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Development Flashcards

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1
Q

Stages of brain development

A

pregnancy
- 1-4 weeks
- 5-8 weeks
- 9-12 weeks
- 13-20 weeks
- 21-28 weeks
- 29-40 weeks

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2
Q

Brain development - weeks 1-4 of pregnancy

A
  • neural plate forms
  • begins to fold onto itself forming neural tube
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3
Q

Brain development - weeks 5-8 of pregnancy

A

Neural tube divides into spinal cord, forebrain, midbrain, hindbrain

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4
Q

Brain development - weeks 9-12 of pregnancy

A

Brainstem develops, controlling reflexes like sucking/swallowing

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5
Q

Brain development - weeks 13-20 of pregnancy

A
  • brain cells multiply quickly
  • cortex starts forming
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6
Q

Brain development - weeks 21-28 of pregnancy

A

Gains sensory awareness, responds to sound and touch

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7
Q

Brain development - weeks 29-40 of pregnancy

A
  • brain gets ready for birth
  • connections + memory abilities improve
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8
Q

When is the fully formed but not at full size

A

6 months

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9
Q

What size is brain at birth compared to adult’s

A

25%

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10
Q

Brain stem

A

Controls autonomic functions

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11
Q

Autonomic functions

A
  • done automatically, without thinking about
  • e.g- breathing
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12
Q

Thalamus

A
  • sensory processing station
  • receives sensory information, translates them to behavioural and motor responses
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13
Q

Cerebellum

A
  • coordinates movement and balance
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14
Q

Cortex

A
  • surface layer of brain
  • where brain processing takes place
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15
Q

4 lobes

A
  • frontal
  • parietal
  • occipital
  • temporal
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16
Q

Frontal lobe

A

Controls thought, planning, memory, problem solving

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17
Q

Parietal lobe

A

Processes sensory information from the body

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18
Q

Occipital lobe

A

Processes visual information

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19
Q

Temporal lobe

A

Understanding and producing spoken language

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20
Q

Nature

A
  • traits, characteristics and behaviours inherited genetically
  • present at birth
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21
Q

Nature Research

A
  • research on twins
  • genetically similar people share similar cognitive characteristics like IQ
  • supports idea genes influence brain development
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22
Q

Nurture

A

Traits, characteristics, behaviours resulting from environmental influences

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23
Q

Nurture Research

A
  • research shows how mother’s actions during pregnancy affect brain development
  • mothers smoking when pregnant risk babies having smaller brains - nicotine slows brain growth
  • shows environmental influences affect brain development
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24
Q

Piaget’s theory of cognitive development PARTS

A
  • stages
  • schemas
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25
Q

Piaget’s theory of cognitive development STAGES

A
  • sensorimotor
  • pre-operational
  • concrete operational
  • formal operational
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26
Q

Piaget’s theory of cognitive development SENSORIMOTOR

A
  • 0-2
  • object permanence - understanding objects exist when out of sight
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27
Q

Piaget’s theory of cognitive development PRE-OPERATIONAL

A
  • 2-7
  • egocentrism - unable to de-center and think/see from other perspectives
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28
Q

Piaget’s theory of cognitive development CONCRETE OPERATIONAL

A
  • 7-11
  • conservation - understanding amount of something stays the same when appearance changes
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29
Q

Piaget’s theory of cognitive development FORMAL OPERATIONAL

A
  • 11+
  • abstract and logical thinking
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30
Q

Piaget’s theory of cognitive development SCHEMAS

A
  • packets of knowledge that help us identify and understand things in the world
  • accommodation - creating new schema when learning new info (e.g- learning what a cat is)
  • assimilation - adapting existing schema by adding new info (e.g- learning cats can be ginger)
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31
Q

Piaget’s cognitive development theory STRENGTH

A
  • application to education system
  • Piaget helped develop Plowden report (1960s), helped schools, e.g- using role-play with pre-operational children
  • good ecological application
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32
Q

Piaget’s cognitive development theory WEAKNESSES

A
  • contradicting research
  • Hugh’s policeman doll study (1975) showed 90% of children could de-centre when task relevant to them, Piaget said this wasn’t till 7
  • challenges theory
    +
  • sampling bias of children theory was based on
  • small group of middle class Swiss children from academic families
  • results may be culturally biased, theory may not be able to be applied universally
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33
Q

