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Psychology - Y10 + Y11 > Development > Flashcards

Development Flashcards

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1
Q

What happens at 4 weeks onwards to the brain?

A

Neural tube divides to:
* Hindbrain
* Spinal cord
* Midbrain
* Forebrain

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1
Q

What happens at 3 weeks to the brain?

A
  • Cells come togther to form a neural tube
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2
Q

What happens at 6 weeks onwards to the brain?

A

We develop:
* Cortex
* Thalamus
Neurons and synapses form in the spinal cord - allows foetus to move around and react to environment

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3
Q

What happens at 15 weeks onwards to the brain?

A

Cerebellum forms

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4
Q

What happens at 6 months to the brain?
What percent is it at?

A

Brain is fully formed, 25% of it’s adult size

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5
Q

What does the cerebellum do, where is it?

A
  • Located near spinal cord
  • coordinating senses, movement, plays role in lang. and emotions
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6
Q

What and where is the thalamus?

A
  • Located deep inside the brain (half is in right hemisphere and other half in left)
  • Receives signals from all the other parts of the brain and sends them on
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7
Q

What and where is the brain stem?

A
  • Connects brain to spinal cord
  • Controls many autonomic functions ( sleeping, breathing, heart beat, blood pressure)
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8
Q

What and where is the cortex?

A
  • Outer covering of the brain (folded, wrinkled part)
  • All of our thinking and processing of info goes on in this part
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9
Q

What is nature?

A

Refers to things we have inheritied, something innate

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10
Q

What is nurture?

A

Refers to any other influences such as type of environment we grew up in, people, what we eat, experiences

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11
Q

What is a predisposition?

A

Born with genes

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12
Q

What is cognitive development?

A

Emergence of the ability to think and understand. Refers to mental processes, like thinking

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13
Q

Who was Jean Piaget?

A

Psychologist who studied children’s cognitive development

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14
Q

What is assimilation?

A

When you add to a schema - new info adding to an existing schema

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15
Q

What is accomodation?

A

When you change a schema/ develop a new schema to cope with a new situation - this is how we acquire knowledge about the world

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16
Q

What is the 1st stage of development? Age? Main features?

A

Sensorimotor stage (0-2yrs) - learn through senses and movement, object permanence (6 months onward) (Peekaboo game)

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17
Q

What is the 2nd stage of development? Age? Main features?

A

Pre-operational stage (2-7yrs) - Egocentric - only see things from their pov

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18
Q

What is the 3rd stage of development? Age? Main features?

A

Concrete-operational stage (7-11yrs) - Developed ability to conserve which means that knowing a quantity doesn’t change if it has been altered

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19
Q

What is the 4th stage of development? Age? Main features?

A

Formal operational stage (11+) - Able to solve problems in a systematic way

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20
Q

What are some limitations to Piaget’s theory?

A
  • The way he conducted his experiments - in the conservation tasks he asked the children the same question more than once before and after the counters had been moved - this would have caused the child to change their answer bevause they believed their 1st answer was incorrect
  • Piaget developed his theory using a small sample of children. They were middle class and from Switzerland. This means his findings may not tell us the cognitive development of children from different social classes or cultures
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21
Q

What does conservation refer to in Piaget’s theory?

A

The ability to understand that the quantity of something can remain the same (water in a tall glass = water is wide glass)

22
Q

What was the aim of the Hughes’ Policeman Doll Study?

A

To see if children can see things from an other person’s point of view (egocentrism)

23
Q

What kind of study was the Hughes’ Policeman Doll Study?

A

Laboratory study

24
Q

What happend in the Hughes’ Policeman Doll Study?

A

*** 30 Children aged 3.5 - 5 yrs **were shown a model with 2 intersecting walls
* Policeman doll was placed by 1 of the walls
* Child had to hide a doll so policeman wouldn’t see
* Hughes added another policeman doll and asked the child to hide the doll from both policemen

25
Q

What were the results of the Hughes’ Policeman Doll Study? What did he conclude?

A
  • 90% children were able to place the doll where the 2 policemen couldn’t see
  • He concluded that children were less egocentric compared to what Piaget thought
26
Q

Give 3 strength of Hughe’s study

A
  • One strength is that Piaget underestimated the age at which kids could see things from other’s pov
  • Evidence = 90% kids were able to place the doll where 2 policemen couldn’t see
  • Explanation = Important because the findings of this research reduces the reliablity of Piaget’s research. Important because other researcher’s findings should be able to be tested scientifically
  • The laboratory setting makes it easy for other researchers to replicate the study and its findings to check their reliability
  • One strength of the study is that asking children to hide a doll made the task engaging and meaningful
    to children. It can be argued that this meant children were better able to show their cognitive ability
    than in Piaget’s original research.
27
Q

Give 3 limitation of Hughe’s Policeman doll study

A
  • The actual task itself
  • Evidence = Task that the children were asked to do involved hiding from a policeman
  • Explanation = Limitation because children aren’t familiar with hiding from a policeman therefore it lacks ecological validity
  • Development = Could have been better if they were asked to play hide and seek with friends because they are more familiar and comfortable with their friends instead of participating in a study with a stranger
  • A limited sample of children was used as all of the participants 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 point of view.
  • One limitation of the study was the possibility that hidden cues from the researcher, such as looking at
    the place where the doll might be positioned, may have influenced the children’s behaviour
28
Q

What was the aim of the McGarrigle and Donaldson’s “naughty teddy study”?

