development Flashcards
brain stem-
develops early because it control vital autonomic function, it passes info to and from the brain and the body
cerebellum-
the ‘little brain’ at the base of the brain above the spinal cord that coordinates movement with endort input (sensorimotor) and also has a role in cognition
thalamus-
is a key hub of info in the brain, replaying sensory and motor signals to the cortex.
cortex-
is the outer covering of the Brain where mental processing takes place
autonomic functions-
the word autonomic refers to functions in the body which we do not consciously control, such as heart beat, digestion and emotions
cognition-
refers to ‘thinking’ and all mental processes
sound-voice
babies appear to recognise their mothers voice immediately after birth. this shows that the brain is changing before you are born in response to external stimuli,
smoking
smoking affects the size of the brain as well as the body because nicotine slows down brain growth
infection
effects of rubella is brain damage, especially hearing loss if a mother develops the illness during the first 2 weeks of pregnancy. still counts as ‘nurture’ because it is the babies environment
PIAGETS THEORY
cognitive development is the way a persons knowledge, thinking and intelligence changes as they get older
1954 piaget showed that children think differently
stages-
young people are not able to think logically. as a child gets older their thinking changes
schemas-
mental structures containing knowledge, schemes become more complex through assimilation and accommodation
assimilation
adding new information to an existing schema
accommodation
receiving new information that changes our understanding so a new schema is formed
evaluation
strength-
research evidence
other studies have helped improve our understanding
strength-
real-world application has helped change class room teaching
MCGARRIGLE and DONALDSON STUDY
the naughty teddy study
to see if a deliberate change in the row of counters would help younger children conserve
METHOD
children aged 4-6 years
two rows of counters, teddy messed up one row accidentally
child was asked if the rows were the same
RESULTS
deliberate change - 41% conserved
accidental change- 68% conserved
older children did better than younger ones
CONCLUSION
piagets method doesn’t show what children can do
this study does show there are still age- related changes
piagets evaluation
a weakness is children were all from one school, so comparisons between groups may not valid.
a strength is that it challenges piaget. saying piagets was confusing the children
HUGHS STUDY ON EGOCENTRISM
the policeman doll study-
create a test which made more sense than piagets did
METHOD
3 1/3 to 5 year olds asked to hide a boy doll from two policeman.
they were given practise first with one so they understood
RESULTS
90% could hide the doll from the policemen
3 year olds did less well with a more complex task
CONCLUSION
children aged 4 are mostly not egocentric
piaget underestimated abilities but was right that thinking changes with age
EVALUATION
a strength is that is was more realistic and made more sense. and were given practise so they understood
a weakness is effects of expectations, unconscious cues from the researcher may have influenced the children behaviour, so lack validity.
praise - to express approval of someone else and/ or what they have done. praise is rewarding and increases motivation
self-efficacy - is a persons understanding of their own capabilities. high self efficacy influences motivation
sensorimotor stage
0-2 years
learn to co-ordinate sensory and motor information
object permanence develops
pre-operational stage
2-7 years
can’t think in a consistently logical way. ( it doesn’t make sense)
egocentric and lack conservation
concrete operational stage
7-11 years
at 7 most children can conserve and show less egocentrism
logical thinking applied to physical objects only
formal operational
11 years plus
children can draw conclusions about abstract concepts and form arguments
readiness
can only teach something when the child is biologically ‘ready’
activities should be at a appropriate level for the child’s age
learning by discovery
children must play an active role, not spoon fed, teachers should challenge schemas
individual learning
children go through the same stages in the same order but at different rates
fixed mindset
effort won’t help because talent is fixed in the genes
focused on performance
failure indicates lack of talent
give up
growth mindset
can improve with effort, enjoy challenges focused on learning goals
failure is an opportunity to learn more and put in more effort
kinaesthetic
learning by active exploration, making things, physical activity’s
visualiser
processing information through pictures of diagrams and the inter-relationships between objects
verbaliser
a person who prefers to process information through words and sounds
WILLINGHAMS LEARING THEORY
cognitive psychology and neuroscience can be used to improve learning
praise
praising effort should be unexpected, praise before a task led to less motivation in the future
memory/ forgetting
forgetting occurs because of a lack of cues
practice retrieving info from memory
self-regulation
self-control linked to high academic performance
neuroscience
brain waves in dyslexics are different, this could benefit progress by reviving help early
evaluation
strength- evidence based theory
scientific evidence = validity
strength- real world application
positive impact on education
