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AQA GCSE Psychology > Development > Flashcards

Development Flashcards

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1
Q

brain stem

A
  • highly developed at birth
  • connects brain to spinal cord
  • autonomic functions
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2
Q

cerebellum

A
  • matures late
  • near top of spinal cord
  • co-ordinates sensory and motor
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3
Q

thalamus

A
  • deep inside the brain in each hemisphere

- information hub, recieves and then sends signals around the brain

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4
Q

cortex

A
  • very thin and folded cover
  • thinking and processing
  • frontal, visual, auditory, and motor areas in each hemisphere
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5
Q

nature vs. nurture

A

nature is inherited and nurture is environmental influences

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6
Q

smoking

A

smoking during pregnancy can lead to a smaller brain

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7
Q

infection

A

in the womb, German measles can lead to hearing loss

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8
Q

voices

A

babies learn to recognise mother’s voice

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9
Q

imteraction between nature and nurture

A

the brain forms due to nature but the environment has a major influence, even in the womb

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10
Q

early brain development

A

how the brain develops in the womb and matures

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11
Q

Piaget’s theory

A

changes in thinking (cognition) over time

children think differently from adults

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12
Q

stages

A

different kinds of logical thinking occur at each stage

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13
Q

schemas

A

mental structures containing knowledge. schemas become more complex through assimilation and accomodation.

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14
Q

assimilation

A

adding new information to an existing schema

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15
Q

accomodation

A

recieving new information that changes our understanding so a new schema is formed

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16
Q

Piaget’s theory - evaluation points

A

research evidence - many studies have been conducted to test Piaget’s theory, which has helped improve our understanding of how children’s thinking develops

real-world application - the theory has helped change classroom teaching so it is now more activity-based

the sample - middle-class Swiss children were used so theory may not be universal

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17
Q

conservation

A

although appearance changes, quantity stays the same.

Piaget showed younger children can’t conserve quantities.

challenged by ‘naughty teddy study’.

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18
Q

mcgarrigle and donaldson’s study - aim

A

the ‘naughty teddy studdy’ aimed to see if a deliberate change in the row of counters would help younger children conserve.

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19
Q

mcgarrigle and donaldson’s study - method

A

children aged 4-6 years

two rows of counters, teddy messed up one of them. child asked if rows were the same

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20
Q

mcgarrigle and donaldson’s study - results

A

deliberate change = 41% conserved
accidental change = 68% conserved

older children did better than younger ones

21
Q

mcgarrigle and donaldson’s study - conclusion

A

Piaget’s method doesn’t show what children can do

this study does show there are still age-related changes

22
Q

mcgarrigle and donaldson’s study - evaluation points

A

the sample - primary school sample from one school, so comparisons between groups may not be valid

the change was not noticed - children may appear to comserve because they simply didn’t notice the change as they were distracted by the teddy

challenges Piaget- the study shows that Piaget confused young children with his style lf questioning. this helps to refine his theory

23
Q

egocentrism

A

seeing the world only from one’s own point of view

Piaget tested this with the three mountains task, showing egocentrism up to age 7

this was challenged by the ‘policeman doll study’

24
Q

hughes’ study - aim

A

to create a test that would make more sense than Piaget’s

25
Q

hughes’ study - method

A

3 1/2 to 5 year-olds asked to hide a boy doll from two policemen. they were given practice first with one doll

26
Q

hughe’s study - results

A

90% could hide the boy doll from two policemen. 3-year-olds did less well with a more complex task

27
Q

hughes’ study - conclusions

A

children aged 4 years are mostly not egocentric

Piaget underestimated abilities but was right that thinking changes with age

28
Q

hughes’ study - evaluation points

A

more realistic - task made bettter sense to children and they were given practice so they understood, so a more realistic test of abilities

effects of expectations - unconscious cues from the researcher may have influenced the children’s behaviour, so the results lack validity

challenges Piaget - the study shows that Piaget’s task confused the children, making them appear less able thinkers

29
Q

stages of cognitive development

A

four stages at different ages. children think differently as their brains mature. universal order of stages

30
Q

sensorimotor stage

A

0 - 2 years

learn to co-ordinate sensory and motor information

31
Q

pre-operational stage

A

2 - 7 years

can’t think in a consistently logical way (it doesn’t ‘make sense’)

egocentric and lack conservation

32
Q

concrete operational

A

7 - 11 years

at 7, most children can conserve, and show less egocentrism

logical thinking applied to physical objects only

33
Q

formal operational

A

11+ years

children can draw conclusions about abstract concepts and form arguments

34
Q

stages of cognitive development - evaluation points

A

underestimated children’s abilities - some types of thinking develop earlier than Piaget proposed

overestimated children’s abilities - suggested that children 11+ are capable of abstract reasoning but most can’t cope with Watson’s card sorting task in abstract form

basic idea is correct - does show children’s thinking changes with age so theory is valid

35
Q

application in education - readiness

A

can only teach something when child biologically ‘ready’

36
Q

application in education - learning by discovery and the teacher’s role

A

children must play active role, not note-learn. teachers should challenge schemas

37
Q

application in education - individual learning

A

children go through same stages in same order but at different rates

38
Q

application in education - application to stages

A

sensorimotor - stimulating sensory environment

pre-operational - discovery learning rather than written work

concrete operational - physical materials to manipulate

formal operational stage - scientific experiments to develop logical thinking

39
Q

application in education - evaluation points

A

very influential - positive impact on UK education as more child-centered activity in primary schools

possible to improve with practice - thinking can develop at an earlier age if given enough practice, not just when ready

traditional methods may be good - direct instruction is a better teaching method in some subjects

40
Q

dweck’s mindset theory

A

the set of assumptioms we have (mindset) affects success

success is due to effort not talent

41
Q

dweck’s mindset theory - fixed mindset

A

effort won’t help because talent is fixed in the genes. focused on performance

42
Q

dweck’s mindset theory - growth mindset

A

can improve with effort, enjoy challenge. focused on learning goals

43
Q

dweck’s mindset theory - dealing with failure

A

fixed mindset - failure indicates lack of talent, so give up

growth mindset - opportunity to learn more and put in more effort

44
Q

dweck’s mindset theory - a continuum

A

not simply one or the other (fixed or growth). depends on the situation

45
Q

dweck’s mindset theory - evaluation points

A

research support - Dweck found children taught a growth mindset had better grades and motivation

both mindsets involve praise - praising effort still leads to doing things for approval so can discourage independent behaviour

real-world application - in business, sport, relationships - seeing failure as a lack of effort rather than a lack of talent motivates future effort

46
Q

learning styles

A

people differ in how they learn

matching teaching to learning style should improve learning

47
Q

learning styles - verbaliser

A

focus on words. processing by hearing or reading information and talking about it

48
Q

learning styles - visualiser

A

processing information by seeing spatial relationships using diagrams, mind maps, graphs, etc.

49
Q

learning styles

A

AQA GCSE Psychology (8 decks)

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