Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Psychology A level component 3 > Child: basics > Flashcards

Child: basics Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards AP® Psychology flashcards
1
Q

What were yerks’ beliefs about intelligence

A

Intelligence is inherited:

-Concluded that the lighter the skin the higher the IQ

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What did Charles spearman (1904) believe about intelligence

A
  • General intelligence can be shown across all IQ tests

- Cognitive skill only

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What did Louis Thurston (1938) believe about intelligence

A
  • Cluster of abilities individuals possess in varying degrees (mental capacity)
  • verbal comprehension, arithmetic ability etc.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What did Robert Sternberg (1985) believe about intelligence

A

Triarchic theory of intelligence:
1- Analytical thinking
2- Creative thinking
3- Practical thinking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What did Howard Gardner (1983) believe about intelligence

A

Multiple intelligences - logical, linguistic, spacial, musical,kinaesthetic, intra/inter personal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What did Daniel Goleman (1996) believe about intelligence

A

Emotional intelligence - self awareness of our own emotional abilities, motivation and empathy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What were Haier’s (2005) research findings and what this meant in terms of gender differences

A

Haier found that men have more grey matter in their frontal and parietal lobes, this can create a gender differnce in intelligence as this shows that men are better at: maths, spacial IQ, better drivers, better self-control
Haier also found that women have more grey matter in their frontal lobes and Broca’s area this shows that women are stereotypically proven to talk more and more emotional as well as problem solving, planning and attention

However this also shows that research is not consistent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Define monozygotic twins (MZ)

A

Identical twins - split to form 2 embryos

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Define dizygotic twins (DZ)

A

Non-identical - Develop from 2 different eggs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Define Genotype

A

Genetic makeup of an organism with reference to a single trait

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Define Phenotype

A

Physical appearance resulting from inherited information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

How do twin studies allow us to investigate the role of nature and nurture in intelligence

A

-In relation to intelligence, an individual can inherit the genetic potential to be intelligent, but good nurturing (through education/parenting/socialisation) of that potential will effectively switch on the genotype, allowing the potential to be achieved/ expressed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What is the validity for gender differences (neuroanatomy)

A

Not valid - different types of intelligence, so hard to accurately measure and all studies into the brain have consistent results
- can never have a solid cause and effect conclusion about IQ = not useful

+ Different conclusions = can compare to shoe individuality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What is the freewill/determinism debate on gender differences

A

Freewill - we choose to learn and react to situations so this could therefore effect our brain plasticity

+can control our actions e.g. Through therapies

Socially sensitive - blaming an individual for their situation e.g. Choosing to be intelligent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What has developed in the brain at conception

A
  • neural tube, brain stem, spinal chord
  • brain develops primary functions - reflexes, breathing
  • cerebral cortex thickness
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What has developed in the brain at one year old

A
  • use their sense of sight to explore an environment and recognise familiar people e.g. Visual cortex
  • optimum age to learn symbols, vision, hearing, emotional control e.g. Amygdala
  • Motor skills develop - walking, climbing e.g. Pariatal
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

What has developed in the brain at two years old

A

-spike in language use (it quadruples) the left hemisphere is dominant

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

What has developed in the brain at three years old

A

-recognise basic cognitive functions (thinking, learning, memory problem solving) - limbic system, frontal lobe develops

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

What examples of risk taking activities might be found more in the adolescent age group

A

Alcohol, drugs, driving, moving out, meeting new people, travelling,criminal behaviour

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

What are the functions of the limbic system

A

Memory, information, emotion, rewards, connecting left and right

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What are the functions of the pre-frontal cortex

A

Morality and values, self-control, inhibition

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

What are the functions of the ventral striatum

A

Low delay of gratification, rewards side, activated when sees or receives rewards

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Why does this link to risk taking: the limbic system develops earlier than the pre-frontal cortex dominating the controls and decision making of the pre-frontal cortex

A

-more likely to engage in risk taking behaviour to make you feel good and happy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Why does this link to risk taking behaviour: The ventral striatum matures earlier and is often more dominant than the pre-frontal cortex

A

-Do anything you can to get a reward regardless of the consequences

E.g. Criminal activity regardless of the long-term consequences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Why does this link to increased risk taking behaviour: The pre-frontal cortex does not mature until the mid-20’s

