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Psychology > Development > Flashcards

Development Flashcards

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1
Q

Sensorimotor Stage

A
  • birth -> 2 yrs
  • infants use senses and movement to learn
  • object permanence (objects exist without being seen)
  • Drop things deliberately
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2
Q

Pre-Operational Stage

A
  • 2-> 7yrs

- Intuitive thought stage

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3
Q

Symbolic Function Stage

A
  • 2-> 4yrs
  • Symbolic play
  • Egocentrism
  • Animism
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4
Q

Intuitive Thought Stage

A
  • 4-> 7yrs
  • ask lots of questions
  • Centration (focus on one feature of a situation and ignore other relevant features)
  • Irreversibility (dont understand an action can be changed back to original state)
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5
Q

Concrete Operational Stage

A
  • 7-> 12yrs
  • Morality (learn right from wrong)
  • Seriation (sorting objects)
  • Classification (naming objects)
  • Reversibility
  • Conservation
  • Decentration (take multiple views of a situation
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6
Q

Formal Operational Stage

A
  • 12yrs+
  • Time
  • Think about multiple things at once
  • Events have a sequence
  • Actions have consequences
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7
Q

Using Piaget’s stages in development

A
  • Children cannot understand teachers viewpoint (not being naughty, dont understand)
  • Children build their own schemas from own experiences
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8
Q

Helping Sensorimotor Development

A
  • Teach children Individually
  • Take information from senses
  • Colour
  • Sound
  • Textures
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9
Q

Helping Pre-Operational Development

A
  • Children must “do” things
  • Interact with environment
  • Use objects
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10
Q

Helping Concrete Operational Development

A

-Understand different viewpoint, so structure tasks accordingly

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11
Q

Helping Formal Operational Development

A

-Ask complex questions

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12
Q

Teachers Must Understand That…

A
  • Children develop at different rates
  • Children must engage with environment to learn
  • Must suite all individual children
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13
Q

What does Piaget think we have to understand the world?

A

-learn through schemas

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14
Q

Strengths and Weaknesses of Piaget’s theory

A 
\+talks about practicals
\+specific to each individual
\+lots of research
-other studies found children can do certain tasks earlier
-did not look at influence of cultural setting and social interactions
-biasty
-lack validity
-unrealistic setting
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15
Q

Willingham’s theory

A
  • Practice makes perfect
  • Previous knowledge is needed before learning skills
  • Knowledge can free up space in working memory
  • Practice enough, skills can become automatic
  • STM needs rehearsing to remember, less likely to be forgotten in LTM
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16
Q

Willinghams Advice for Cognitive Development in Teaching

A
  • Use problems that require effort
  • Understand student’s development
  • Student’s ability can change frequently
  • Understand if student might just not understand task
17
Q

Willingham’s advice for Physical Development

A
  • Suitable movements
  • Practive movements until become automatic
  • Use conscious effort
18
Q

Willinghams advice for Social Development

A
  • Might not be able to take others viewpoints
  • Immitate others behaviour
  • Stop Impulsive behaviour
  • Encourage Practice
  • Delay giving reward -> self control
19
Q

Strengths and Weaknesses of Willinghams Case Study

A

-Individual differences weren’t emphasised
-Lack Validity
+Some studies support
+Ideas from cognitive science
-Ideas aren’t a from one theory, from multiple, hard to replicate and test

20
Q

Piaget’s 3 Mountains Task Results:

A
  • Children up to 7yrs were egocentric (couldnt see other viewpoint)
  • End of pre-operational stage more about to see other viewpoint

-Other children were non ego-centric and could co-ordinate different perspectives

  • Pre-operational stage = egocentric
  • Concrete operational = non-egocentric
21
Q

Strengths and Weaknesses of Piaget’s 3 Mountains Task

A 
\+detailed
\+qualitative in depth
\+careful control variables in place
\+useful experimental methods
\+comparison is easy/clear
-children develop at different rates
-3 mountains too hard
-children did not understand what to do
22
Q

Gunderson’s Thoery

A

Person praise = praises individual (born)

Process praise = ability (effort)

23
Q

Conclusion of Gunderson’s study

A
  • 3% of all comments = praise
  • Process = 18%
  • Person = 16%
  • 25% praise = process for boys
  • 10% praise = process for girls
  • Boys receive more process
  • Boys more incremental framework
24
Q

Strength’s and Weaknesses of Gundersons study

A

+setting is artificial in a naturalistic environment
+videotaped, reliable data
+researchers didn’t know point of interest (unbaised)
-parents were deceived
+debriefed parents after experiment
-parents may have changed their style of praise because they were being observed

25
Q

Stages of Morality

A

Pre-conventional:

  • to about age 9
  • rules cannot be changes
  • child obeys to avoid punishment
  • self-interest (whats in it for me)

Conventional:

  • most young people and adults
  • want to be good member of society
  • conform to group norms and social norms = want to be liked
  • obey authority

Post-conventional:

  • 10% reach this stage
  • build own ideas of good and bad
  • understand moral principles
  • laws are social contracts
  • Democracy
  • moral reasoning is abstract = ethical principles must be followed
  • emphasises right from wrong
26
Q

Damon (1999)

A
  • idea of moral self
  • nativist theories (morality and human nature)
  • babies can feel empathy from birth
  • Nature and nurture argument

Psychology (8 decks)

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