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Paper 1- Psychology > Development > Flashcards

Development Flashcards

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1
Q

what is nature

A

when characteristics and behaviour are inherited from parents

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2
Q

what is nurture

A

when characteristics and behaviour are influenced by the environment

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3
Q

what is an interactionist approach

A

both together

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4
Q

is nature and nurture seen as an interactionist approach

A

yes

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5
Q

what is a schema

A

a piece of knowledge on a particular subject

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6
Q

what are autonomic functions

A

they just happen
eg. breathing and blinking

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7
Q

what is assimilation

A

new information is taken on board and added to a pre existing schema

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8
Q

what is accommodation

A

taking on board new information and understanding it, may involve creating a new schema or altering existing ones

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9
Q

what is an extraneous variable

A

factors that can effect results in a study

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10
Q

what happens in the cortex

A

all thinking and processing goes on in (cognition)

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11
Q

what is the cortex

A

a thin, outer layer of the brain, it is divided into 2 hemispheres - lots of it because it is very folded

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12
Q

what is the cortex also known as

A

cerebral cortex

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13
Q

what is the cortex split into?
what are they called?

A
  1. lobes
    - frontal lobe
    - temporal lobe
    - parietal lobe
    - occipital lobe
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14
Q

when does the cortex start to function

A

in the womb- the developing baby starts to learn but at birth the cortex is fairly basic and develops throughout our lives

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15
Q

how thick is the cortex

A

3mm

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16
Q

what happens in the thalamus

A

it receives messages from the senses and turns them into behaviour motor responses- coordinates motor signals and all sensory information passes through

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17
Q

what is the thalamus also known as

A

the sensory processing station

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18
Q

where is the thalamus found

A

a deep chamber in the centre of the brain

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19
Q

what does the thalamus look like

A

the size and shape of a walnut

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20
Q

how many thalamus’ are there

A

2- one on the left, one on the right(hemispheres)

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21
Q

what does the cerebellum do

A
  • coordinates movement and balance- receives info from brain and fine tunes it into motor activity
    -coordinates sensory information (SENSORIMOTOR), language and emotion
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22
Q

what happens if a person suffers damage to the cerebellum

A

have difficulty with muscular coordination

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23
Q

what is the cerebellum also known as

A

little brain

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24
Q

which part of the brain is last to reach maturity

A

cerebellum

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25
Q

where is the cerebellum located

A

back of the brain, top of spinal chord

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26
Q

where is the brain stem located

A

connects spinal chord to the brain

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27
Q

what does the brain stem do

A

controls basic AUTONOMIC functions

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28
Q

what does the brain stem carry to the brain

A

motor and sensory nerves to the brain from the rest of the body via the spinal chord

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29
Q

what part of the brain is the most highly developed at birth

A

brain stem

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30
Q

what happens at six week of pregnancy

A

the baby’s heart beats regularly and blood pumps through main vessels

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31
Q

how are neurons connected

A

in a wat that allows them to communicate and process information

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32
Q

what does the axon carry

A

can carry an electrical signal to other areas of the brain, muscles etc.

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33
Q

when does the brain development start in pregnancy

A

3rd week

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34
Q

what do the multiplying cells form

A

a structure called the neural plate which folds over onto itself to form a neural tube

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35
Q

during the 3rd/4th week the neural tube begins to divide into what?

A
  • spinal chord
  • midbrain
  • hindbrain
  • forebrain
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36
Q

when does the cortex form

A

6th/ 7th week

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37
Q

when does the thalamus form

A

6th/7th week

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38
Q

what allows the foetus to move around

A

when neurons and synapses begin to develop in the spinal chord

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39
Q

what are synapses

A

small gap at the end of a neuron that allows a signal to pass from the neuron to the next

