Name:____________________________________________

The complexity of
psychological
development
AOS 1 Booklet A

Unit 1 AOS 1 Study Design dot points 1-4

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 CHAPTER 2A – NATURE VS NURTURE
STUDY DESIGN DOT POINT
 The interactive influences of hereditary and environmental factors on a person’s psychological
development

Using chapter 2A of Edrolo, fill in the key definitions for this key knowledge point
Key Word Definition
Psychological
development

Cognitive
development

Emotional
development

Social
development

Hereditary
factors

Environmental
factors

Genetic
predisposition

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Psychological Devleopment
1. In the table below give at least two examples of each aspect of psychological development (pg. 90 Edrolo)

Cognitive Emotional Social

Development Development Development

2. Explain the two factors that current psychology suggests significantly shape our development

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3. Using the diagram below, identify the key features of the nature debate and the key features of the
nurture debate

Nurtur
Nature
e

-
- -

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The interaction of hereditary and environmental factors on psychological development

4. Explain what the image to the left demonstrates in

terms of psychological development

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Review questions

1. Ricky and Karl are identical twins, meaning that they share 100% of their DNA. Ricky and Karl were separated
at birth and were therefore raised in separate families. Ricky grew up to be shy, reserved, and was
eventually diagnosed with depression. In comparison, Karl grew up to be outgoing, extroverted, and had no
mental health issues
a. Provide a possible explanation as to why the twin’s personalities differed, despite sharing 100% of
each other’s DNA (2 marks)
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b. With reference to genetic predisposition, explain why Ricky may have developed depression when
Karl did not (3 marks)

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 CHAPTER 2B – The biopsychosocial model
STUDY DESIGN DOT POINT
 The biopsychosocial approach as a model for considering psychological development and mental
wellbeing

Using chapter 2B of Edrolo, fill in the key definitions for this key knowledge point
Key Word Definition
Biopsychosocial
model

Biological factors

Psychological
factors

Social factors

Mental wellbeing

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The biopsychosocial model
Using the table on page 100 of Edrolo, fill out the table below

Definition Examples Interactions with other

factors
Biological
Factors

Psychological
factors

Social factors

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The biopsychosocial approach to psychological development

1. Explain why the biopsychosocial models for mental well-being and psychological development are so similar.

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Mental wellbeing
2. Explain what the image to the left demonstrates in
terms of mental wellbeing

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Review questions _______________________________________
1. With reference to the biopsychosocial model, _______________________________________
provide an example of a negative
biopsychosocial influence that may occur during childhood and explain how it may create a pattern of
negative outcomes later in life (3 marks)

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2. Identify one similarity and one difference between the concepts of nature and nurture, and the
biopsychosocial model. (2 marks)

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3. In a research setting, why is it difficult to study the aspects of nature, nurture, and the biopsychosocial
framework in isolation? (2 marks)

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 CHAPTER 2C – Psychological development
across the lifespan
STUDY DESIGN DOT POINT

 the process of psychological development (emotional, cognitive and social development) over the
course of the life span

Using chapter 2C of Edrolo, fill in the key definitions for this key knowledge point
Key Word Definition
Emotional
development

Attachment

Cognitive
development

Social
development

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Attachment styles and their influence on emotional development (pg. 110)
Category of Description Characteristics
attachment
style
Secure
attachment

Insecure
attachment

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Piaget’s theory of cognitive development
Age Stage Key developments in cognition Examples
range
0–2 • Children develop object permanence, meaning
years Sensorimotor they understand that an object continues to
stage exist even if it cannot be seen.
• Children will begin to perform goal-directed
behaviour, which involves engaging in
behaviour to meet a goal that has been
purposefully planned.

2–7 • At the beginning of this stage, children are

years Pre- egocentric, meaning that they cannot
operational understand the perspectives of others.
Stage • In such a way, children may believe that the
way in which they think about the world is
exactly the same as how everyone else does.
By the end of this stage, children should
overcome this egocentrism.
• Children overcome centration (only being able
to focus on one feature or characteristic of an
object).
• Children learn to understand reversibility (the
knowledge that objects are able to change and
then return to their original form).
7–  Children develop the understanding of
12 Concrete conservation, which is the knowledge that the

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years Operational properties of an object remain consistent even
when the object’s appearance is altered.
 Children develop the skill of classification,
which is the ability to group objects or
concepts into categories which are organised
on the basis of common features.
 Children are able to perform simple mental
operations, such as mathematical skills,
including addition and subtraction.
12+ • More complex thought processes become
Formal evident and thinking becomes increasingly
operational sophisticated.
• Children develop the ability to produce
abstract thought, which involves the
consideration of concepts that are not tangible
and therefore require imagination rather than
senses.
• Children develop the ability to use reason and
logic. Logic is the ability to objectively consider
a problem and consider all possible solutions,
whereas reasoning involves using logic to
process a concept and to reach a sensible and
valid conclusion.

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Erik Erikson’s psychosocial crises across the lifespan and their impact on social development
Age Crisis Explanation Crisis resolves Crisis unresolved
rang
e
0–1 In this stage, infants
years are completely
dependent on their
caregivers.

1–3 This stage involves

years toddlers experiencing
an enhanced level of
independence while
learning about the
world through
exploration.

3-6 Children begin to

years actively interact with
others.

6– At the beginning of
12 this stage, children
years start to be measured
on their performance
in multiple aspects of
life. For example
academic
performance at
school.
Children will compare
their own
performance to the
performance of

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 others.
12 – During this stage,
19 individuals attempt to
years navigate their social
world and seek clarity
on who they are, their
capabilities, and their
role in the world.

