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psychology paper 1 > development > Flashcards

development Flashcards

1
Q

early brain development

A

how the brain develops in the womb and matures

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2
Q

brain stem

A

-most highly developed part of the brain at birth
-connects brain to spinal cord
-autonomic functions

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3
Q

cerebellum

A

-matures late
-near the top of the spinal cord
-co-ordintes sensory and motor

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4
Q

thalamus

A

-deep inside the brain in each hemisphere
-information hub, recieve indo and send signals around the brain

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5
Q

cortex

A

-very thin folded cover
-thinking + processing in the forntal cortex
-forntal, visual, auditory, motor areas in each hemisphere

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6
Q

nautre

A

inherited

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7
Q

nurture

A

environmantla influences on dvevelopment

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8
Q

smoking

A

smoking during pregnancy can lead to smaller brains

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9
Q

infection

A

in the womb german measles can lead to hearing loss

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10
Q

voices

A

babies learn to recognise mothers voice

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11
Q

intercation between nature and nurture

A

the brain forms dure to nature but the environment had a major influence even in the womb

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12
Q

piagets theory of cognitive development

A

the way a persons knowlwdge, thinking and intellifgence changes as they get older
-children think differentl;y from adults

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13
Q

schemas

A

a mental structure conitaining all of the information we have learnt about one aspect of the world

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14
Q

schemas

A

-children are born with a small nukber of schemas
-gradually we get more schemas that bget more complex through the process of assimilation and accomadation

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15
Q

assimilation

A

takes place when we understand a new experience and add that new information to our existing schema

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16
Q

accomadation

A

we need to aquire a new schema to deal with knowledge that we have learnt about the world

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17
Q

piaget cognitive development evalutaion

A

=weakness
-smaple was not representative
-used children form academic families in other families this may nit be the case
-cannot be genaralised for everyone

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18
Q

piaget cognitive development evalutaion

A

=strength
-led to enormous amount of researchers to test his idea
-helped impove our undertsnading of how childrens thinking develops

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19
Q

piagets therory of conservation

A

although the appearnce changes quantity stays the same piaget showed younger children cant conserve quantities ‘naughty teddy study’

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20
Q

mcgarrigle and donaldson
aim

A

to see whether the childs raection would be different if there was no deliberate change in the row of counters

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21
Q

mcgarrigle and donaldson
method

A

children ages 4 to 6
2 rows of cpunters and teddy messed up one of them
child asked if rows were the same

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22
Q

mcgarrigle and donaldson
results + conclusion

A

-deliberate change = 41% conserved
accidental change = 68% conserved
older children did better
-piagets method didnt show what children can do
this study does show that there are age related changes

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23
Q

mcgarrigle and donaldson
evaluation

A

=weakness
-the primary age children all come form one school
-the reason that the primary children did better than the nursery ones might be becasue od the educational background
-mihgt not be reasonable to compare the two groups of children

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24
Q

mcgarrigle and donaldson
evaluation

A

=weakness
-the change was nit noticed
-the children may have been more likley to say that both rows were the same because they were the same because they were distracted by the teddy and didnt realise the change
-the distraction meant that the children went looking at it , didnt mean that they wernt conserving.