Piaget application to learning - sensorimotor stage

A

Lots of toys to play with and explore

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34
Q

Piaget application to learning - pre-operational stage

A

Role-play and dressing up

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35
Q

Piaget application to learning - concrete operational stage

A

Counters to use when doing maths

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36
Q

Piaget application to learning - formal operational stage

A

Discussions and scientific experiments

37
Q

Requirements for learning

A
  • readiness
  • learning by discovery
  • teacher’s role
  • individual learning
38
Q

Readiness

A

Child needs to be at right age and ready for activity

39
Q

Learning by discovery

A

Children need to discover things for themselves

40
Q

Teacher’s role

A
  • provide environment for discovery
  • provide challenge
41
Q

Individual learning

A

Some children learn faster than others, teachers must plan for individual students

42
Q

McGarrigle and Donaldson Naughty Teddy study DATE

A

1974

43
Q

McGarrigle and Donaldson Naughty Teddy study AIM

A

See if children react differently to conservation task is they see change was accidental

44
Q

McGarrigle and Donaldson Naughty Teddy study METHOD

A
  • lab experiment
  • 80 Ps - age 3.5-5 from small area of Edinburgh (all primary children from 1 school)
  • similar to Piaget’s counter experiment, naughty messed counters up not adult, showed it was accidental
45
Q

McGarrigle and Donaldson’s naughty teddy study RESULTS

A

68% could conserve when naughty teddy messed up counters

46
Q

McGarrigle and Donaldson’s naughty teddy study CONCLUSION

A

children younger than 7 can conserve, younger than Piaget suggested
- supported Piaget’s idea that children go through stages of development

47
Q

McGarrigle and Donaldson’s naughty teddy study STRENGTH

A
  • challenges Piaget’s theory
  • important for research to be challenged
  • helped scientific process
48
Q

McGarrigle and Donaldson’s naughty teddy study WEAKNESSES

A
  • unrepresentative sample
  • children came from one small area of Edinburgh, all primary children from 1 school, cultural differences may affect child development
  • findings are culturally biased
    +
  • flawed method
  • children may have been distracted by naughty teddy, not noticed counter change
  • should have been measuring attention, low validity
49
Q

Hugh’s policeman doll study DATE

A

1975

50
Q

Hugh’s policeman doll study AIM

A
  • test egocentricity in younger children
  • see if they could de-center younger than Piaget suggested
51
Q

Hugh’s policeman doll study METHOD

A
  • lab experiment
  • 30 children ages 3.5-5
  • children shown 2 intersecting walls and asked to hide boy doll from 2 policeman dolls
  • based on hide and seek to be more familiar to children
52
Q

Hugh’s policeman doll study RESULTS

A

90% could de-center and complete task

53
Q

Hugh’s policeman doll study CONCLUSION

A

Children could de-center earlier than Piaget suggested

54
Q

Hugh’s policeman doll study STRENGTHS

A
  • lab experiment
  • environment and EVs controlled, standardised procedures
  • high internal validity
    +
  • task made more sense to children
  • based task on something children had experience in - hide and seek, more relevant than Piaget’s 3 mountain task
  • better ecological application than Piaget’s research, results more likely to be true
55
Q

Hugh’s policeman doll study WEAKNESS

A
  • only 30 children from small area of Edinburgh
  • results may only apply to area from where sample was drawn, may be cultural differences in pre-school education compared to other areas
  • results could be culturally biased
56
Q

Dweck’s theory of mindset DATE

A

2007

57
Q

Dweck’s theory of mindset PARTS

A
  • purpose
  • fixed mindset
  • growth mindset
  • continuum
58
Q

Dweck’s theory of mindset PURPOSE

A

Explain why some students are more likely to achieve success in learning than others

59
Q

Dweck’s theory of mindset FIXED

A
  • intelligence is unchanging and derived from genetics
  • avoids challenge
  • gives up quickly when faced with challenges
  • expects reward without effort
  • ignores feedback
  • threatened by success of others
60
Q