19 – This stage involves

30 young adults
years attempting to navigate
and establish their
social relationships,
specifically focusing on
romantic
relationships.
As an early adult, this
stage involves seeking
intimacy in the form of
strong and committed
romantic
relationships.
30 – This stage occurs in
64 middle adulthood and
years involves individuals
evaluating whether
they lead a purposeful
and meaningful life.
This involves people
evaluating whether
their actions
contributed to the
lives of the next
generation.
65+ The final stage ranges
years from the mid-sixties
until the end of life.
This stage involves
reflecting on your life
and evaluating
whether you have
succeeded and
achieved your goals.

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15
Review questions

1. Identify the independent variable of this study

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2. Identify the dependent variable of this study

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3. What was the difference in the amount of children who perceived the clay to be equal in size between trial 1
and trial 2?

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4. Identify the trend present within this study

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5. Provide a conclusion for this study

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 Multiple-Choice questions.
Each question is worth 1 mark. Test your knowledge of this area of study.
Question 1
The correct sequence of the stages of cognitive development described in Piaget’s theory is
A. sensorimotor, concrete operational, pre-operational, formal operational.
B. sensorimotor, formal operational, concrete operational, pre-operational.
C. sensorimotor, pre-operational, concrete operational, formal operational.
D. pre-operational, sensorimotor, formal operational, concrete operational.

Question 2
According to Piaget, logical and abstract thinking are not consistently apparent until an individual has reached the
_____ stage.
A. sensorimotor
B. pre-operational
C. formal operational
D. concrete operational

Question 3
Bree and Emma’s father bought them a strawberry Big M each while out shopping. He decides to pour the milk out of
each carton into different glasses and his daughters watch him do this. Emma’s glass is much wider than Bree’s glass and
she complains that Bree has been given more milk than she has.
It is likely that Emma has yet to develop an understanding of
A. classification.
B. conservation of mass.
C. conservation of volume.
D. conservation of length.

Question 4
Erikson proposed that the order in which people go through his stages is
A. varied.
B. fixed.
C. age-related.
D. sex-related.

Question 5
Attachment theory suggests that
A. an individual’s emotional development is influenced by their early attachment to a primary caregiver.
B. an individual’s cognitive development is dependent on their early attachment to a primary caregiver.
C. attachment is unlikely to affect development but may lead to emotional wellbeing or distress.
D. If an individual develops an insecure attachment style, they will always experience maladaptive emotional
development.

Question 6
Which of the following is not something that is said to occur during cognitive development?
A. An increase in the ability to comprehend and organise information.
B. An increase in the ability to control one’s emotions in response to negative thoughts.
C. The growth and development of neural networks.
D. The development of abstract thinking.

Question 7
The school environment fosters social development in children because
A. it is a setting in which children are taught important social skills, such as how to tie their shoes and how to
catch the bus.
B. parents are unable to influence their child’s social development on their own.
C. in school, children learn new concepts, such as maths.
D. it is a setting in which children are taught important social skills, such as how to manage conflict and take
turns during play.
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Question 8
When Ruby was young, she remembers getting angry and throwing a tantrum when her friends didn’t want to
share their toys, often calling them ‘mean’ or ‘rude’. Now, as an adult, Ruby does not mind if her friends don’t
want to share their belongings and she can often identify a logical reason for their decision.
Which of the following is not true about Ruby?
A. Ruby has reached a state of emotional intelligence.
B. Ruby has developed theory of mind.
C. Ruby is able to exercise the skill of empathy.
D. Ruby’s tantrums as a child suggest that she has not yet completed her emotional development.

Question 9

Marriane is 20 years old. She grew up with loving but busy parents and always did well throughout school. However,
Marriane, as an adult, finds it difficult to voice her needs in her relationships and often just lets others take control.

What area of Marriane’s development was likely affected in her early life?
A. Social development.
B. Emotional development.
C. Cognitive development.
D. Psychological development.

Question 10
In terms of nature versus nurture, attachment theory emphasises the influence of what factors
on development?
A. Environmental factors.
B. Hereditary factors.
C. Psychological factors.
D. Biological factors.

Score: /10

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 CHAPTER 2D – Critical and sensitive periods
Using chapter 2D of Edrolo, fill in the key definitions for this key knowledge point

STUDY DESIGN DOT POINT

 • the role of sensitive and critical periods in a person’s psychological development

Key Word Definition

Maturation

Plasticity

Critical periods

Sensitive periods

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Summary of critical and sensitive periods
Characteristics Examples
Critical
periods

Sensitive
periods

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 Case Study: Genie Wiley
Critical Periods in Development

1. What is a case study? (Refer to Research Methods notes to refresh your memory if you don’t know.)

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2. What is the research area of interest in this case study?

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3. Explain, briefly, what happened to Genie.

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4. How did her upbringing affect her language acquisition?

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5. From Genie’s case study, what did psychologists conclude about developing fluency in
language?
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6. Would it be possible for psychologists to test this experimentally? Why/why not?

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A hypothetical study: One way to test experimentally, if there is a critical period
for language development would be to have two groups of infants, one would
be raised as ‘normally’ as possible and exposed to language from birth. The
other group of infants would be placed in solitary confinement until aged 8,
cared for and fed etc but not exposed to language at all. At age 8 both groups
would then be exposed to a series of language programs, e.g. reading, writing
and speaking coaching. After one year of exposure to written and verbal
language, all children, aged 9, would then be given a language fluency test.

In this study;
A. Identify the I.V.
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B. Identify the D.V.

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C. Write a possible hypothesis:

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D. Identify the experimental design:

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E. Identify one advantage and one disadvantage of the experimental design you
named in (D).
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F. What type of data would be collected by this study?

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G. Which ethical considerations would be violated in this study?

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