Development Flashcards
Brain stem roles/functions?
Connects to spinal cord
Carries motor and sensory nerves
Autonomic functions- heartbeat, breathing, sleeping
Highly developed at birth
Cerebellum roles/functions?
Co ordination
Sensorimotor
Balance
One of the last parts of the brain to reach maturity
Thalamus roles/functions?
Deep inside brain- one on each hemisphere
Hub of information- receives sensory info from retina and sends signals to visual areas of the brain
Cortex(cerebral cortex) roles/functions?
3mm thick, covers rest of the brain Frontal- thinking Motor area- motor movements Sensory functions- visual (occipital area) Cortex develops throughout our lives
Role of nature/nurture?
Usually partially both
Product of genes
After first cell fertilised the environment has an affect on development
Infection affect on development?
If the mother’s has rubella it can cause deafness and brain damage to the unborn child
Smoking affect on development?
Makes babies smaller
Nicotine slows brain growth
Voices affect on development?
Babies recognise mothers voice immediately after birth
Shows brain is changed before birth due to external stimuli
Piaget’s theory overview?
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
Cognitive stages?(Piaget)
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
Sensorimotor?
Physical sensation, basic physical coordination(grasping), cerebellum developing, learn object permanence
Pre operational?
Mobile and can use language, lacks reasoning, not consistently logical
Concrete operational?
Can conserve and perform better on egocentrism tasks, better reasoning, can talk about physical
Formal operational?
Formal reasoning and can understand abstract ideas
Cognitive stages (Piaget) evaluation?
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
McGarrigle&Donaldson’s naughty teddy study aims?
They wanted to see whether the child’s reaction would be different if there was no deliberate change in the row of counters
Naughty teddy study method?
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?
Naughty teddy study results?
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
Naughty teddy study conclusion?
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.
McGarrigle&Donaldson’s naughty teddy evaluations?
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
Hughes policeman doll study aims?
Hughes aimed to see if children would perform better on egocentrism tasks if the task made social sense to them
Hughes method?
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.
Hughes results?
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
Hughes conclusion?
This shows that Piaget underestimated young children’s abilities in egocentrism.
Hughes evaluation?
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
Dweck’s theory: dealing with failure
Fixed-aren’t as talented, in point in trying
Growth- opportunity for improvement
Dweck’s theory: fixed mindset
Intelligence fixed in genes
Don’t believe they should have to work for things
Effort has no effect
Dweck’s theory: growth mindset
Set goals
Believe in improvement
Work pays off
Like a challenge
Evaluation of dweck’s theory
Real world application
Evaluation of learning styles?
Show traditional teaching may be too verbaliser based
No supporting evidence
Willingham’s theory: self regulation
If you can control your actions, you can get better grades
Delayed gratification has good effect
Willingham’s theory: praise
Should be unexpected
Praise effort
Willingham’s theory: neuroscience
Particular brain patterns link to dyslexia, they can get help earlier
Willingham’s theory: memory and forgetting
Practice retrieval
Learn cues
Readiness
Cognitive ability comes with natural ageing
Child cannot understand something if they aren’t ready
Learning and teachers role
Children must discover things themselves
Active
Stimulating environments that challenge schemes and provoke questions
Effect if self efficacy on motivation?
If you believe you are capable, they persist more when they find things difficult
Positive effects of praise?
Feel good and want to repeat behaviour
Must be honest, sincere and deserved
Increases self esteem
Praise effort?
Emphasise effort more than performance
You can always change effort
Self efficacy?
Idea of how capable you are
