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Health and social care unit 1 > A2 Intellectual Development > Flashcards

A2 Intellectual Development Flashcards

1
Q

What is intellectual development?

A
  • learning and how individuals organise their minds and ideas
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2
Q

What are the 5 aspects of intellectual development?

A
  • language development
  • problem solving
  • memory
  • moral development
  • abstract thoughts/creative thinking
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3
Q

What happens in infancy and early childhood to intellectual development?

A

Rapid intellectual development

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4
Q

What happens in adolescence to intellectual development?

A

Development of logical thought, problem solving and memory recall

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5
Q

What happens in early and middle adulthood to intellectual development?

A

Think through problems and make judgments based on life experience

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6
Q

What happens in later adulthood to intellectual development?

A

Brain changes can cause short term memory decline and slower thought processing

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7
Q

What are the stages of language development in infancy to early childhood+ages?

A
  • babbling (3mo)
  • imitating sounds (12mo)
  • 2 worded sentences (2yr)
  • simple sentences (3yr)
  • clear sentences (4yr)
  • speak using adult grammar (5yr)
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8
Q

What are factors that affect language development?

A
  • Prolonged illness
  • Genetics (IQ)
  • stimulating environment/books (income)
  • siblings
  • learning disabilities
  • reduces hearing
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9
Q

How can language development be promoted in infancy?

A
  • blow bubbles
  • play with puppets
  • watch and listen to other children
  • rhymes and songs
  • picture books
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10
Q

How can language development be promoted in early childhood?

A
  • circle time
  • group activities
  • imaginary play
  • share stories/rhymes
  • word games
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11
Q

How has intellectual development occurred in early and middle adulthood?

A
  • think logically
  • find realistic answers
    -thinking realistically and are pragmatic
  • in middle adulthood there may be a decline in the speed of processing information
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12
Q

What happens to intellectual development in later adulthood?

A
  • memory loss and reduced cognitive ability
  • longer to learn and recall information
  • hormones and proteins that repair brain cells decline
  • decreased brain blood flow changes cognitive skills
    -short term affected not long term so much
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13
Q

What did Chomsky believe about language development?

A
  • It was innate and we were all born to understand and acquire language
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14
Q

What was the critical period in Chomsky’s theory?

A

-Between infancy and the start of adolescence where it was essential that children learn language or it would be difficult later in life

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15
Q

What is a case study that supports Chomsky’s theory of the critical period?

A

-Genie Wiley
- She was isolated and had no interaction and when found at 13 she couldn’t speak
- She was only able to learn to put a few words together
(she passed the critical period so could not learn language)

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16
Q

What is universal grammar?

A

Chomsky believed that children all over the work acquired language in the same way

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17
Q

What is the device that Chomsky hypothesised?

A

The LAD
(Learning Acquisition Device)

18
Q

How did Chomsky say the LAD worked?

A

Children needed to simply hear language to activate it and language isn’t learned

19
Q

What evidence is there to support Chomsky’s theory of the LAD?

A
  • Children making grammatical errors (sheeps) is the LAD getting to grips with the rules of language
  • Would explain how children learn language so quickly during the critical period
  • Children all over the world acquire language and grammar following the same pattern no matter the language
20
Q

What are the criticisms of Chomsky’s theory?

A
  • The LAD is hypothetical and can’t be proved so it’s not scientific
  • Ignores nurture and environnemental factors
  • Not applicable to children with learning difficulties
  • Theory is outdated as it was developed in the 1950s
21
Q

What are the strengths of Chomsky’s theory?

A

-Backed up by observations of language development as all children develop language similarly
- Evidence of similar patterns different children pass through these stages at different rates but follow the same sequence

22
Q

What is the first part of Piaget’s theory?

A

Cognitive development

23
Q

What are the 4 key stages of cognitive development in Piaget’s theory?

A
  • sensorimotor (0-2 yr)
  • pre-operational (2-7yr)
  • concrete operational (7-11 yr)
  • formal operational (11+ yr)
24
Q

What happens in the sensorimotor stage?

A
  • Children explore their environments with their senses and physical activity
  • They learn through trial and error
  • They learn about object permanence
25
Q

What is object permanence?

A

Understanding that objects exist even though we cannot see them physically

26
Q

What happens in the pre- operational stage?

A
  • Children engage in symbolic play
  • Development of make believe
  • They are egocentric
27
Q

What does egocentric mean?

A

Only being able to see from their own perspective and struggling to see from others

28
Q

What study supports children being egocentric in the pre-operational stage?

A
  • The three mountains task
    -Mountains placed with objects in front of them in front of the children
  • Even when children moved around they still thought the other person could see what they could see
29
Q

What is the evaluation of the Three Mountains Task?

A
  • W — artificial task may not accurately represent what children can do
  • S — scientific evidence makes his ideas more believable and it can be used in primary schools to test development
30
Q

What happens in the concrete operational stage?

A
  • At the start they may still need object to understand concepts
    -At the end they are capable of some abstract thinking
    -Children understand the concept of conservation
31
Q

What is conservation?

A

The idea that the something stays the same in quantity even though its appearance changes

32
Q

What study supports the idea of conservation?

A

-Conservation of number
- Two identical beakers w the same amount of water in front of child
- One beaker of water is poured into a different shaped beaker
- Child in concrete operational identifies it’s still the same amount

33
Q

What is the evaluation of the conservation of number study?

A
  • S — easy to replicate increasing validity and can be used in primary schools to test development
  • W — study may be too complex for children to understand giving inaccurate results
34
Q

What happens in the formal operational stage?

A
  • Can think abstractly
  • Can problem solve like an adult
  • Can think through complicated problems mentally
  • Teens think about moral, social and ethical issues
35
Q

What is part 2 of Piaget’s theory?

A

Schemas

36
Q

What is a schema?

A

A mental package of knowledge that contains information about an aspect of the world

37
Q

What are the 4 stages of schemas?

A
  • Assimilation
  • Equilibrium
  • Disequilibrium
  • Accommodation
38
Q

What happens in assimilation?

A

A child constructs an understanding or schema and/or new information is added into pre-existing schemas

39
Q

What happens in equilibrium?

A

A child’s experience fits with their schema

40
Q

What happens in disequilibrium?

A

New experiences present new informations upsetting schemas

41
Q

What happens in accommodation?

A

New information is accommodated and original schemas are changed or modified so they reach a stage of equilibrium

42
Q

What are the criticisms of Piaget’s schema theory?

A
  • he only studied a small sample and they were white and middle class so can’t be generalised to all children
    -he may have underestimated children
    -he ignored the role of parents and their encouragement (Bruner)
    -ignores children who’s intellectual development may be delayed so it’s not applicable for all

Health and social care unit 1 (13 decks)

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