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40
Q

when does the cerebellum form

A

15th week in the hind brain

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41
Q

when is the brain fully formed in pregnancy

A

6th month

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42
Q

how big is the brain at birth

A

25% the size of an adult brain

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43
Q

what are the four stages in paiget’s theory of development in order

A
  • sensorimotor
  • pre operational
  • concrete operational
  • formal operational
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44
Q

what is the age of the sensorimotor stage

A

0-2 years

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45
Q

what is the age of the pre operational stage

A

2-7 years

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46
Q

what is the age of the concrete operational stage

A

7-11 years

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47
Q

what is the age of the formal operational stage

A

11 plus

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48
Q

what is the main feature of the sensorimotor stage

A

they develop object permanence

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49
Q

how do children learn about the world

A

through their senses

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50
Q

what does the sensorimotor stage focus on

A

basic physical coordination

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51
Q

what is object permanence

A

knowing an object still exists when they are out of sight

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52
Q

what did Piaget do to investigate object permanence

A

he gave a child a toy to play with. then when the child was watching he took the toy and hid it under a blanket
he watched to see whether they would look for the toy

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53
Q

what did piaget find when he investigated object permanence?

A

found children under 8 months did not search but 8 months and above did
- therefore had developed object permanence

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54
Q

what happens in the pre operational stage (2)?

A
  • toddler is mobile but still lack reasoning ability
  • focus on one element of a problem and ignore others
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55
Q

what is the main feature of the pre operational stage

A

children are egocentric

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56
Q

what is egocentrism

A

not being able to see things from another persons point of view

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57
Q

do children lose or gain object permanence

A

gain it

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58
Q

do children lose or gain egocentrism

A

lose it
piaget suggests from 7 onwards they lose it

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59
Q

what did piaget do to investigate egocentrism

A

the three mountain task-
- he showed a model of three mountains and placed a doll somewhere beside the model . the child was shown pictures from each side view and had to choose the view the doll could see

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60
Q

what did piaget find when he investigated egocentrism

A

children under 7 chose their own view however older then 7 they were able to choose the right photo

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61
Q

what did piaget conclude from his study on egocentrism

A

egocentrism decreases with age and children are no longer egocentric after 7

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62
Q

what did piaget believe about the concrete operational

A

by the time they were 7, they developed the ability to conserve

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63
Q

what happens in the concrete operational stage (2)

A
  • children have much better reasoning ability
  • they no longer show centration
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64
Q

what was the main ability in the concrete operatonal stage

A

children developed conservation

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65
Q

what is conservation

A

the quantity remains the same even when the appearance changes

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66
Q

do children lose or gain conservation

A

gain it

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67
Q

how did piaget investigate conservation

A

he showed children 2 identical rows of counters, then asked the child if there were the same amount of counters in each row.
- when the child agreed, he spread one row out to make it look BIGGER whilst the child watched
he then asked the SAME question

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68
Q

what did piaget find when he investigated conservation

A

children under 7 said no, children over 7 said yes

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69
Q

what is the main feature in the formal operational

A

children can solve problems in a systematic way( they can focus on one form of the problem and not be distracted by its content)

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70
Q

what did piaget believe once they can reason formally

A

they can become capable of scientific reasoning

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71
Q

how did piaget investigate formal reasoning? name?

A

children were given different lengths of string and weights that could attach to the string

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72
Q

what were the results of piagets pendulum problem

A

children under the age of 11 would change both at the same time but over 11, they would do it systematically (one at a time)

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72
Q

what was the aim of piagets study for formal reasoning?

A

investigate what factor affected how fast it swung- by varying the string and weights

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73
Q

what is a weakness of the pendulum problem

A

too simplistic for such a large age group (11-18)

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74
Q

what are the strengths of piagets theory(3)

A
  • his work inspired others to study cognitive development further, led to educational changes improving standards
  • supporting evidence- gains qualitive data for his studies, which was full of valid and realistic evidence
  • the evidence supports the view children go through stages
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75
Q

what are the weaknesses of piagets theory

A
  • underestimates what young children are capable of, contrasting evidence of Hughes and mcgarrigle
  • used small samples that were unrepresentative of most children, reliability is lower
  • piaget assumed childrens thinking changes rapidly in each stage, when it takes place more slowly- overestimated ability of 11 years olds
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76
Q

what is self efficacy

A

the belief in your own ability to suceed

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77
Q

what happens if you are praised for something

A

it makes you feel good and encourages you to repeat the behaviour- increases self esteem

78
Q

when should you praise someone

A

when it is honest and deserved

79
Q

what happens to a student who receives person praise

A

believe their success and failure are beyond their control

80
Q

what happens to a student who receives process praise

A

believe their success and failure is due to effort

81
Q

what can raise and lower your self efficacy

A

repeated success and failure

82
Q

what should teachers do to raise self efficacy

A

should give students experience of success on appropriate level tasks

83
Q

what did Hattie and Marzano find about self efficacy

A

it has a substantial impact on grades and achievements

84
Q

how can you raise self efficacy

A

through praise

85
Q

what are the 2 types of motivation

A

intrinsic
extrinsic

86
Q

what is intrinsic motivation

A

to do something for your own reward

87
Q

what is extrinsic motivation

A

to do something to gain reward or avoid punishment

88
Q

what happens with high self efficacy

A

high self efficacy leads to greater task persistence and more resilience if you fail because you believe you can do so

89
Q

what are the strengths of praise and self efficacy

A
  • support from research shows reduced self efficacy leads to poor performance ( being asked their race before a test lowered it as African- American generally believed they are not smart
  • understand how to best reward performance, research shows students improve their performance is criticised for not trying harder rather than praised
90
Q

what are the weaknesses of praise and self efficacy

A
  • some evidence suggests praise may not increase motivation(lepper found when children are offered a reward for a task, the child was less interested in doing the same task if there was no reward
  • extrinsic reward destroys intrinsic motivation
91
Q

what does Dweck believe

A

she believes success is due to mindset (nurture)

92
Q

what are the 2 type of mindsets Dweck believes in

A
  • fixed mindset
  • growth mindset
93
Q

what is a fixed mindset

A

believing your abilities are fixed and unchangeable

94
Q

what is a growth mindset

A

believing practice and effort can improve abilities

95
Q

what does Dweck believe if you have a fixed mindset

A

you will give up quickly

96
Q

what does Dweck believe if you have a growth mindset

A

you will keep trying, increasing the chance of success

97
Q

what is a continuum

A

people are a mixture of different mindsets- in some situations, people will be willing to put in a lot of effort whereas other the same person may give up quickly

98
Q

how does a fixed mindset deal with failure

A

failure is a sign they are not as talented as they thought, they stop trying

99
Q

how does a growth mindset deal with failure

A

failure they often regard as a great opportunity to learn

100
Q

what are the strengths of Piaget’s theory (2) (schemas, assimilation etc.)

A
  • Piaget’s theory has led to an enormous amount of research to test ideas
  • Piaget’s ideas about how children learn has influenced classroom teaching(real world application)
101
Q

what is a weakness of Piaget’s theory (schema assimilation etc.)

A
  • used a small sample- involved middle class European children only used children from Switzerland, academic families
102
Q

what does Dweck believe about the link between praise and mindset

A

the type of praise a student receives affects their mindset

103
Q

what are the 2 types of praise

A

person praise
process praise

104
Q

what is person praise

A

praising persons abilities

105
Q

what is process praise

A

praising the effort

106
Q

what are the strengths of Dweck’s Mindset theory

A
  • research evidence that a growth mindset leads to better grades(48 7th graders- growth group had better motivation and grades)
  • can be applied to many different settings such as school, sports and business( usefulness)
107
Q

how do we evaluate a study

A

GRAVES

108
Q

what does graves stand for

A

G- generaliability
R- reliability
A- application to real life
V- validity
E- ethics
S- supporting theory

109
Q

how do we evaluate a theory

A

SCOUT

110
Q

what does SCOUT stand for

A

S-supporting evidence
C- contrasting theory
O- opposing theory
U- usefulness
T- testibility

111
Q

what are the weaknesses of Dweck’s mindset theory

A
  • any sort of praise can be damaging, evidence that even praising effort learners work hard for praise(opposing theory)
  • accused of being over simplistic, success is about working harder and failure is due to wrong attitude (usefulness)
  • difficult to measure what mindset people have
112
Q

what is a mindset

A

a set of beliefs someone has that guides how they respond and interpret a situation

