Development

Question 1

verbalisers

Answer 1

someone who prefers to deal with information in terms of words - auditiory processing

Question 2

visualisers

Answer 2

someone who prefers pictures rather than words - visual processing

Question 3

Kinaesthetic learners

Answer 3

someone who prefers the hands on approach to learning

Question 4

learning style

Answer 4

the basic principle = people differ in how they learn

Question 5

Praise

Answer 5

• Expressing approval for the effort put into a piece of work
• Expressing admiration for the standard of a piece of work

Question 6

process praise

Answer 6

praising the persons effort

Question 7

people praise

Answer 7

praising the persons intelligence

Question 8

self efficacy

Answer 8

a persons unerstanding of their own capabilities. High self-efficacy infleunces motivation

Question 9

cortex

Answer 9

outer covering of brain and does our higher processes (memory, thinking, learning, reasoning, problem-solving)

Question 10

thalamas

Answer 10

recieves signals from other areas of the brain and sends them off where they are needed. - body information relay station

Question 11

cerebellum

Answer 11

plays a role in co-ordination of movement (balance, coordination, and movement)

Question 12

brain stem

Answer 12

does the autonomic functions (breathing, sleeping, heart rate, eating)

Question 13

Frontal lobe

Answer 13

• Cognitive thinking (decision making, motivation, problem-solving, planning and attention)
• Speech (broca area)

Question 14

parietal lobe

Answer 14

interpret sensory info from skin (pain, temperature, touch)

Question 15

occipital lobe

Answer 15

interprets visions

Question 16

temporal love

Answer 16

understanding language, memory, hearing

Question 17

cerebrum

Answer 17

largest part of brain and is composed of left and right hemispheres

Question 18

nature

Answer 18

refers to things you haave inherited, which are present from the moment the first cell is formed

Question 19

nuture

Answer 19

refers to any influences we may have

Question 20

sensorimotor stage

Answer 20

(0-2) when babies understand object permenance

Question 21

pre-operational stage

Answer 21

(2-7) when kids understand how to see things from other peoples point of views

Question 22

concrete operational stage

Answer 22

(7-11) when kids understand conservation

Question 23

formal operational stage

Answer 23

(11+) when kids can think methodically (in an orderly or systematic manner)

Question 24

assimilation

Answer 24

adding to an existing schema (holding a pen similiar to holding a toothbrush)

Question 25

accomodation

Answer 25

creating a new schema as current schemas do not fit (new way to hold a tooth brush)

Question 26

Hughe’s policeman doll study

Answer 26

PPT: 30 children aged from 3.5 to 5 years old, lab study
PROCEDURE: To introduce the task, a policeman doll was placed on the model. Each child was asked to hide the boy dol from the policeman doll. A child was told if they made a mistake. Then they were allowed to try the task again. In the actual experiment, a second policeman doll was placed on the model and the child was asked to hide the boy doll so that neither of the policeman dolls could see him.
RESULTS: 90% of the children were able to hide the boy doll from the policeman dolls.
CONCLUSION: Most children between those ages can see things from another persons POV so are not egocentric in their thinking.

Question 27

Evaluate Hughe’s policeman doll study STRENGTHS

Answer 27

Asking children to hide a doll made the task engaging and meaningful as hiding games were likely familiar to them. It can be argued that this meant children were better able to show their cognitive ability than in Piaget’s original research.
Other studies support the findings that some children under 7 can see things from another person’s POV.
It challenged Piaget’s conclusion that children show egocentric thinking until the age of 7 y/o. It suggested that children can see the world from different viewpoints at a significantly younger age than what was previously thought.

Question 28

Evaluate Hughe’s policeman doll study WEAKNESSES

Answer 28

A limited sample of children was used as all of these ppt came from edinburgh. THis means it may be problematic to generalise these findings to explain when children from other cultures can see things from another person’s POV.
There was a possibility that the reasearcher may have given hidden cues, such as looking in the place hte doll should be positioned, which could have influenced the childs behaviour.