A

-Self-control not fully developed, wanting to be impulsive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Why would being present in a group increase the reward sensation activated by the ventral striatum

A

Stimulation of the rewards centre from getting praise, competition and acceptance from others in a group which stimulates the risk factor

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

What do the Graduated Driving Licensing schemes do to reduce risk taking in drivers

A

Include a probationary period after a person passes their test. This probationary places restrictions on newly qualified drivers such as night tie driving, where they can drive and even what passengers they can have

28
Q

Suggest why the Graduated Driver Licensing schemes might be effective at reducing risk taking

A

Because it allows their inferior frontal gyrus to develop so the ventral striatum isn’t as dominant

29
Q

What is the usefulness of investigating pre-adult brain development

A

+Can create strategies to reduce risk taking in adolescents e.g. Adolescents took more risks than adults (were more likely to gamble with higher outcomes). This suggests that all adolescents are risk takers = socially sensitive but this does mean that we can create safer individuals e.g. Drivers = less accidents.

30
Q

What is perception

A

Perception is though the process of being exposed to stimuli such as light, sound,smell, taste and touch that we experience our world. Perception is the process by which our minds organise, process and make sense of sensory data order to interact with our world and environment.

31
Q

Define elevation

A

Objects that are closer to the horizon line are perceived as further away and further from the horizon line, the closer to us.

32
Q

Define relative size

A

Our perceptions may be faulty when perceiving an objects size to determine how close it is

33
Q

Define motion parallax

A

The faster objects are closer but further away objects move slower perceptually

34
Q

What are the strengths of using animas in research

A

+Gain understanding of subject and brain functions and issues to develop treatments

+More ethical than using humans

+Some behaviours are shared between humans and animals (spatial/perceptual)

+Manipulate and control the animals more easily

35
Q

What are the weaknesses of using animals in research

A
  • Brain structures of human compared to animals are very different, even behaviours and functions are different
  • Can’t give consent (unethical), should be no long lasting damage, restricted and forced behaviour (lower validity, not natural), psychological distress
  • Can’t generalise results much
  • Anthropomorphism - Labelling animals with human like behaviours
36
Q

What toys can help to develop a babies visual perception

A

lamp which projects patterns = spatial awareness as the lights move around the room

37
Q

What toys can help to develop a babies Auditory perception

A

Toys that make noises

38
Q

What toys can help to develop a babies Tactile perception

A

Toys with different surfaces

39
Q

What toys can help to develop a babies Sensory perception

A

Toys which move, make noises and have different surface textures

40
Q

How can research and play strategies for perception be ethnocentric

A
  • Not all individuals would perceive depth in the same way, education and lifestyle would shape that knowledge and learnt behaviour
  • Environment will also have an impact (hills, buildings) as you learn to perceive what is far/near compared to where there is no variety of depth
41
Q

How can research and play strategies for perception not be ethnocentric

A

-The naturist view suggests that there would be no impact on an animals behaviour or they were from another culture as the behaviours shown are natural reflexes as the animals are so young and therefore have not experiences danger to learn from

42
Q

How can research and play strategies be on the nature side of the debate

A

-We are born with genetically programmed processes of maturation and owe nothing to learning because we just ‘turn on’ perception at certain ages

43
Q

How can research and play strategies for perception be on the nurture side of the debate

A
  • Born with only basic sensory capacity and develop through experience and interaction with our environment
    e. g. in Blakemore and Cooper the kittens were placed in an artificial environment, then placed in the horizontal position they couldn’t perceive the vertical environment
44
Q

How can research and play strategies for perception be on the reductionist side of the debate

A

-The observation looks at animals that are very young so that they have not had enough time to experience danger and learn from it. As a result the observation only at nature

+Strengths - as different animals develop at different rates it would be hard to judge how far an animal had developed behaviours they had learnt or not learnt when comparing them
-Controlled experiment as focusing on one behaviour = more reliable

45
Q

How can research and play strategies for perception be on the holistic side of the debate

A

-The observation uses a wide range of animals with different visual perception as the animals natural habitats would all differ from one another, therefore, had less or more experience to a ‘cliff’ (the turtle had not experienced a ‘drop’
-not just unusual representation being tested
+More generalizable and can apply the results so it is more useful

