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Psychology > Development > Flashcards

Development Flashcards

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1
Q

Autonomic functions

A

Things we do not consciously control

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2
Q

Nature

A

Genetic influences

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3
Q

Nurture

A

Other influences, experiences, culture

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4
Q

Accommodation

A

Learning that takes place when we acquire new info that changes our understanding of a topic to the extent guys we need to form one or more new schemas

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5
Q

Assimilation

A

Learning that takes place when we acquire new info that doesn’t change out understanding of a topic

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6
Q

Schema

A

Mental framework of beliefs and expectations that influence cognitive processing

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7
Q

Praise

A

Approval of someone else of what they have done

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8
Q

Self efficacy

A

A person understands their own capabilities

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9
Q

Learning styles

A

A persons relatively consistent method of processing and remembering info

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10
Q

Brain stem

A

Highly developed at birth

Connects brain to spinal cord

Autonomic functions

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11
Q

Cerebellum

A

Matures late

Near top of spinal cord

Coordination of sensory and motor

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12
Q

Thalamus

A

Deep inside the brain in each hemisphere

Receives info before sending signals around the brain

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13
Q

Cortex

A

Very thin and folded

Thinking and processing frontal, visual, auditory, motor areas in each hemisphere

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14
Q

Nature

A

Inherited

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15
Q

Nurture

A

Environmental influences

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16
Q

Smoking

A

Smaller brain

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17
Q

Infection

A

German measles can lead to hearing loss in a baby

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18
Q

Voices

A

Babies learn to recognise mothers voice

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19
Q

Interaction between nature and nurture

A

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

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20
Q

Piagets theory main point

A

Changes in thinking over time. Children think differently from adults. Logical thinking develops in stages

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21
Q

Piaget schemas

A

Mental structures containing knowledge, schemas become more complex though assimilation and accommodation

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22
Q

Assimilation Piaget

A

Receiving info and adding it to an existing schema

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23
Q

Accommodation Piaget

A

Receiving new info which changes our understanding so a new schema is formed

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24
Q

Piagets theory - evaluation

A

+ research evidence to support and not support his theory. Useful in understanding development

+ real world application, changed classroom teaching to more actively based

  • sample is of only middle class Swiss children so theory may not be universal
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25
Q

Conservation - aim

A

The naughty teddy study aimed to see if a deliberate change in the row of counters would help younger children conserve

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26
Q

Conservation - method

A

Children age 4 - 6 years, given 2 rows of counters.
Teddy messed up one row,
Are the rows the same ?

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27
Q

Conservation - results

A

Deliberate change- 41% conserved
Accident change - 68% conserved

Older better than younger

28
Q

Conservation - conclusion

A

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

29
Q

Conservation- evaluation

A
  • primary school sample from one school so comparison between groups may not be valid
  • the change may not have been noticed, children may appear to conserve because they simply didn’t notice the change as they were distracted by the teddy

+ challenged Piaget, study shows that Piaget confused children with his style of questioning

30
Q

Egocentrism - aim

A

Policeman doll study wanted to create a test that would make more sense than the 3 mountains task

31
Q

Egocentrism - method

A

3 1/2 year olds - 5 year olds were asked to hide a baby doll from the 2 police dolls

32
Q

Egocentrism - results

A

90% were able to hide the doll from the 2 police dolls

33
Q

Egocentrism - conclusion

A

Children age 4 are likely not egocentric
Piaget underestimated children’s abilities but was right that thinking changes with age

34
Q

Egocentrism - evaluation

A

+ more realistic than the 3 mountains task. Made better sense to children and they were given practise to know they understood what was being asked

  • unconscious clues may have been given from the researcher

+ challenges Piaget, as his talk confused the children

35
Q

Sensorimotor

A

0-2 years
Learn to coordinate sensory and motor info
Object permanence develops

36
Q

Preoperational

A

2-7 years
Can’t think in a consistently logical way
Egocentric
Lack conservation

37
Q

Concrete operational

A

7-11 years
At age 7 most can conserve and show less egocentric behaviours
Logical thinking applied to physical objects only

38
Q

Formal operational

A

11+
Children can draw conclusions about abstract concepts and form arguments

39
Q

Evaluate Piagets stages of development

A
  • underestimated children’s abilities, some types of thinking develops earlier than Piaget proposed
  • overestimated children’s abilities, suggested children 11+ are capable of abstract reasoning but most can’t cope with Watsons card sorting talk in abstract thought. Though the basic idea is correct
40
Q

Application in education - readiness

A

Only teach something when child is biologically mature

41
Q

Application in education- learning by discovery and the teachers role

A

Children must play an active role not rote learnt, teachers should challenge schemas

42
Q

Application to education - individual learning

A

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

43
Q

Application to stages

A

Sensorimotor-
-stimulating sensory environment

Preoperational-
- discovery learning rather than written work

Concrete operational-
Physical materials to manipulate

Formal operational-
Scientific experiments to develop logical thinking

44
Q

Application to education - evaluation

A

+ very influential, positive impact on uk education

+ possible to improve with practise, thinking can develop at an early stage if given enough practise

-+ traditional methods may be good, direct instruction is a better teaching method in some subjects

45
Q

Dwecks mindset theory main point

A

The set of assumptions we have (mindset) affects success

Success is due to effort not talent

46
Q

D- fixed mindset

A

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

47
Q

D- growth mindset

A

Can improve with effort
Enjoy challenging tasks
Focused on learning goals

48
Q

Dealing with failure - fixed

A

Give up, failure indicates a lack of talent

49
Q

Dealing with failure - growth

A

Opportunity to learn more and out in more effort

50
Q

A continuum

A

Not simply one or the other, depends on the situation

51
Q

Dwecks theory - evaluation

A

+ Research support, dweck found that children taught growth mindset had better grades and motivation

+ Both mindsets need praise.

+ real world application

52
Q

Positive effect of praise

A

It’s a reward, makes people feel good so behaviour is repeated

53
Q

Praise effort rather than performance

A

Praising effort enables control, praising performance is demotivating

54
Q

Self efficacy

A

Understanding your own abilities

55
Q

Effect of self efficacy on motivation

A

Greater effort, persist longer, greater task performance and more resilience

56
Q

What is a learning style

A

How people differ in the way they learn.

57
Q

Visualiser

A

Processing info by seeing spatial relationships using diagrams, mind maps, graphs

58
Q

Verbalisers

A

Focus on words, processing by hearing info and talking about it

59
Q

Kinaesthetic learners

A

Learn by active exploration, making things and physical activities

60
Q

Willinghams learning theory main point

A

Educational ideas should be evidence based
Cognitive psychology and neuroscience can be used to improve learning

61
Q

W- praise

A

Praising effort should be unexpected, praise before a task results in less motivation

62
Q

W- memory and forgetting

A

Forgetting occurs due to a lack of cues, practise retrieval

63
Q

W- self regulation

A

Self control linked to high academic performance

64
Q

W- neuroscience

A

Brain waves I’m dyslexics are different, this could benefit progress by receiving help esrlier

65
Q

Willimghams learning theory evaluation

A

+ evidence based, increased validity

+ real world application, positive impact on education as alternative learning styles

66
Q

Learning styles evaluation

A

+ change from traditional methods, teachers have adopted a new approach that benefits students

  • no supporting evidence

Psychology (4 decks)

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