113
Q

what is an extraneous variable

A

factors that could affect results

114
Q

what was the aim of the naughty teddy study

A
  • to see whether the children reactions would be different if there was no deliberate change (suggesting they could conserve earlier then suggested)
    they wondered if the deliberate change meant children thought there actually was a change in numbers
115
Q

what were the results of the naughty teddy study

A
  • 41% gave the correct answer if display was changed deliberately
  • 62% gave the correct answer if change was accidental
  • both figures were higher for primary children then nursery
  • only 16% were able to give the correct answer in Piaget’s number study
116
Q

what was the sample for the naughty teddy study

A

80 children all from Edinburgh
- 40 children were at nursery(mean age 4 yrs 10 months)
- 40 children were at primary (mean age 5yrs and 10 months)

117
Q

what was the method for the naughty teddy study

A
  1. the children were introduced to a naughty teddy(puppet) who was liable to escape and mess up the game
  2. they were then shown 2 rows- one with 4 red counters, one with 4 white
    3.the teddy jumped out the box and pushed the counters in one row to look SMALLER
    4.before and after each child was asked the SAME question pointing to each row “is there more here or here or are they both the same number”
118
Q

was the naughty teddy study a lab study
what does that mean?

A

yes
so there was some control of possible extraneous variables

119
Q

in the naughty teddy study, were all the procedures standardised

A

yes

120
Q

what is the conclusion of the naughty teddy study

A
  • the study shows the traditional method of testing conservation underestimates what children could do and that they could conserve at an earlier age
  • in the study many of the nursery children did conserve quantity, Piaget said they couldn’t at that age
  • there was still an age difference, the primary children did better overall then the nursery- does not support Piaget’s idea that children’s thinking changes as they get older
121
Q

what was the naughty teddy study investigating

A

conservation

122
Q

how does Piaget’s theory apply in education- child centred learning

A
  • all children go through the same development but at different rates
  • so the teacher should arrange activities for individuals and groups
123
Q

how does Piaget’s theory apply in education- readiness

A
  • in his view, you cannot teach a child to perform certain activities before they are “biologically” ready( each stage appears through ageing)
  • the child should only learn when they are at the right stage of development
  • activities should be at appropriate level for child
124
Q

how does Piaget’s theory apply in education- learning by discovery and teachers role

A
  • he also believed for understanding to develop a child must learn concepts themselves, it is important that children play an active role in their education
  • the teachers role is to create an environment which will stimulate children to ask questions
  • the activities should challenge a learner so thinking will develop
125
Q

what are the 4 ways Piaget’s theory applies to education

A
  • learning by discovery
  • teachers role
  • readiness
  • child centred learning
126
Q

what does Piaget say you should teach in the sensorimotor stage

A

provide a rich and stimulating environment, sensory experiment and learn motor coordination
e.g toys that squeak

127
Q

what does Piaget say you should teach in the pre operational stage

A

games that involve role play and dressing up may reduce egocentricity , hands on activities
e.g plasticine

128
Q

what does Piaget say you should teach in the concrete operational stage

A

given concrete material to manipulate,
e.g abacus
cooking is good as it involves practical work and instructions

129
Q

what does Piaget say you should teach in the formal operational stage

A

scientific activities will help develop an understanding of logic, discussion in groups enable people to think about things

130
Q

what are the strengths of Piaget’s theory being applied in education (1)

A
  • it has had an enormous effect on education in uk as a report in 1967 said a need for major change in education drawing on Piaget’s ideas
131
Q

what are the weaknesses of Piaget’s theory being applied in education (3)

A
  • Piaget’s ideas of children needing to be ready has been criticised, opposing evidence found children could do tasks if given practice, suggesting readiness doesn’t matter
  • Piaget’s idea of discovery learning may not work for all subjects like math and English, some may be better done formally
  • is culturally biased, learning directed by an individual is an individualistic approach, not favoured by some cultures who are collectivists
132
Q

what is an example of assimilation

A

as you see more dogs, your schema on dogs will get bigger

133
Q

what did piaget believe was key to cognitive development

A

schemas

134
Q

what is equilibrium

A

the balance between accommodation and assimilation which allows children to learn new info

135
Q

what are the strengths of learning styles (1)

A
  • traditional teaching may have focused on verbal methods alone so provides alternatives to use, draw attention to the different ways people learn
136
Q

what are the weaknesses of learning styles (2)