46
Q

What is a schema

A

Organises categories of information and the relationship among them

47
Q

How might the schema shape a child’s development of knowledge

A

May form the basis of other cognitive functions such as memory/ assimilation/ accommodation

48
Q

What is assimilation in terms of the schema

A

Using schema to deal with new objects/situations

49
Q

What is accommodation in terms of the schema

A

Change their existing schema to make sense of the new experiences

50
Q

What did Jean Piaget believe

A

He developed a theory of development which states that children are born with basic mental structures upon which knowledge and skills are built. Piaget believed that a child’s learning about their world was based upon the development of the schema. This forms the basis of other cognitive functions such as memory. Through various experiments, Piaget developed his ideas into the ‘maturational theory’; a 4 stage theory that considers how children’s thinking evolves through maturation of age

51
Q

What is the Maturational theory and who was the founder

A

Jean Piaget was the founder of the maturational theory; a 4 stage theory that considers how children’s thinking evolves through maturation of age

52
Q

What is the stage of the maturational stage and what are the key features for 0-18 months

A

0-18 months = sensorimotor stage –> children discover their world through matching senses with what they can do. Objects continue to exist even when they can’t be seen.

53
Q

What is the stage of the maturational stage and what are the key features for 18months - 7 years

A

18months - 7years = pre-operational stage –> Able to use mental images and symbols and acquire language. Generate general rules about mental operations. The child is egocentric - Only look at their own perspective

54
Q

What is the stage of the maturational stage and what are the key features for 7-11 years

A

7-11 years = Concrete-operational stage –> Use ore complete mental operations e.g. putting items in order. See things from other point of view. Finds it hard to think in terms of how it is rather than how it could be

55
Q

What is the stage of the maturational stage and what are the key features for 11+ years

A

11+ years = Able to reason logically and deal with abstract concepts. They can mentally deal with several factors at once.

56
Q

What did Lev Vygotsky believe

A

He believed that culture and language of a child had an impact on their learning, placing a stronger emphasis on social factors than Piaget did. Vygotsky suggested that cognitive development arises out of social interactions in a guided learning environment, leading to his key theory of the ‘Zone of Proximal Development’

57
Q

Outline the theory of the Zone of Proximal Development and the concept of the ‘More Knowledgeable Other’

A

1-On their own, children only have a limited ability
2-With social interaction/ development, children can do a lot more
3-and things the child can not do due to their age limiting them

more knowledgeable other = With someone else children can develop better/more knowledge

58
Q

What do behaviourists believe about attachments

A

Behaviourists believe that we are born as ‘blank slates’, they argue that children are not born with innate attachment behaviours but learned attachment through their interactions with their caregivers through a process of association or reinforcement. They argue for the nurture side of the debate.

59
Q

What did Harlow’s monkey research tell us about attachment

A

1- the wire mother = food giver and the cloth mother who did not provide food. The monkeys were frightened by a stimulus and would run and hug the cloth mother for comfort and not to the food giver

At first they would go to the wire monkey for food but then return to cloth monkey
nurture = Didn’t spend time with food/ wire monkey prefer to spend time with cloth monkey

60
Q

What did Lorenz (1935) suggest about attachments

A

Lorenz considers how attachment is a natural evolutionary response. He argued that the critical period was within the first 36 hours and they bond to with that moving object, he called this process ‘imprinting’ and it suggests that attachment is innate.

61
Q

What is imprinting

A

First thing that they see moving and meaningful interaction with them

62
Q

What are the long term consequences of imprinting

A

-Still taken from their mother, incubation, adoption (damaging attachment)
+Develop healthy relationships in the long term with friends and family

63
Q

What did Bowlby believe about attachments

A

He stated that there is a key critical period for early attachment of the first 2 years, and if it is not formed, there are long term consequences for those individuals in their adult behaviour: reduced intelligence, increased aggression, depression, affectionless psychopathy and even dwarfism

64
Q

What is affectionless psychopathy

A

Lack of awareness and empathy for others and having a lack of care and affection for others.

65
Q

What is deprivation

A

The loss or damage of something considered to be an attachment

66
Q

What is privation

A

If a child fails to develop an attachment

Psychology A level component 3 (6 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions