Recurrent episodes of binge eating and a sense of a lack of control over the binges

Repetitive, constant exercise with a view to losing weight

1% adolescent girls develop anorexia

Approximately 15% children with anorexia are male

40% of those with anorexia are at risk of developing bulimia

40% of those with anorexia are at risk of developing bulimia AND 1% adolescent girls develop anorexia

self harm

uncontrollable violence

domestic violence

having a split personality

are larger than most people

have larger fluid-filled cavities in them than most people

have less white matter and more grey matter than most people

are more active than most people

Reflexes are critical diagnostic indicators during infancy as they indicate neurological integrity.

While reflexes once held survival value to human infants, they are no longer relevant indicators of healthy development.

Reflexes are critical diagnostic indicators during infancy as they indicate muscular integrity.

Reflexes are critical diagnostic indicators during infancy as they indicate social development.

Environment and practice are useful tools for the development of motor skills, but are not necessary.

Environmental factors can account for all the motor development observed in infants and children.

The environment is not a sufficient condition for the acquisition of motor skills but plays an important role in timing of skill acquisition.

Practice makes perfect – the more children practice motor skills, the faster they acquire them!

Gross motor skills such as throwing and catching.

Fine motor skills such as cursive writing.

Fine motor skills such as drawing.

Fine motor skills such as drawing AND Gross motor skills such as throwing and catching.

Because very young children are still developing the ability to interpret and understand sensory input.

Because older children have the ability to attend to a task for a longer period of time.

Because including a body with attached arms and legs requires fine motor skills which very young children are unlikely to possess.

Because including a body with attached arms and legs requires fine motor skills which very young children are unlikely to possess, AND Because very young children are still developing the ability to interpret and understand sensory input.

Genetically programmed responses that emerge as dictated by maturation.

Genetically programmed responses that emerge as dictated by maturation and opportunities to practice.

Increasingly complex systems of action that represents the most effective way of achieving some objective using the limited capabilities the child may have.

Are dependent on a dynamic vicarious learning relationship between the child and the primary caregiver

Chromosomes are made up of DNA

Genes are part of chromosomes

Genes are made up of DNA

All of the answers provided

AO, group A

The dominant allele of a gene, the recessive allele of a gene

Brunette hair, brunette hair gene

Brunette hair gene, brunette hair

Will have blood group A

Will have blood group OO.

Has a 50/50 chance of having either blood group AO or OO.

Has a one in three chance of having each of blood groups A, AO or OO

Embryonic period

Placental period

Germinal period

Foetal period

Gradual pruning of synapses

The ‘use it or lose it’ concept in neural development

The insulation of brain synapses

The insulation of mature brain cells

Adults can identify both positive and negative emotions equally well

Adults find it easy to identify baby’s positive emotions from facial expressions

Babies communicate their feelings through their facial expressions

Emotional expressions become easier to identify as children get older

Self recognition

An understanding of the rules or standards for evaluating one’s conducts

An understanding of the rules or standards for evaluating one’s conducts AND self recognition

Acquisition of all five basic emotions

Are culturally defined

Emerge around 2 years of age

Are a set of emotions present at birth

Only apply to self-conscious emotions

Emotional regulation

Temperament

Social referencing

Emotional competence

The notion that a child’s development is likely to be optimized when a parent’s
child rearing practices match the child’s temperament

A slow to warm up temperament, where a child may be slow to adapt to new
people or situations

An easy temperament, where a child is easy going and typically in a positive
mood

A tendency to withdraw from unfamiliar people or situations

gender identity

gender-role stereotypes

gender-typed patterns of behaviour

None of the answers provided

‘I’ve not really thought much about my career, I don’t know exactly what I want
to do’

‘My parents are teachers and so I’ll be a teacher’

‘I’m trying to decide if I should pursue a degree in law or psychology next year

'I have finally found the right job for me’

Cognitive development

Schooling

Emotional development

Relationship with parents

Onlooker play

Cooperative play

Associative play

Parallel play

pretend play

functional play

solitary play

unoccupied play

The changes that take place in cognitive processes from birth until the beginning of
adulthood

The changes that take place in cognitive processes over the lifespan

The changes in ways of thinking in a society over time

None of the answers provided

All stages are universal in that they describe the pattern of development in all
children

The framework is domain-general

All children pass through the stages in the same order and no stage can be skipped

None of the answers provided

Assimilation

Adaption

Preoperational thought

Accommodation

Birth – 1 month

1 – 4 months

4 – 7 months

8 – 12 months

Causality

The point of view of others

Object permanence

None of the answers provided

interpret the social cues

respond without adequate thought about the consequences.

formulate social goals

consider strategies to deal with the social situation.

it is an inherent component of their personality

aggression acts as a release of stress hormone, cortisol.

of their environmental conditions.

of social frustration.

the child is exposed to the conflict on numerous occasions

the conflict is intensive and high stress.

parents withdraw and become emotionally unavailable.