ACT SSC Psychology Unit 4: Developmental Psychology — Flashcards & Quiz

Q1: Explain the nature versus nurture debate and how modern psychology views it.

The nature versus nurture debate concerns the relative contributions of genetics (nature) and environmental experience (nurture) to human development. Modern psychology rejects the either/or framing, recognising that behaviour results from the continuous interaction between genes and environment. Epigenetics demonstrates this interaction: environmental factors (stress, nutrition, experiences) can alter gene expression by modifying chemical markers on DNA without changing the sequence itself.

Q2: Describe Piaget’s four stages of cognitive development.

Sensorimotor (0–2 years): learning through senses and motor actions; develops object permanence. Preoperational (2–7 years): symbolic thinking and language develop; characterised by egocentrism, animism and lack of conservation. Concrete operational (7–11 years): logical thinking about concrete objects; masters conservation, classification and reversibility. Formal operational (11+ years): abstract reasoning, hypothetical-deductive thinking and systematic problem-solving.

Q3: Describe the psychosocial stages most relevant to adolescence and young adulthood.

Identity vs Role Confusion (12–18 years): the central task is forming a coherent personal identity through exploration of values, goals, relationships and roles. Success produces a strong sense of self; failure leads to identity confusion. Intimacy vs Isolation (18–40 years): the central task is forming deep, committed relationships. Success produces loving partnerships; failure leads to loneliness and emotional isolation. These stages are interconnected — a strong identity foundation supports the capacity for genuine intimacy.

Q4: Explain Bowlby’s attachment theory and the concept of the internal working model.

Bowlby (1969) proposed that infants have an innate biological need to form a strong emotional bond with a primary caregiver during a critical period (approximately the first 2–3 years). Secure attachment provides a "safe base" for exploration and emotional regulation. The internal working model is a mental representation of the self and others formed through early attachment experiences — it shapes expectations for future relationships, self-worth and social behaviour throughout the lifespan.

Q5: Describe the attachment types identified by Ainsworth and their developmental implications.

Ainsworth’s Strange Situation (1970) identified: Secure (65–70%): distressed by separation, comforted by reunion; caregiver is responsive. Insecure-Avoidant (20–25%): minimal distress at separation, avoids caregiver; caregiver is emotionally distant. Insecure-Resistant (10–15%): highly distressed, not easily comforted; caregiver is inconsistent. Disorganised (Main & Solomon): contradictory behaviours; often linked to caregiver maltreatment. Secure attachment predicts better social competence, emotional regulation and academic outcomes.

Q6: Describe Kohlberg’s three levels of moral development.

Kohlberg (1958) proposed three levels, each with two stages. Preconventional (stages 1–2): morality based on consequences to self — obedience to avoid punishment, and acting for personal reward. Conventional (stages 3–4): morality based on social expectations — seeking approval of others ("good boy/nice girl"), and maintaining social order through rules and laws. Postconventional (stages 5–6): morality based on universal ethical principles — understanding social contracts and individual rights, and acting according to self-chosen ethical principles even when they conflict with law.

Q7: What are the key psychological changes during adolescence?

Adolescence (approximately 10–19 years) involves: cognitive development (formal operational thinking, improved decision-making), identity formation (Erikson’s Identity vs Role Confusion, Marcia’s identity statuses), emotional development (increased emotional intensity, developing emotional regulation), social development (peer influence becomes dominant, romantic relationships emerge), brain maturation (prefrontal cortex not fully mature until mid-20s, explaining risk-taking behaviour) and moral reasoning development.

Q8: What is epigenetics and how does it resolve the nature-nurture debate?

Epigenetics studies how environmental factors alter gene expression without changing the DNA sequence. Chemical modifications (DNA methylation, histone modification) can "switch" genes on or off in response to experiences such as stress, nutrition, toxin exposure and early caregiving. Epigenetics resolves the nature-nurture debate by demonstrating that genes and environment are not independent — the environment literally shapes which genes are expressed and how they function.

Q1: Epigenetics involves permanent changes to the DNA sequence caused by environmental factors.

Answer: FALSE

Epigenetics involves changes to gene expression (which genes are turned on or off) WITHOUT altering the DNA sequence itself. Chemical modifications such as DNA methylation affect how genes function, but the underlying genetic code remains unchanged.

Q2: Object permanence — understanding that objects continue to exist when out of sight — develops during Piaget’s sensorimotor stage.

Answer: TRUE

Object permanence is a key achievement of the sensorimotor stage (0–2 years). Before developing object permanence, infants behave as though hidden objects no longer exist.

Q3: Erikson’s Identity vs Role Confusion stage occurs during early childhood (approximately 3–6 years).

Answer: FALSE

Identity vs Role Confusion occurs during adolescence (approximately 12–18 years). The early childhood stage (3–6 years) is Initiative vs Guilt, where children learn to plan and initiate activities.

Q4: Bowlby’s internal working model suggests that early attachment experiences shape expectations for future relationships.

Answer: TRUE

The internal working model is a mental representation formed through early attachment experiences that shapes expectations about the self ("Am I worthy of love?") and others ("Can others be trusted?") throughout the lifespan.

Q5: Insecure-avoidant infants in the Strange Situation show extreme distress during separation and are difficult to comfort upon reunion.

Answer: FALSE

Insecure-avoidant infants show little distress during separation and tend to avoid the caregiver upon reunion. The description of extreme distress and difficulty being comforted matches the insecure-resistant (ambivalent) attachment type.

Nature, Nurture and Epigenetics

The modern understanding is that genes and environment interact continuously across development. Epigenetics and gene-environment interaction studies demonstrate that neither factor operates independently. BSSS assessments require you to explain this interaction using specific research evidence, not simply state that "both are important."

Cognitive Development (Piaget)

Piaget’s four stages provide a framework for understanding how thinking develops from infancy to adulthood. BSSS assessments require you to describe each stage, identify key milestones, apply stages to scenarios and critically evaluate the theory (e.g. Piaget underestimated children’s abilities, cultural limitations).

Attachment Theory (Bowlby and Ainsworth)

Bowlby’s theory and Ainsworth’s classification system are foundational knowledge. Understanding attachment types, the internal working model and long-term developmental outcomes — supported by cross-cultural research — is essential for BSSS extended responses on social and emotional development.

Lifespan Development and Research Methods

Erikson’s psychosocial stages, Kohlberg’s moral development and cognitive changes in ageing demonstrate that development is lifelong. Understanding research methods (cross-sectional vs longitudinal) and their limitations is essential for evaluating developmental research in BSSS assessments.

What does ACT SSC Psychology Unit 4 cover?

Unit 4 covers developmental psychology including the nature versus nurture debate, epigenetics, Piaget’s cognitive development stages, Erikson’s psychosocial stages, Bowlby and Ainsworth’s attachment theory, Kohlberg’s moral development, adolescent identity formation and lifespan developmental changes in cognition and social functioning.

Are these flashcards aligned to the BSSS curriculum?

Yes — every flashcard and quiz question is mapped to the ACT Board of Senior Secondary Studies (BSSS) Psychology curriculum for Unit 4: Developmental Psychology.

How does Unit 4 connect to the rest of the ACT SSC Psychology course?

Unit 4 integrates concepts from all previous units: cognitive development connects to memory models (Unit 1), brain maturation connects to biological bases (Unit 2), and peer influence and identity formation connect to social psychology (Unit 3).