Question 29

Describe McGarrigle and Donaldsons Naughty teddy studdy

Answer 29

McGarrigle wanted to investigate whether children developed conservation skills at a younger age than piaget proposed if the change was accidental. It was a lab experiment consisting of two rows of counters and 80 children from 4 to 6 years old. A teddy would randomly come out and ‘accidently’ rearrange the counters on the table. Then, the children were asked whether or not the amount of counters have changed. Afterwards, when the counters were arranged in their original order, the practioner rearranged them in front of the child. Then, they asked the child whether or not the amount of counters were changed. When the teddy made the change over 60% of the children said the number of counters were the same, compared to the 40% of children who said the amount of counters changed when done on purpose. Therefore, children under the age of 7 can conserve if the change to the materials seems to be accidental. However, the older children did do a better job than the younger children, so age does play a factor.

Question 30

Evaluate McGarrigle and Donaldson’s ‘naughty teddy study’

Answer 30

weakness: non-representative, all 80 kids come from the same school. ungeneralisable.
Weakness: perhaps the change was unnoticed by the children as a teddy is more captivating than a couple of counters. So, they weren’t conserving they were just distracted.
Strength: lab experiment, can be replicated to prove validity

Question 31

Fixed mindset

Answer 31

when someone believes that their intelligence (or any ability) is fixed in their genes. They don’t believe in trying hard, since if you have to work hard in order to do something it means you’re not competent. They’re focused on performance goals, feel good when they are doing well

Question 32

Growth mindset

Answer 32

individuals wth a growth mindset believe their characteristics and abilities can be changed with effot, and over time, these people are more likely to adopt learning goals, choose challenging task, and emply adaptive strategies to improve their abilities.

Question 33

Dweck’s mindset theory

Answer 33

individuals wth a growth mindset beleive their characteristics and abilities can be changed with effot, and over time, these people are more likely to adopt learning goals, choose challenging task, and emply adaptive strategies to improve their abilities. Those with a fixed mindset, however, are more likely to adopt performace goals and prioritize positive assessment over learning.

Question 34

evaluate Dwekc’s mindset theory of learning

Answer 34

S: practical application. people can change their mindset and this can be used to improve performance in different contexts such as school, in sports or in the workplace.
- there is evidence to support the idea that a growth mindset can improve performance
- Dweck’s research showed that teaching children to develop a growth mindset in schools increased thier motivation and their grades.

Question 35

willingham theory

Answer 35

a critic of learning styles as it is not evidence based. He argues that teaching can be improve from cognitive pscychology and neuroscience.
Praise - should be unexpected and not regular as it can destory your intrisic motivation
Memory - forgetting occurs from lack of cues, practice retrieving infro from memory is helpful
Self-control - high self control is linked to high academic performace
Neuroscience - learning disorders can effect learning abilities

Question 36

Willingham evaluation

Answer 36

strength: evidence based. he draws his information from methodologically sound research. valid.
Strength:focused on applications to learning. his critism of learning styles is that it doesn’t effect performance, so time shouldn’t be wasted on differentiating between them to match students. real-world value.
Weakness: diagnosis on the basis of brain difference may not be possible. learning disorders stem from multiple areas of the brain/body. so, just finding difference in brain waves and concluding them with a diagnosis can be incorrect and misleading. an incorrect diagnosis may have a lasting effect.
weakness: falls into the traditional method of teaching, which is quite boring and de-motivating. different learning styles live up lessons, so removing them will be bad.

Question 37

Role of nature on the brain development of a baby before it is born

Answer 37

Nature refers to the argument that characterstics and behaviours are genetically influenced.
This suggests that how a baby’s brain develops before it is born is influenced by the genes inherited from its parents.

Question 38

Role of nature on the brain development of a baby before it is born

Answer 38

Nurture refers to the argument that characteristics and behaviours are influenced by upbringing, environment and experiences.
Nuture suggests that how a baby’s brain develops before it is born is influenced by the mother’s environment, lifestyle and experiences during pregnancy.