A
  • no sound evidence that supports the idea they improve performance , not based on experimental evidence
  • too many different learning styles means impossible to put into practice- too complicated to see which is best(not a useful concept)
137
Q

what are the three learning styles

A
  • visual
  • auditory
  • kinaesthetic
138
Q

what is a visual learner

A

learn best by reading or seeing pictures

139
Q

what is an auditory learner

A

learn best by listening, they remember what they have heard

140
Q

what is a kinaesthetic learner

A

learn best by doing something, remember best with physical activity

141
Q

what is a verbaliser

A

they process information in terms of words. they prefer to learn from written info and like to write it down
prefer textbooks to diagrams

142
Q

give an example of how a verbaliser might learn best

A

writing key things down etc

143
Q

what is a visualiser

A

they process info in terms of pictures and diagrams, visually. they find it easier to understand graphs and charts
often use memory of watching someone do an experiment

144
Q

give an examples of how a visualiser might learn best

A

drawing a diagram etc

145
Q

what does Willingham suggest about learning styles

A

learning styles do not exist in the way described

146
Q

why did Willingham not believe in learning styles

A

thought there was no scientific evidence to support learning styles aiding learning

147
Q

what does evidence suggests about teaching students in their preferred leaning style

A

it has no effect on performance

148
Q

however, what does Willingham agree with about learning styles

A

agrees students have better visual or auditory memory

149
Q

what do teachers want their students to remember

A

remember meaning and not what it look/sounds like

150
Q

what does Willingham believe
- what can it be called

A

students should be taught using the best method for the content being taught

  • content modality not learner modality
151
Q

what is it more important than how students learn things

A

students ability to store info in terms of meaning is more important then how they learn it

152
Q

what does Willingham say about praise

A
  • focuses that praise should be unexpected
  • important to praise effort not ability
153
Q

what did leppe find about praise

A

found when children have been offered a reward for doing something, later they were not interested in doing the same task for no reward

154
Q

what does Willingham say about memory and forgetting

A
  • emphasises that practice and effort enable us to master knowledge and skills
  • practicing over and over allow us to do it automatically
  • practice and repetition of learning is very important
155
Q

what happens if you already know something(Willingham’s theory)

A

it leaves you more processing power to solve a problem

156
Q

what is very important according to Willingham about learning

A

practice and repetition of learning

157
Q

what does Willingham say you should do instead of memorising

A

“stop memorising info and retrieve it from memory instead”

158
Q

Willingham’s theory about self regulation
- what is it

A
  • the ability to control your behaviour, cognitive process, emotion and attention
159
Q

what does Willingham talk about in his theory (5)

A
  • learning styles don’t exist
  • praise
  • memory and forgetting
  • self regulation
  • neuro science
160
Q

what happens to children who show delay gratification

A

children who show a high ability of delay gratification later perform better on tests

161
Q

what is self regulation also known as

A

delay gratification

162
Q

how was self regulation tested

A
  • the marshmallow test
163
Q

what did the marshmallow test for self regulation do

A
  • the researcher offered a child a marshmallow
  • they then said to the child ‘you can have 2 if you hold on until I come back in 15 minutes’
  • the researcher left the room and then returned
164
Q

what did the marshmallow test for self regulation find

A

67% had given in and eaten it after 15 minutes

165
Q

what did Willingham say about neuro science

A
  • some learning disorders such as dyslexia have a poor function in specific areas of the brain
166
Q

what did willingham and lloyd find about dyslexia

A
  • they found that if a specific area of the brain could be associated with dyslexia , it means children could receive help much earlier and be beneficial to their progress
167
Q

summary of willingham theory- complete the sentences-
1. praise should – ———. if performance depends on it, ———-
2. an important part of how memory can help us learn is ——-
3. ——- refers to your ability to ———– eg. —–
4. —- is an example of how ——– has helped us to understand learner difficulties

A
  1. praise should be unexpected. is performance depends on it, this destroys natural motivation to work hard
  2. knowledge about cues and retrieval
  3. self control refers to your ability to regulate your behaviour e.g marshmallow test
  4. dyslexia is an example of how neuroscience has helped
168
Q

what are the strengths of willinghams learning theory (3)