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25
piagets theory : egocentrism
a childs tendancy to only be able to see the world form their point of view. this applies to both objects ajd arguments in which a child can only apriciate their own perspective
26
hughes policeman doll study aim
to create a test that would be more understandable and see if children could cope better with the egocentrism task
27
hughes policeman doll study method
3 and a half to five year olds were asked to hide a doll away form two policemen dolls -with two intersecting walls
28
hughes policeman doll study results + conclusion
-90% of children were able to place the doll where the 2 policemen could not see it , in more complex trials using 5 or 6 sections the 3 year olds had more toruble and the 4 year ilds had more success =90% -kids aged 4 are mostly not egocentric, poaget underestimated abilities but was right to say that thinking changes with age
29
hughes policeman doll study evaluation
=strength -more realestic -task made better sence ti children and they were given practice so they understood it better researcher can better access childrens abilities
30
hughes policeman doll study evalutaion
=weakness -effects of expectation -unconcious cues form the researcher may have influenced the childrens behaviour lack of validity
31
piagets theory : cognitive development
1. sensorimotor stage - 0 to 2 years -children learn about the world through their sences and by doing things
32
piagets theory : cognitive development
2. pre-operational -2 to 7 years -they can use language but lack reasoning ability -children are egocentric, not being able to see things form another persons point of view
33
piagets theory : cognitive development
3. concrete operational -7 to 11 years -children can conserve and perform much better at tasks of egocentrism
34
piagets theory : cognitive development
4. formal operational -11 + years -children become capable of formal reasoning
35
stages of cognitive development evaluation
=strength -evidence still support his view that children go through the stages of cognitive development as they get older -theory is valid
36
stages of cognitive development evaluation
=weakness -underestimated childrens abilities -some type of thinking developed earlier than piagets theroy
37
piaget application to education
=readiness - each stage od cognitive development happns through the natural process of aging
38
piaget application to education
-piaget believed taht u cannot teach a child to perform certain activities before tehy are biologically ready --activities should be age appropriate
39
piaget application to education
-children must discover consepts for themselves and play an active role in their education
40
piaget application to education
-teachers should crete an environment which stimulates children to ask questions and disciver things for themselves -this enables them to use schemas with accomadation and assimilation
41
piaget application to education
-although we all go through the stages of development, we all go through these stages at different rates -so teachesr must teach individuals rather than the whole class
42
piaget application to education evaluation
=strength -very influential -positive impact on UK education as more child centered activities at primary schools
43
piaget application to education
=weakness -its possible to imrpove with practice -poagets stage based approach suggests that prcatice should not improce performance if a child is not ready but not all research support this
44
dweks mindset theory of learning
the set of assumptions taht we have affects our success, success is due to effort not talent
45
dweck - fixed mindset
-people with a fixed mindset believe that their abiloties are fixed in their genes. they dont believe that u should work hard to succeed because if you work hard u cant be that talented. no amount of effort will change this situation
46
dweck - growth mindset
people with a growth mindset believe you can always get better if you work at it. they believe in efforts and enjoy being challenged
47
dweck evaliation
=strength -research evidence show that a growth mindset leads to better grades -showed students how intelligence can be excercised like a muscle , they were taught a growth mindset -the otehr hald of the students attended a session on memory -students in the growth mindset group had better results than the otehr group
48
dweck evaluation
=weakness -any sort of praise may be damaging -the learner is dependant of peoples praises -shows that learners continue to work hard for someone elses praise rather than their own satisfaction -praise ,may not be the best way to motivate learners
49
the role of praise and self-efficacy
-praise is a reward -praise increases your seld esteem and increases your moivation to continue working hard
50
self efficacy
- self efficacy is the expectation someone has od being bale to acieve a specific goal, improve a skill or succeed on something
51
self efficacy
-past experiences lead u to have expectations aboit how you perform -repeated success raises seld efficacy and failure decreases it
52
does self efficacy effect motivation
high self efficacy leads to greater task persisitance and more resilliance if you fail because you believe you really can do it
53
praise and self efficacy evaluation
=weakness -praise destroys internal motivation -may make u feel good but dosnt increase motivation -it can have opposite effect, less interest and motivation if previously rewarded
54
praise and self efficacy evaluation
=strength -low self efficacy lowrs performance -research into the steretype effect shows that performance of IQ test may be lowered if reminded of a relevant steriotype
55
leraning styles
people differ in how they learn matching learningn to learning style showed improvement in learning
56
verbaliser
-a verbaliser prefers to deal with information in words -they tend to lean towards auditory processing
57
visualisers
-these learners tend to lean towards visual processing -they would use mindmaps and diagrams, charts to understnading infirmation
58
kinaesthetic learner
-kinaesthetic refers to search -these learners understand information by active touch
59
spacial awareness
knowing where your body is in space compared to objects and other people
60
leraning styles evaluation
=strength -change form traditional methods -teachers have adopted a varied approach benefiting their students learning
61
leraning styles evaluation
=weakness -no suppoting evidence -no good quality studies which challenges claim that learning styles improves performance
62
willinghams learning theory
-willingham focused on the idea that praise should be unexpected
63
lepper et al
-looked at effects of prause on performance. -when children were given praise before understanding a task, later children were leass interested in doing the same task if they had not been offered a praise -thus external rewards destroy internal motivation
64
cue retreival
-if someone gives u a cue then this will help u recall a particular piece of information
65
practice retreival
taking memory tests imporves long term retreival because you are practicing retreival
66
self regulation
refers to being in control of your own behaviour -those that have seld-control have the ability to delay gratification and perform better in school
67
neuroscience
specific learning disorders have been accociated with poor functioning in certain ares of the brain eg - different pattern in brain waves
68
willinghams learning theory evaluation
=strength -its based on scientific research -gives the theory greatet validity -
69
willinghams learning theory evaluation
=strength -it specifically focused on application to learning -this means that the research has real-world value, which is an important outcome of psychological studies

psychology paper 1 (4 decks)

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