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MVA Psychology > Development > Flashcards

Development Flashcards

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1
Q

At what age does the brain start to develop?

A

A foetus of 3-4 weeks old

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2
Q

Key terms

Brain

A

The organ in your head made up of nerves that processes information and controls behaviour

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3
Q

Key terms

Forebrain

A

The anterior part of the brain, including the hemispheres and the central brain structures.

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4
Q

Key terms

Midbrain

A

The middle section of the brain, including the hemispheres and the central nervous system.

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5
Q

Key terms

Hindbrain

A

the lower part of the brain that includes the cerebellum, pons and medula oblongata.

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6
Q

Key terms

Anterior

A

Directed towards the front, when used in relation to our biology

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7
Q

Key terms

Posterior

A

Diected towards the back, when used in relation to our biology

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8
Q

Key terms

Cerebellum

A

An area of the brain near to the brainstem that controls motor movements (muscle activity)

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9
Q

Key term

Medulla oblongate

A

Connects the upper brain to the spinal cord and controls automatic responses.

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10
Q

Key terms

Involuntary reponse

A

A response to a stimulus that occurs without someone making a conscious choice. They are automatic, such as relexes.

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11
Q

Key terms

Neutal connections

A

Links formed by messages passing from one nerve cell (neuron) to another.

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12
Q

Piaget’s stages of development

Can you name the four stages of development?

A
  1. Sensorimotor stage (birth to 2 years)
  2. Pre-operational stage (2-7 years)
  3. Concrete operational stage (7-12 years)
  4. Formal operational stage (12+ years)
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13
Q

Piaget’s stages of development

Explain the first stage of Piaget’s theory of development?

The name of the stage, age and what happens

A

Sensorimotor stage (birth - 2 years)
* infants use senses and movements
* they live in the present tense
* they learn by linking what the see, hear, touch, taste or smell to objects they are using e.g. grasping and sucking
* they develop object permanence meaning they learn that objects exist even if they cannot see them

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14
Q

How do babies learn?

A

They learn by linking what they see, hear, touch, taste or smell to objects they are using, for example by grasping and sucking objects

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15
Q

When do babies develop object permanence?

A

Around 6 months

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16
Q

Give an example of mental operations?

A

Sorting building blocks into size order - reasoning

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17
Q

Piaget’s stages of development

Explain the second stage of Piaget’s theory of development

The name of the stage, age and what happens

A

Pre-operational stage (2-7 years)

Part 1 - Symoblic function stage
* using an object to represent another e.g a box as a stool
* can think in pictures and use symbols
* start to use words - language development
* see world through own eyes egocentric
* believe objects are alive e.g a doll Animism

Part 2 - Intuitive thought stage
* start of reasoning
* child ask lots of children
* can only consider one aspect when something is complex centration
* does not know that changing how something looks does not change its volume, size or weight conservation
* not able to use thought to reverse an event irreversibility

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18
Q

What is an example of symbolic play?

A

Speaking into a banana as if it was a phone - the banana symbolises a phone.

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19
Q

Piaget’s stages of development

What is the third stage of Piaget’s theory of development?

The name of the stage, age and what happens

A

Concrete operaional stage (7-12 years)
* seriation - sorting objects
* classification - naming and identifying objects into size or appearance
* reversibility - 2 + 4 = 6, and understand that 6 - 2 = 4
* conservation - know that length, quantity or number are not related to how things look
* decentration - ability to take multiple views of a situation

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20
Q

Piaget’s stages of development

What is the fourth stage of Piaget’s theory of development?

The name of the stage, age and what happens

A

Formal operational stage (12+ years)
* thinking about controlling objects and events
* control over thoughts
* can think of more than two things when describing e.g. height, eye colour, gender, age
* ability to see how time changes things
* understand that events have a sequence e.g. moving from school to college and then to work
* understand that actions have consequences
* understand that others exist in the real world and seperate from each other

21
Q

Piaget’s stages of development

What can help the sensorimotor development stage?

A
  • Treat Children as individuals
  • Provide them with a lot of stimulation and materials to practise skills and to build schemas.
  • Children get information from there senses:
    Smells, tastes, sights, sounds and different textures can all be provided as stimulation.
  • Use bright colours as they can be distinguished easily.
  • Human voices are responded to, as is music and other sounds.
  • Singing and rhythm can stimulate children and can help in language development.
  • Allow them to explore with the mouth is valuable for learning about shapes and taste.
  • Providing different textures, which can also mean hearing different sounds, is also useful stimulation.
22
Q

Piaget’s stages of development

What can help the pre-operational development stage?

A
  • Children must ‘do’ things rather than watch.
  • Need lots of experiences to extend understanding.
  • Learn through discovery, experimenting, interaction.
  • Visual aids for learning keeping instructions short.
23
Q

Piaget’s stages of development

What can help the concrete operational development stage?

A
  • Encourage children to concentrate on more than one aspect of an issue.
24
Q

Piaget’s stages of development

What can help the formal operational development stage?

