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development Flashcards

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1
Q

what is development

A

how we change and mature over a lifetime

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2
Q

what are the four stages of brain development

A
  • prenatal (conception to birth)
  • childhood (birth to 12)
  • adolescence (13- 19)
  • adulthood (20+)
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3
Q

prenatal stage of development

A
  • conception to birth
  • develop neural tube , cerebral cortex , neurons and simple synapses
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4
Q

childhood stage of development

A
  • birth to age 12
  • develop more neural connections
  • more dense synapses in prefrontal cortex
  • understand cause and effect as connections deepen
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5
Q

adolescence stage of development

A
  • ages 13 - 19
  • limbic system (emotions) first
  • prefrontal cortex not fully developed - decision making
  • highly emotional but not always make rational decisions
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6
Q

adulthood stage of development

A
  • ages 20+
  • fully matured pre frontal cortex
  • neuro-degenerative diseases could develop
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7
Q

neurons

A

nerve cells that send messages all over the body

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8
Q

neural tube

A

forms the early brain and spinal cord in embryos

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9
Q

synapse

A

tiny gaps inbetween neurons

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10
Q

neural connections / pathways

A

connections in our brains formed based on our habits and behaviours

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11
Q

limbic system

A

part of the brain responsible for behavioral and emotional responses especially those needed for survival i.e - fight or flight , reproduction , feeding etc

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11
Q

pre frontal cortex

A

regulates our thoughts actions and emotions

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12
Q

neurodegenerative disease

A

when nerve cells in the brain lose function over time and ultimately die i.e Alzheimers , Huntingtons disease etc

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13
Q

how does piaget describe the stages of his theory of cognitive development

A

universal and invariant

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14
Q

piagets stages of cognitive development

A
  • senesori motor (0-2)
  • pre-operational (2-7)
  • concrete operational (7-11)
  • formal operational (11+)
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15
Q

sensori motor stage

A
  • ages 0-2
  • explore environment using senses
  • develop motor movement
  • develop object permenence at end of stage
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16
Q

pre operational

A
  • ages 2-7
  • develop language skills and mental representations of objects and events
  • egocentric
  • show animism
  • lack of reversibility ( 3 mountain study)
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17
Q

object permanence

A

understanding that objects exist even when not visually present - sensory motor

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18
Q

egocentrism

A

when you can only see the world from your perspective- pre op

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19
Q

animism

A

attributing lifelike qualities to inanimate objects - pre - op

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20
Q

reversibility

A

Ability to think about things in reverse order state preop lack this

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21
Q

concrete operational stage

A
  • 7-11
  • ability to conserve
  • ability to decentrate
  • cannot imagine the world abstractly
  • seriation
  • linguistic humour
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22
Q

formal operational stage

A
  • 11+
  • capable of abstact thinking
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23
Q

conservation

A

understanding that changing the form of an object does not change the contents

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24
Q

decentration

A

the ability to pay attention to multiple attributes of an object or situation i.e looking at multiple letters to read a word

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25
Q

concentration

A

Centration is the tendency to focus on only one aspect of a situation at one time

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26
Q

Hypothetical thinking

A

the ability to think of abstract ideas understand and process information that isn’t directly observable or experienced

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27
Q

piaget theory limitations

A
  • IGNORES ROLE OF NURTURE IN DEVELOPMENT
  • all children go through the same stages based on maturation
  • ignores role of environment - parents, teachers, peers etc.
  • TOO REDUCTIONIST
  • stating stages are universal and invariant is too simplistic
  • in some countries children learn certain skills much earlier due to survival
  • around half of adults actually feavh formal operational with many nit being capable of abstract thinking
    Therefore cannot be universal

ARGUABLY UNDERESTIMATES AGE CHILDREN AND ACHIEVE DIFFERENT PARTS OF STAGES.
- for wxample a young baby may know an object is still there when hidden but may not have the strength or coordination to reach

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28
Q

what was the aim of piagets study

A

To see the stage of development when children are able to conserve.

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29
Q

piagets study design

A
  • swiss children
  • natural experiment
  • cross sectional study
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30
Q

piaget study procedure

A

1 each child presented with identical parallel lines of counters

2 asked if there was the same number if counters in each row

3 watched as one line was spread out

4 asked again if there was the same number if counters on the same row
yes = can conserve
no = cannot conserve

31
Q

piaget study findings

A
  • children in pre operational could not conserve - more counters
  • children at end of pre operational said there was the same but couldn’t explain why
  • children in concrete operational said there was the same and could explain why
32
Q

piaget study limitations

A
  • sample too small and cultural bias
  • design is invalid - asked same question twice participants answered thinking they got it wrong the first time
33
Q

dwecks mindset theory

A

our mindset - whether growth or fixed - has an impact on our ability to approach challenges
and success comes from having the right mindset rather than intelligence, talent or education

34
Q

growth mindset

A

believe intelligence can be developed through
experiences and if we work hard and learn skills then our abilities and
therefore our intelligence will improve

35
Q

fixed mindset

A

believe that intelligence is predefined and we our born
with certain abilities. Fear failure as it reflects badly on their innate talents

36
Q

what does dweck say about praise

A

praising someone for effort rather than ability helps to develop growth mindset

37
Q

dweck theory limitations

A

IGNORES ROLE OF NATURE
- states that achievement is dependent on effort praise
- ignores biological learning difficulties and disabilities
TOO REDUCTIONIST
- accredits success to mindset but ignores other factors role
- i.e environment , could be argued children from more privileged backgrounds are presented with more opportunities to improve i.e tutors
PUTS BLAME ON STUDENTS
- if child fails it’s because of their mindset can have negative effect on self esteem and ignores other factors
PRAISE FOR EFFORT CONVEYS THEY ARENT GOOD AT WHAT THEYRE DOING