Dweck’s theory of mindset GROWTH

A
  • intelligence derives from hard work
  • intelligence increased by putting more effort into learning
  • embraces challenges
  • when faced with challenges - keep trying, more likely to succeed
  • learns from feedback
  • inspired by success of others
61
Q

Dweck’s theory of mindset CONTINUUM

A
  • mindset is a continuum
  • can be changed with training
62
Q

Dweck’s theory of mindset STRENGTHS

A
  • supporting research evidence
  • Dweck’s own experiment - 12-13 year old Ps, half given growth mindset training, half given general memory training, mindset trainers had improved grades/motivation, shows growth mindset can improve performance, further support from Gunderson (2013)
  • increased validity
    +
  • real world application to different fields
  • many schools use mindset training, Michael Jordan credits success to positive mindset
  • more ecologically useful
63
Q

Dweck’s theory of mindset WEAKNESS

A
  • growth mindset relies on praise
  • research has shown that motivation of praise is not sustainable over time
  • it is better to be motivated intrinsically
64
Q

Praise

A

An expression of approval of someone else and/or what they have done

65
Q

Types of praise

A
  • person praise
  • process praise
66
Q

Person praise

A

Being praised for intelligence

67
Q

Process praise

A

Being praised on effort

68
Q

Result of praise

A

Increases self esteem which increases motivation

69
Q

Self efficacy

A

The belief in your own ability to succeed in something

70
Q

Factors affecting self efficacy

A

Past experiences of success/failure can increase/decrease self efficacy

71
Q

Result of self efficacy

A

Higher self efficacy results in higher motivation

72
Q

Types of motivation

A
  • intrinsic
  • extrinsic
73
Q

Intrinsic motivation

A
  • being motivated to do something because of personal satisfaction and achievement
  • e.g- being motivated to perform well in exam to be proud of yourself
74
Q

Extrinsic motivation

A
  • being driven to do something based on external rewarding
  • e.g - being motivated to do well on exam to be given money by parents
75
Q

Learning styles

A
  • visual
  • auditory
  • kinaesthetic
  • visualisers
  • verbalisers
76
Q

Visual learners

A

Learn best through seeing or reading, remembering things by how they look

77
Q

Auditory learners

A

Learn best by listening, to remember something, they remember what they’ve heard

78
Q

Kinaesthetic learners

A

Learn best by doing things, more likely to remember something if physical activity is involved

79
Q

Visualisers

A
  • process information visually
  • prefer to learn from pictures/ diagrams
  • think using pictures
80
Q

Verbalisers

A
  • process information verbally
  • prefer to learn through written information + writing things down
  • think using words
81
Q

Willingham’s theory of learning DATE

A

2007

82
Q

Willingham’s theory of learning PARTS

A
  • learning styles
  • praise
  • retrieval
  • self-regulation
  • neuroscience
83
Q

Willingham’s theory of learning LEARNING STYLES

A
  • they don’t exist as there is no scientific evidence for them
  • learning styles don’t affect ability
  • should learn in best style for the content
84
Q

Willingham’s theory of learning PRAISE

A
  • should praise effort not ability
  • praise should be unexpected
  • should motivate
85
Q

Willingham’s theory of learning RETRIEVAL

A

Helps information be remembered long term

86
Q

Willingham’s theory of learning - SELF-REGULATION

A
  • controlling cognitive processes leads to better performance later
  • e.g- children who performed successfully on marshmallow test more likely to perform better in school exams
87
Q

Willingham’s theory of learning - neuroscience

A
  • important in understanding individual learning
  • e.g- dyslexic brains found to be structured differently, could help identify these students and support them learning effectively
88
Q

Willingham’s theory of learning STRENGTHS

A
  • based on scientific research
  • used brain scans to look at structural differences of dyslexic brains
  • can trust assertions as based on cognitive neuroscientist’s research
    +
  • application to education
  • many UK schools use retrieval practice to help students retain new knowledge to help pass exams
  • useful ecological value
89
Q

Willingham’s theory of learning WEAKNESS

A
  • theory is reductionist
  • learning disorders rarely product of brain structure alone, often caused by upbringing/environmental factors
  • theory may not be applicable to help learners with specific needs like dyslexia

Psychology (8 decks)

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