Development

Question 1

Brain stem roles/functions?

Answer 1

Connects to spinal cord
Carries motor and sensory nerves
Autonomic functions- heartbeat, breathing, sleeping
Highly developed at birth

Question 2

Cerebellum roles/functions?

Answer 2

Co ordination
Sensorimotor
Balance
One of the last parts of the brain to reach maturity

Question 3

Thalamus roles/functions?

Answer 3

Deep inside brain- one on each hemisphere

Hub of information- receives sensory info from retina and sends signals to visual areas of the brain

Question 4

Cortex(cerebral cortex) roles/functions?

Answer 4

3mm thick, covers rest of the brain
Frontal- thinking 
Motor area- motor movements
Sensory functions- visual (occipital area)
Cortex develops throughout our lives

Question 5

Role of nature/nurture?

Answer 5

Usually partially both
Product of genes
After first cell fertilised the environment has an affect on development

Question 6

Infection affect on development?

Answer 6

If the mother’s has rubella it can cause deafness and brain damage to the unborn child

Question 7

Smoking affect on development?

Answer 7

Makes babies smaller

Nicotine slows brain growth

Question 8

Voices affect on development?

Answer 8

Babies recognise mothers voice immediately after birth

Shows brain is changed before birth due to external stimuli

Question 9

Piaget’s theory overview?

Answer 9

Young children not able to think logically- brains matures slowly
Schemes- framework of what you know about the world
Assimilation- adapting old schemes to fit something new you’ve discovered
Accommodation- making new schemas to fit new experiences

Question 10

Cognitive stages?(Piaget)

Answer 10

Sensorimotor(0-2) focuses on physical co ordination, cerebellum developing, learn object permanence
Preoperational(2-7) mobile and can use language, lacks reasoning
Concrete operational(7-11) perform better on egocentrism and conservation tasks, better reasoning
Formal operational(11+) formal reasoning , abstract understanding

Question 11

Sensorimotor?

Answer 11

Physical sensation, basic physical coordination(grasping), cerebellum developing, learn object permanence

Question 12

Pre operational?

Answer 12

Mobile and can use language, lacks reasoning, not consistently logical

Question 13

Concrete operational?

Answer 13

Can conserve and perform better on egocentrism tasks, better reasoning, can talk about physical

Question 14

Formal operational?

Answer 14

Formal reasoning and can understand abstract ideas

Question 15

Cognitive stages (Piaget) evaluation?

Answer 15

W-underestimated young children , other research found they performed better on conservation and egocentrism tasks(Piaget made the tasks seem difficult in the way it was explained)
W-overestimated older children’s abilities(11 year old children couldn’t understand abstract ideas in research)
S-basic idea is correct, children do go through cognitive stages

Question 16

McGarrigle&Donaldson’s naughty teddy study aims?

Answer 16

They wanted to see whether the child’s reaction would be different if there was no deliberate change in the row of counters

Question 17

Naughty teddy study method?

Answer 17

80 children from Edinburgh, 40 nursery school, 40 from primary school. The children were introduced to a naughty teddy that was known to escape and mess up their toys. The children were shown one row of 4 red and one row of 4 white counters. The teddy then jumped out and pushed one row to make it look smaller. They then asked which row had more counters or do they have the same amount?

Question 18

Naughty teddy study results?

Answer 18

41% (33/80) gave the correct answer- that each row had the same number of counters if the change was on purpose
68%(54/80) gave the right answer if the change in counters was accidental
Primary children had higher figures than nursery children

Question 19

Naughty teddy study conclusion?

Answer 19

This study proved young children were underestimated, many nursery children could conserve, which Piaget said they were unable to do. Primary school children still did better than nursery, proving they do go through cognitive changes with age.

Question 20

McGarrigle&Donaldson’s naughty teddy evaluations?

Answer 20

W-primary age children all came from same school, not applicable
S-challenges Piaget’s assumptions
W-a weakness is that a change in counters may not have even been noticed in the accidental condition

Question 21

Hughes policeman doll study aims?

Answer 21

Hughes aimed to see if children would perform better on egocentrism tasks if the task made social sense to them

Question 22

Hughes method?

Answer 22

Tested 30 children ages 3&1/2 to 5 years old. They introduced the task very carefully, he or she was shown a model with two intersecting walls. They would place the policeman doll in one place and move the boy doll into each section and ask if the policeman could see him. They then told the children to hide the boy from the policeman doll, then they did it with two policeman dolls.

Question 23

Hughes results?

Answer 23

Hughes found that 90% of the children could position the boy doll where the two policemen couldn’t see him.
In more complex trials , only 60% were successful

Question 24

Hughes conclusion?

Answer 24

This shows that Piaget underestimated young children’s abilities in egocentrism.

Question 25

Hughes evaluation?

Answer 25

S-challenges Piaget
W-researched could have subconsciously hinted at the answer
S-realism of the task in comparison to Piaget’s three mountains task

Question 26

Dweck’s theory: dealing with failure

Answer 26

Fixed-aren’t as talented, in point in trying

Growth- opportunity for improvement

Question 27

Dweck’s theory: fixed mindset

Answer 27

Intelligence fixed in genes
Don’t believe they should have to work for things
Effort has no effect

Question 28

Dweck’s theory: growth mindset

Answer 28

Set goals
Believe in improvement
Work pays off
Like a challenge

Question 29

Evaluation of dweck’s theory

Answer 29

Real world application

Question 30

Evaluation of learning styles?

Answer 30

Show traditional teaching may be too verbaliser based

No supporting evidence

Question 31

Willingham’s theory: self regulation

Answer 31

If you can control your actions, you can get better grades

Delayed gratification has good effect

Question 32

Willingham’s theory: praise

Answer 32

Should be unexpected

Praise effort

Question 33

Willingham’s theory: neuroscience

Answer 33

Particular brain patterns link to dyslexia, they can get help earlier

Question 34

Willingham’s theory: memory and forgetting

Answer 34

Practice retrieval

Learn cues

Question 35

Readiness

Answer 35

Cognitive ability comes with natural ageing

Child cannot understand something if they aren’t ready

Question 36

Learning and teachers role

Answer 36

Children must discover things themselves
Active
Stimulating environments that challenge schemes and provoke questions

Question 37

Effect if self efficacy on motivation?

Answer 37

If you believe you are capable, they persist more when they find things difficult

Question 38

Positive effects of praise?

Answer 38

Feel good and want to repeat behaviour
Must be honest, sincere and deserved
Increases self esteem

Question 39

Praise effort?

Answer 39

Emphasise effort more than performance

You can always change effort

Question 40

Self efficacy?

Answer 40

Idea of how capable you are