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psychology paper 1 > development > Flashcards

development Flashcards

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1
Q

what is the brain stem

A

highly developed at birth
connects brain to spinal cord
autonomic functions

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2
Q

what is the cerebellum

A

matures late
near top of spinal cord
autonomic functions

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3
Q

what is the thalamus

A

deep inside the brain in each hemisphere
information hub, receives and then sends signals around the brain

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4
Q

what is the cortex

A

very thin and folded cover
thinking and processing
frontal, visual, auditory, motor areas in each hemisphere

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5
Q

what are the roles of nature and nurture

A

nature is inherited and nurture is environmental influences on development

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6
Q

what does smoking do

A

smoking during pregnancy can lead to smaller brains for baby

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7
Q

what can infection do

A

in the womb, German measles can lead to hearing loss

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8
Q

what do voices do

A

babies learn to recognise a mothers voice

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9
Q

what is the interaction between nature and nurture

A

the brain forms due to nature but the environment has a major influence even in the womb

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10
Q

what is Piagets theory

A

changes in thinking ( cognition) over time
children think differently from adults

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11
Q

what does Piaget say about stages

A

different kinds of logical thinking occur at each stage

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12
Q

what does Piaget say about schemas

A

mental structures containing knowledge
schemas become more complex through assimilation and accommodation

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13
Q

what does Piaget say about assimilation

A

adding new information to an existing schema

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14
Q

what does Piaget say about accommodation

A

receiving new information that changes our understanding so a new schema is formed

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15
Q

give 2 evaluation points for piagets theory

A

research evidence - many studies have been conducted to test piagets theory, which has helped improve our understanding of how children’s thinking develops

real world application - the theory has helped change classroom based teaching so it is now more activity based

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16
Q

what was the mcgarrigle and Donaldsons aim with the naughty teddy study

A

to see if a deliberate change in the row of counters would help younger children conserve

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17
Q

what was the method of the naughty teddy study

A

children aged 4-6 years
two rows of counters, teddy messed up one of them. Child asked if rows were the same

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18
Q

what were the results of the naughty teddy study

A

deliberate change - 41% conserved
accidental change - 68% conserved
older children did better than the younger ones

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19
Q

conclusion of the naughty teddy study

A

piagets method doesn’t show what children can do, this study does show there are still age related changes

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20
Q

give 2 evaluation points for the naughty teddy study

A

the sample - primary school sample
From one school, so comparisons between groups may not be valid

the change was not noticed - children may appear to conserve because they simply didn’t notice the change as they were distracted by the teddy

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21
Q

what is egocentrism

A

seeing the world only from one’s own point of view

Piagets 3 mountains task

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22
Q

Hugh’s policeman doll study aim

A

to create a test that would make more sense than Piagets

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23
Q

policeman doll study method

A

3 1/2 to 5 year olds asked to hide a boy doll from two policeman.
They were given practice first with one doll

24
Q

policeman doll study results

A

90% could hide the boy doll away from two policemen
3 year olds did less well with a more complex task

25
Q

policeman doll study conclusions

A

children aged 4 years are mostly not egocentric,.
Piaget underestimated abilities but was right that thinking changes with age

26
Q

give 2 evaluation points of the policeman doll study

A

more realistic - task made better sense to children and they were given practice so they understood, so a more realistic test of abilities

effects of expectations - unconscious cues from the researcher may have influenced the children’s behaviour, so the results lack validity

27
Q

what is the sensorimotor stage

A

0-2 years, learn to coordinate sensory and motor information
object permanence develops

28
Q

what is the pre operational stage

A

2-7 years, can’t think consistently in a logical ways
egocentric and lack conservation

29
Q

what is the concrete operational stage

A

7-11 years, at 7 most children can conserve and show less egocentrism, logical thinking applied to physical objects only

30
Q

what is the formal operational stage

A

11+ years, children can draw conclusions about abstract concepts and form arguments

31
Q

give 2 evaluation points of stages of cognitive development

A

underestimated children’s abilities - some types of thinking develop earlier than Piaget proposed

overestimated children’s abilities - suggested that children 11+ are capable of abstract reasoning

32
Q

what is readiness

A

can only teach something when child is biologically ready

33
Q

what is learning by discovery and the teachers role

A

children must play an active role. Teachers should challenge schemas

34
Q

what is individual learning

A

children go through the same stages in the same order but at different rates

35
Q

what is dwecks mindset theory

A

the set of assumptions we have affects success
Success is due to effort not talent

36
Q

what is a fixed mindset

A

effort won’t help because talent is fixed in the genes, focused on performance

37
Q

what is a growth mindset

A

can improve with effort, enjoy challenge, focused on learning goals

38
Q

how does a fixed mindset deal with failure

A

failure indicated lack of talent, so give up

39
Q

how does a growth mindset deal with failure

A

opportunity to learn and put in more effort

40
Q

what is a continuum

A

not simply one or the other (fixed or growth) , depends on the situation

41
Q

give 2 evaluation points of dwecks mindset theory

A

research support - dweck found children taught a growth mindset had better grades and motivation

both mindsets involve praise - praising effort still leads to doing things for approval so can discourage independent behaviour

42
Q

what is the positive effect of praise

A

it’s a reward, it makes someone feel good so behaviour is repeated

43
Q

why should you praise effort not performance

A

praising effort enables control.
praising performance is demotivating

44
Q

what is self efficacy

A

understanding your own abilities. Self efficacy increases or decreases future success

45
Q

what is the effect of self efficacy on motivation

A

greater effort, persist longer, greater task performance and more resilience if higher self efficacy

46
Q

what is a learning style

A

people differ in how they learn, matching teaching to learning style should improve learning

47
Q

what is a verbaliser

A

focus on words, processing by hearing or reading information and talking about it

48
Q

what is a visualiser

A

processing information by seeing spatial relationships using diagrams, mindmaps etc

49
Q

what is a kinaesthetic learner

A

learning by active exploration, making things, physical activities

50
Q

what is willinghams learning theory

A

educational ideas should be evidence based.
cognitive psychology and neuroscience can be used to improve learning

51
Q

what does willinghams theory say about praise

A

praising effort should be unexpected. praise before a task led to less motivation in the future

52
Q

what does willinghams theory say about memory and forgetting

A

forgetting occurs because of a lack of cues.
practice retrieving information from memory

53
Q

what does willinghams theory say about self regulation

A

self control (marshmallow test) linked to high academic performance

54
Q

what does willinghams theory say about neuroscience

A

brain waves in dyslexics are different.
this could benefit progress by receiving help earlier

55
Q

give 2 evaluation points of willinghams learning theory

A

evidence based on theory - based on scientific evidence giving the theory greater validity

real world application - positive impact on education as an alternative to learning styles

psychology paper 1 (4 decks)

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