A
  • all of his recommendations are based on scientific research- credible due to being scientific
  • his recommendation can be used to improve teaching and learning by encouraging praise on effort so provides a more accurate way to learn through effort which he supported by his criticism of other learning styles- they don’t result in better school performance
  • supporting evidence for the theory comes from lots of studies eg. marshmallow test, show not everyone’s preferred learning style made results better
169
Q

what are the weaknessess of willinghams learning theory (3)

A
  • he did not consider the importance of individual differences for learning- he GENRELISES his ideas to all learning without considering some individuals differences in learners which may not conform to what he expects
  • many studies in the theory have been experiments so have artificial settings so may not represent real life, data on effort not ability may lack VALIDITY
  • studying the mindset of a child may result in the child becoming the focus if there is a problem with their progress rather than the quality of the teaching, this can affect the USEFULNESS of the theory
170
Q

what does willingham say in his criticism of learning styles (3)

A
  • he agrees learners are different , but suggests teachers might take this into account just because they are happier using their learning style
  • there is no credible evidence to support that for example visual learners do better if given material in a visual style
  • the difference is between how and what you learn
171
Q

what did willingham conclude in his theory

A

the ‘learning styles’ is not a theory of instruction because it is not about what you learn

172
Q

is the experience in the wound nature or nurture?

A

nurture

173
Q

give examples of nature

A

genes, brain structure

174
Q

give examples of nurture

A

friendships, socialisation

175
Q

what happens to pregnant others who smoke

A

give birth to smaller babies, nicotine slows down brain growth

176
Q

is a pregnant mother smoking nurture or nature

A

nurture

177
Q

why should pregnant mothers avoid anyone with rubella

A

it can influence brain damage and cause hearing loss

178
Q

if a pregnant mother has rubella is that nature or nurture

A

nurture

179
Q

what happens when a baby is born

A

they recognise their mothers voice immediatly

180
Q

if babied recognise their mothers voice immediately, what does this suggest

A

brain is changing before we are born, external stimuli

181
Q

what do scientists use to investigate the interactionist approach between nature and nurture

A

twins

182
Q

what did the policeman doll study

A

egocentrism

183
Q

who carried out the policeman doll study

A

hughes

184
Q

what was the aim of the policeman doll study

A
  • to see if children could cope better with egocentrism tasks at an earlier age then piaget suggested
185
Q

what did hughes suggest about the study

A
  • younger children might have less difficulty if the task made more sense to them
186
Q

what were the results of the policeman doll study

A
  • 90% children were able to position the boy doll where 2 policeman dolls could not see him
187
Q

what was the conclusion of the policeman doll study

A
  • Piaget underestimated children’s abilities
  • if the task is designed which is related to everyday experiences, the children can see from others perspectives
  • piaget was right that childrens thinking changes with age
188
Q

what was the sample of the policeman doll study

A

30 children from 3.5 to 5 years old
all from Edinburgh

189
Q

was the police man doll a lab study
- what does that mean?

A

yes
- there was some control of extraneous variables

190
Q

was the procedures of the policeman doll study standardised

A

yes

191
Q

what was the method of the police man doll study

A
  1. the child was shown a model with two intersecting walls. the policeman doll was placed on one side of the child
  2. they then put a boy doll in each section and asked if the policeman could see the boy doll (he couldn’t in sections a and c)
  3. the policeman was then moved to X and aksed the child to hide the boy doll so the policeman could not see it. if the child made mistakes, task was repeated
  4. they then placed 2 policeman dolls and asked the child again to hide the boy doll
192
Q

what are the strengths of the policeman doll study(3)

A
  • high in RELIABILITY because it uses a standardised procedure, same equipment and doll used
  • supports Piaget’s theory of egocentrism but..
  • the task made better sense to the children because they could encounter it in everyday life and Hughes made sure they knew what to do
193
Q

what are the weaknesses of the policeman doll study (3)

A
  • low in GENRELISABILITY , only 30 pp all from Edinburgh
  • low in VALIDITY, the task is abnormal for children, ecological environment so ppts may not be acting as usual
  • researcher may have unconsciously hinted about the correct answer- results may lack VALIDITIY

Paper 1- Psychology (5 decks)

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