A
  • To identify if children younger than what Piaget proposed develop conservation skills
  • To identify if deliberately changing the position of counters affected conservation skills
29
Q

What type of study was the McGarrigle and Donaldson’s “naughty teddy study”?

A
  • Study used an experimental, repeated measures that was carried out in a lab setting
30
Q

What was the method of the McGarrigle and Donaldson’s “naughty teddy study”?

A
  • Carried out on 80 children from Edinburgh aged between 4 yrs and 2 months and 6 yrs and 3 months
  • There were 2 identical rows of counters and kids were asked whether they thought both rows had the same No of counters
  • The “naughty teddy” then moved 1 row of counters so they were more spaced out
  • Researcher asked kid if there are the same no of counters in each row
31
Q

What was the results of the McGarrigle and Donaldson’s “naughty teddy study”?

A
  • Over 60% of the kids gave the correct answer that there were the same No of counters in each row
32
Q

What was the conclusion of the McGarrigle and Donaldson’s “naughty teddy study”?

A
  • Children can conserve at an earlier age than Piaget suggested
  • Children show these skills as young as 4 yrs and 2 months whereas Piaget said it develops at 7yrs+ (weakness of Piaget, strength of study)
33
Q

STRENGTHS OF McGarrigle and Donaldson’s “naughty teddy study”?

A
  • Important because it challenges Piaget’s theory and many kids younger than 7yrs can conserve
  • The researcher has control over the experiment and so can prevent confounding and extraneous factors such as noise affecting the experiment. This also suggests that the study has high internal validity
34
Q

LIMITATIONS OF McGarrigle and Donaldson’s “naughty teddy study”?

A
  • Results werent generalisable - kids were Scottish so the results arent applicable to generalised to kids in other countries
  • Study involves a strange environment and unfamiliar adult researcher. The results might be different if the kids were in familiar setting with people they know
35
Q

What is Dweck’s Mindset Theory of Learning : Fixed Mindset

A
  • They believe their intelligence is unchanging and down to genetics
  • Nothing can be done to change this
36
Q

What is Dweck’s Mindset Theory of Learning : Growth Mindset

A
  • They believe their intelligence derives from hard work and can be increased by putting in more time and effort into learning
37
Q

What is person praise?

A
  • Being praised for their intelligence, or any virtue
38
Q

What is process praise?

A
  • Being praised for their efforts, processes they used when completing a task
  • Focusses on strategies used or progress they have made
39
Q

What is self-efficacy?

A

The belief you have in your own ablility to succeed at a task

40
Q

How can self-efficacy be increased?

A
  • Being successful at smth
  • Observing others succeeding in smth
  • Being guided in a task
  • Being persuaded they can acheive by a role model
41
Q

What are the 3 type of learning styles?

A
  • Verbalisers/ Auditory
  • Visualisers
  • Kinaesthetic
42
Q

What is verbaliser/ auditory learning?

A
  • Like to learn by hearing/listening to things
  • Like to speak out loud to aid their learning
  • Prefer verbal instructions
  • Like discussion-based learning
  • Likes to repeat things verbally
43
Q

What is visual learning?

A
  • Likes to learn things by seeing things, reading or through pictures
  • Remember things based on what they looked like
  • Prefer graphs, illustrations, photos, videos
44
Q

What is kinaesthetic learning?

A
  • Learn best by doing things themselves
  • Prefer to get physically involved and do things first-hand
  • Like to touch,feel, move things
45
Q

What is Willingham’s learning theory?

A

The concept of learning styles suggest that individuals learn more effectively when taught in a manner that aligns with their preffered method of learning

46
Q

Describe Willigham’s theory

A
  • He critised as ther’s little empirical (factual) evidence. Studies show that adapting teaching styles to learning styles are ineffective
  • He believed that students should be taught using the best method based on the content being taught instead of their preffered learning style, eg, languages = auditory
  • A student’s ability to store the info is more important than how they learn it
  • Willingham suggests teaching and learning can be improved by the application of findings from
    cognitive psychology and neuroscience studies
  • Teaching children only in their preferred learning style will not improve their knowledge/
    understanding/level of achievement
47
Q

What is meant by learning styles?

A

The different ways in which a person can take in information

48
Q

What are some strengths of Piaget’s theory?

A
  • Piaget’s theory has been very influential in education. Child centred learning with a focus on readiness and discovery learning has had a great impact on
    how children learn, particularly in early years and primary education.
49
Q

What is a strength of Wilinghams’s theory?

A
  • His criticism of the learning style approach is supported by evidence that shows teaching using a student’s preferred learning style does not necessarily improve that student’s results.
  • Willingham’s work can be applied to education to enhance learning, therefore his theory has real world value.
  • Willingham’s ideas are backed up by valid scientific evidence which is replicable meaning his theory is testable and valid
50
Q

What is a limitation of Willingham’s theory?

A
  • His ideas were criticised for not valuing modern day/21st century teaching.
  • The theory has been criticised for discouraging creativity/imaginative learning.
    *
51
Q

Evaluation of Dwecks Mindset Theory of Learning

A
  • Theory helps us understand how students can increase their exam grades
  • Informs teachers that mindsets can be changed, and explains how they can change them
  • There are studies to support his theory, which suggests her findings are accurate
52
Q

What is the role of praise in learning?

A
  • Students who receive **person praise **believe their successes and failures are smth beyond their control
  • Students that receive process praise believe their successes and failures are due to the amount of effort they put in

Psychology - Y10 + Y11 (6 decks)

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