A
  • Encourage children to discuss abstract concepts.
  • Ask complex questions involving mental reasoning e.g. how different people/roles might have conflict.
25
Q

Piaget’s stages of development

What are the implications for teaching that come from Piaget’s stages?

Robert Slavin (2005)

A
  1. Focus on a childs thinking and not what they can do.
  2. Discover learning is required and children must be able to engage freely with the environment rather then be told facts.
  3. Teaching should accept and acknowledge that children do not think like adults.
  4. Children are individuals and go through the stages in different ways.
26
Q

Piaget’s stages of development

Freda can work out which is the slowest and which is the fastest if she knows that a horse can run faster than a dog and a dog can run faster than a hedgehog.
Explain which stage of development Freda is according to Piaget’s stages of development.

A

Freda is in the formal operational stage of development and can think abstractly, using quite complex reasoning. She has to use information about three animals and does not have ‘concrete’ things to use when reasoning.

27
Q

Simon can put pens into size order.
Explain whic stage of development Simon is according to Piaget’s stages of development.

A

Simon is in the concrete operational stage of development and can put things into order, such as pens into sizes. He can use seriation, which means he can sort objects in different ways, such as into size.

28
Q

Key terms

Cognitive

A

Thinking, including problem-solving, perceiving, remembering, using language and reasoning

29
Q

Key terms

Operations

A

How we reason and think about things

30
Q

Key terms

Object permanence

A

Knowing something exists even if it is out of sight

31
Q

Key terms

Symbolic play

A

Children plan using objects and ideas to represent other objects and ideas

32
Q

Key terms

Egocentrism

A

Unable to see the world from any other viewpoint but one’s own.

33
Q

Key terms

Animism

A

Believing that objects that are not alive can behave as if they are alive.

34
Q

Key terms

Centration

A

Focusing on one feature of a situation and ignornig other relevant features.

35
Q

Key terms

Irreversibility

A

Not understanding that an action can be reversed to return to the original state.

36
Q

Key terms

Morality

A

General principles about what is right and wrong, including good and bad behaviour.

37
Q

Key terms

Schema/schemata(s)

A

Mental representations of the world based on one’s own experiences. The plural of schema is ‘schemata’ through ‘schemas’ can also be used and is more common.

38
Q

What are the four stages of cognitive development?

A
  • Schemas /schemata
  • Assimilation
  • Accommodation
  • Equillibrium
39
Q

Nicole’s family have two pet cats. One day, when Nicole is in the park with her mum, she points to a dog and says ‘cat’. Why might Nicole think that the dog is a cat?

A

This is assimilation, Nicole has incorporated her experience of a dog into her existing schema for cats: this may involve an animal that moves on all fours and therefore she thinks all animals that move on all fours are cats.

40
Q

A student has a classroom schema - what does this mean?

A

On entering a classroom, they would expect to see a board for writing on, some chairs and tables, a desk at the front and fire safety instructions.

41
Q

Give an example of assimilation in a child.

A

A young child develops a schema for birds flying and, seeing an aeroplane, calls it a bird.

42
Q

Give an example of
assimilation -> accommodation

A
  • A child seeing a zebra for the first time and calling it a horse.
  • The child assimilates this information into her schema for a horse.
  • When she eventually learns the name of zebra, she has accommodated this information.
43
Q

BLANK is when a schema no longer works and has to be BLANK to deal with a new experience.

A

Accommodation is when a schema no longer works and has to be changed to deal with a new experience.

44
Q

A child originally assimilates an aeroplane into their schema of birds flying, what happens when they realise a bird is actually alive?

A

The child sees that birds are alive and aeroplanes are not, and so they will need to change their ‘everything that flies is a bird’ schema - this is accommodation.

45
Q

Equilibrium is when a child’s BLANK work for them and explain all that they BLANK . They are in a state of mental balance

A

**Equilibrium **is when a child’s schemas work for them and explain all that they experience. They are in a state of mental balance

46
Q

Give an example of when a child is in equilibrium

A
  • The ‘bird’ schema is changed.
  • Aeroplanes are included, and the child understands that they are metal and carry passengers, thus moving from disequilibrium into a state of equilibrium
47
Q

What are the strengths of Piaget’s theory?

A

Piaget’s work has practical applications (discovery learning) thus strengthening the theory.
Piaget’s work has generated a great deal of research, which has increased our understanding of cognitive development, including experiments, to show the existence of the stages and how children build knowledge through creating schemas.
Research results often support his ideas (e.g) The ‘three mountains’ task

48
Q

What are the practical applications of Piaget’s theory?

A

Discovery learning - was seen as central to the transformation of the primary school curriculums - it draws on Piaget’s ideas about focusing on the individual child’s stage of development when helping their learning.

  • When children are allowed to discover things at their own pace, they are able to build knowledge using schemas and can work according to their stage of development

MVA Psychology (15 decks)

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