38
Q

willinghams theory

A

there is no evidence to suggest learning styles exist and learning occurs through meaning not styles

39
Q

what does willingham say about meaning

A

He argues for the importance of meaning for learning. When in
class, most of the information that you are required to learn is not visual or auditory,
it is meaning based - most learning takes place through understanding the meaning
- drilling and meaningless homework can damage a childs motivation for learning

40
Q

willingham limitations

A
  • ignores innate factors of development- hearing loss
  • times when drilling is beneficial i.e times tables
41
Q

blackwells study aim overall

A
  • study impact of growth mindset in maths ability, achievement and motivation
42
Q

blackwell investigation 1 design

A
  • over 300 ny students
  • correlational field study
  • longitudinal study
43
Q

blackwells investigation 1 procedure

A
  • math’s achievement grades collected in 6th 7th &8th grades
  • also completed motivational questionare to measure mindset in 7th grade
44
Q

blackwells investigation 1 findings

A
  • beginning of 7th grade no correlation between mindset and maths
  • by 8th grade fixed or growth mindset predictor of results
45
Q

blackwell investigation 2 design

A
  • 99 new york students
  • correlational field study with experimental section
  • independent measures
46
Q

blackwell investigation 2 procedure

A
  • students given motivational questionnaire
  • split into two groups: growth mindset workshop & control
  • by end of course students completed questionnaire again
  • teacher notes and grades were also used
47
Q

blackwell investigation 2 findings

A
  • growth mindset group had better growth mindset after intervention
  • gm group more motivated and better maths grades
48
Q

blackwell studys limitations

A
  • cultural bias - cant be generalised
  • too reductionist- only focused on students mindset and not others influence i.e parents
  • difference in findings in investigation 2 were small therefore mindset cant have that big of an impact
49
Q

schemas

A

Different categories of learning we use to understand the world around us

50
Q

assimilation

A

When we change new information to fit into a schema

51
Q

schema example

A

when a child is young, they may develop a schema for a dog. They know a dog walks on four legs, is hairy, and has a tail. When the child goes to the zoo for the first time and sees a tiger, they may initially think the tiger is a dog as well

52
Q

assimilation example

A

A chef learns a new cooking technique.

53
Q

blackwell study conclusion

A

Growth mindset (GM) is related to
maths ability & teaching GM has a
positive impact on maths achievement

54
Q

piaget study conclusion

A

Children in the concrete operational
stage were able to conserve

55
Q

piagets theory of readiness

A

children should not be taught certain concepts until they have reached the appropriate stage of cognitive development

56
Q

how is readiness applied to questioning children in schools

A

Key stages
Children who arent in formal operational wont learn abstract concepts like algebra as incapable of hypothetical thinking

57
Q

how is readiness applied to key stages in school

A

Key stages are age related stages of
development used to organise the education
of children

58
Q

what two ways is piagets theory applied in schools

A
  • questioning
  • keystages
59
Q

how are piagets stages linked to keystages in education

A

Piaget’s stages are linked to the
different key stages in education. For example, when children are developing through the concrete
operational stage, children may learn to cook to help develop skills such as measurements and pouring
ingredients into containers

60
Q

how is dwecks theory of growth mindset and development used in schools

A

Teachers set small but doable tasks to make
progress & praise for effort rather than
attainment/intelligence so they develop a love
of learning & seek to improve & try new things

61
Q

how is willinghams theory of learning styles and meaning applied to school

A

Teachers support students to think about meaning of
information and linking to prior experiences

62
Q

Nervous system

A

acts as the body’s control centre. It interprets the sensory information that enters the body via the senses

63
Q

What is included in central nervous system ( cns)

A

Central nervous system includes the brain and the spinal cord

64
Q

Peripheral nervous system

A

peripheral nervous system consists of the nerves that branch out from the brain and spinal cord throughout your body.

65
Q

Dendrite

A

Part of the neuron The dendrites receive information from other neurons and transmit this information via an electrical impulse to the cell body.

66
Q

Cerebral cortex

A

This part of the brain is responsible for how we think and act, as well as our memories and our intelligence.

67
Q

Gour sections of cerebral cortex

A

the frontal lobe, the temporal lobe, the parietal lobe and the occipital lobe.

68
Q

Childhood brain development

A
  • develops new neural connections - allowing to see in colour and 3d
  • synapses in prefrontal cortex reach maximum density- allows to start to use their past experiences to understand their present and also begin to understand cause and effect
69
Q

Adolescent brain development

A
  • limbic system ( regulates emotions and firms memories) first to mature
    While prefrontal cortex ( social behaviour and decision making) last to mature
  • The differences in time taken to mature are thought to explain behaviour in adolescence, such as risk taking.
70
Q

Adulthood brain development

A
  • pre frontal cortex ( helps ppl mske rational decisions and consider long term consequences )fully matures - reduces impulsiveness
  • risk of neurodegenerative diseases get worse over time and result in the death of neurons within the brain.
71
Q

Positives of iq tests

A
  • Used to recognise students who may struggle with school and give extra help
  • able to push and challenge students with high iq to reach full potential
72
Q

Criticisms of iq tests

A
  • some pictures and questions were culturally specific
  • issues with illiteracy and language barriers
  • results used to descriminate against foreigners - 1924 immigration act banned ppl from migrating to America with poor iq scores ( prevented eastern and southern euopeans fleeing nazis)
73
Q

Seriation

A

Children in this stage are able to put things into rank order, for example, putting coins in order from the smallest amount to the largest. - concop

74
Q

Linguistic humour

A

Ability to use language for jokes ( i. E knock knock) - concop

Psychology (6 decks)

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