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development Flashcards

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1
Q

what happens in the pre natal stage ?

A
  • 16 days after fertilisation , human embryo develops a neural tube - this is what will become its brain & spinal cord
  • cells created from around 6 weeks to 20 weeks gestation
  • 2 months gestation - neural tube divided into brain cells & nerve cells , forming the cerebral cortex
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2
Q

what is the brain development in childhood

A

after birth - child develops many new neural connections (1000 per second)
- around age of 3 - density of synapses in the pre frontal cortex has reached its peak

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3
Q

what is the brain development in adolescence

A
  • grey matter reaches maximum density
  • limbic system matures
  • pre frontal cortex matures last , explaining risk taking in adolescence
  • frontal lobes reach matures at around 16
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4
Q

what is the brain development in adulthood

A
  • around 25, pre frontal cortex matures
  • later adulthood , neurodegenerative disease may occur e,g Alzheimer’s.
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5
Q

what are IQ tests and what do they measure

A
  • intelligence quotient
  • measure our ability & potential to learn , think & problem solve.
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6
Q

criticism of IQ tests

A
  • may be culturally biased - may require cultural knowledge (language)
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7
Q

what are piagets stages of cognitive development

A
  • sensri motor , pre operational , concrete operational , formal operational
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8
Q

what did Piaget believe

A
  • childrens cognitive development changes as they get older & it develops in invariant stages
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9
Q

what age is the sensori motor stage & what happens

A

0-2 years
- understand world through senses
- develop object permanence : ability to understand objects exist even when not present

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10
Q

what age is the pre operational stage and what happens

A

2-7 years
- begin to use symbols & signs as part of their thinking
- animism : treat inanimate objects as if they are alive
- egocentrism : only see the world form their point of view

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11
Q

what age is the concrete operational stage & what happens

A

7-11 years
- ability to conserve - children understand that the properties of certain objects do not change even if the objects appearance does
- reversibility : children can reverse their thinking - understand numbers can be taken back to their original form
- decentration : can deal with two bits of info at the same time

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12
Q

what age is the formal op stage & what happens

A
  • 11+
  • hypothetical thinking : think about abstract ideas more
  • can think logically
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13
Q

criticisms of piagets theory

A
  • reductionist-> takes something as complex as cognitive development & reduces it down to 4 stages -> some argue we should take a more holistic approach & look at all the factors that work together to affect a child’s development
  • stages too rigid & don’t allow for individual differences -> evidence that children develop at different rates & this may have something to do with their upbringing
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14
Q

what was piagets aim

A
  • to figure out whether children in the concrete op stage are more able to conserve than children in the pre op stage
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15
Q

what was piagets sample

A
  • group of children from Geneva Switzerland
  • either in pre op stage or concrete op stage
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16
Q

what was piagets research methods

A
  • natural experiment
  • DV = ability to conserve number
  • independent measures design
  • IV = age of children used
17
Q

what was piagets procedure

A
  • each child showed 2 identical parallel rows of counters & asked if there were the same number of counters in each row
  • 1 of the rows of counters was then spread in front of the child -> child was then asked the same question again
18
Q

what were the results of piagets study

A
  • 3-4 year olds said that there were more counters in the row that had been transformed
  • kids at the end of the pre op stage gave correct answer but couldn’t justify it
  • 7+ (concrete op stage) gave correct answer & could justify it
19
Q

piagets conclusion

A
  • hypothesis was correct - children in the concrete op stage are more likely to be able to conserve
20
Q

criticisms of piagets study

A
  • culturally biased -> only Swiss children -> ability to conserve may be affected by education & upbringing -> not generalizable
  • asked same question twice -> might of confused them -> rather than being unable to conserve , may have been responding to demand characteristics as they could’ve thought they were expected to give a different answer because they had been asked the same question twice
21
Q

what was dwecks theory

A
  • people tend to have 1 / 2 beliefs about their abilities : a fixed / growth mindset
22
Q

what is a growth mindset

A
  • belief that intelligence can develop over time . Everyone has the same potential but dedication , practicing & challenging can result in improvement . Setbacks are challenges & opportunities rather than failures
23
Q

what is a fixed mindset

A

belief that intelligence is innate & cannot be changed. Little effort is out in to change. May avoid things that they are not good at as failure can affect self esteem

24
Q

what did dweck believe we should be praised on

A
  • effort -> leads to growth mindset
  • praise for intelligence leads to fixed mindset
25
Q

criticisms of dwecks theory

A
  • places failure very firmly on students -> if the child fails , it is because they haven’t tried hard enough-> negative effect on their self esteem& ignores other factors that might influence childrens learning e.g bullying
  • doesn’t consider side of nature -> innate traits could have a greater impact on a child’s ability to succeed
26
Q

what is willingham’s theory

A
  • learning styles are a myth - believe most effective method depends on what they are trying to learn & a mixture of styles is often best
  • teachers should focus on meaning , rather than learning styles by creating links between info & developing true understanding of the meaning
  • students then learn info deeply
27
Q

criticisms of willinghams theory

A
  • ignores nature -> some children brains may be wired differently , so willingham may be ignoring the fact that those children might need to be taught in a specific way to help their learning , regardless of the content
28
Q

Blackwell study 1 aim

A
  • to see if there was a correlation between mindset & maths achievement
29
Q

Blackwell study 1 sample

A
  • 373 students from a public school in NYC - varied in ethnicity , achievement & social economic status
30
Q

Blackwell study 1 research method / design

A
  • longitudinal study (5 years)
  • correlational study
31
Q

Blackwell study 1 procedure

A
  • at start of 7th grade students completed a motivational questionnaire which used a rating scale to measure intelligence , learning goals , their effort beliefs & responses to failure
  • scores taken in 8th + 7th grade were compared with scores from 6th grade to measure progress
32
Q

Blackwell study 1 findings

A
  • no significant correlation between mindsets + maths scores at the start of 7th grade
  • when tested later on , mindset became a significant predictor of achievement
33
Q

Blackwell study 2 aim

A
  • students who were taught that intelligence is malleable would achieve better grades
34
Q

variables in Blackwell 2

A
  • iv = whether student was in control / intervention group
  • DV = levels of motivation & achievement
35
Q

Blackwell 2 sample

A
  • 99 7th graders from a public school in NYC , from varied ethnic & socio- economic groups
36
Q

what was the Blackwell 2 procedure

A
  • completed motivational questionnaire at start of 7th grade
  • students randomly assigned to intervention group , taught that learning changes the brain or control group , taught about memory
  • at the end of the 8 weeks , student took the questionnaire again & did a multi choice test on what they recalled
37
Q

Blackwell study 2 results

A
  • participants in the experimental group showed more positive mind sets than the control group , increased motivation & better grades in maths
38
Q

Blackwell study 2 conclusion

A
  • teaching students that intelligence is flexible has a positive effect in their motivation & achievement in maths
39
Q

Blackwell et Al - criticisms

A
  • culturally biased - only took place in 1 part of USA. different states & different countries may have different education systems which could influence impact of growth mindsets
  • sample was age biased - findings may not apply to other age groups - growth mindsets may have more / less impact on younger or older children

psychology (6 decks)

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