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Psychology > Development (topic 1) > Flashcards

Development (topic 1) Flashcards

1
Q

Early brain development?
(20w fetus, 3-4w, 5w, 6w?)

A

20 weeks as a fetus:
-medulla oblongata (responsible for involuntary responses e.g. breathing)

3-4 weeks:
-the long tube develops
-three sections of the brain form: forebrain, midbrain and hindbrain

5 weeks:
-forebrain and hindbrain split further.
(forebrain: posterior and anterior)
(hindbrain: splits into half)

6 weeks:
-cerebellum develops (responsible for motor movements)

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2
Q

4 stages of development (Piaget)

A
  1. Sensorimotor stage (0-2yrs)
  2. Pre-operational stage (2-7yrs)
  3. Concrete operational stage (7-12yrs)
  4. Formal operational stage (+12yrs)
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3
Q

sensorimotor stage

A

-based on senses and motor skills
-starts with reflexes then start to control their movements
-object permanence: knowing objects still exist even when it cannot be seen

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4
Q

pre-operational stage

A

–the symbolic function stage (2-4yrs)–
-children start to copy others
-symbolic play: using objects/ideas to represent others
-animism: the belief that objects are alive
-egocentrism- views of the world through their viewpoint only

–the intuitive thought stage (4-7yrs)–
-children are eager to learn a lot more
-centration: focus on one quality or feature of an object/something
-irreversibility: unable to understand that actions can be reversed

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5
Q

concrete operational stage

A

-decentration: viewing multiple viewpoints (opposite of egocentrism)
-seriation: the ability to sort objects into size/colour
-classification: can name objects according to appearance
-reversibility: can reverse actions
-conservation: understanding something stays the same in quantity even though its appearance changes

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6
Q

formal operational stage

A

-children develop the ability to think about abstract concepts
-they understand that time changes things
-aware of life has a sequence
-understanding that actions have consequences

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7
Q

what is schema?

A

mental representations of the world based on one’s own experiences.

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8
Q

what is morality?

A

general principles about what’s right and wrong

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9
Q

what is assimilation?

A

incorporating new experiences into existing schemas

e.g., a child sees a plane and calls it a bird

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10
Q

what is accommodation?

A

a schema no longer works and has to be changed in order to deal with the new experience

e.g., the child will see that birds are alive and planes are not., so they will have to change their ‘everything that flies is a bird’ schema

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11
Q

what is adaptation?

A

using assimilation and accommodation to make sense of the world.

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12
Q

what is equilibrium?

A

mental balance

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13
Q

Piaget and inhelder (1956): three mountains task

Aims?

A

-to see to what extent children of different ages could decentrate

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14
Q

Piaget and inhelder (1956): three mountains task

procedure?

A

-100 participants (4-12yrs)
-4 equipment used:
*wooden doll
*three mountains model
*10 pictures of the model from different angles
*3 coloured cards
-children were asked to use cardboard shaped to show how the mountain model looked from different viewpoints
-children were shown 10 different viewpoints and were asked to pick the picture that represented what they could see from different positions and what the doll could see
-children chose the picture and then positioned the doll so it could ‘see’ that veiwpoint

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15
Q

Piaget and inhelder (1956): three mountains task

results?

A

–pre-operational stage–
children of 4-6yrs chose pictures and places cardboard to show their own viewpoints. overall shows egocentrism.

–concrete operational stage–
7-9yrs children start understanding that others looking from a different position can see the model differently.
9-10yrs children can understand that the doll has a different view at different positions

qualitative data was collected

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16
Q

Piaget and inhelder (1956): three mountains task

conclusions

A

-children up to 7yrs old were egocentric
-towards the end of the pre-op stage children were more able to understand that there were different viewpoints
-older children were non-egocentric. they saw the mountains as objects relating to each other. they were able to position their own viewpoint among the views of others and could coordinate different perspectives

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17
Q

Piaget and inhelder (1956): three mountains task

strenghts?

A

+provided a great deal of detail: qualitative data
+reliable as it has been repeated many times
+standardised procedure was used - controlled variables

18
Q

Piaget and inhelder (1956): three mountains task

weakness?

A

-lab experiment: unnatural environment= unnatural behaviour
-there may be demand characteristics (investigator effect)
- not realistic

19
Q

Dweck’s mindset theory

define the term mindset

A

it is a set of attitudes someone may have about qualities such as intelligence and abilities

20
Q

Dweck’s mindset theory

what kind of behaviour would someone with a fixed mindset display?

A
  • avoids challenges
  • gives up easily
  • thinks that effort is useless
    -feels threatened by another person’s success
  • they only try the things they know they’re good at
21
Q

Dweck’s mindset theory

what kind of behaviour would someone with a growth mindset display?

A
  • embraces challenges
  • persists in the face of setbacks
  • sees effort as the path to mastery
  • learns from criticism
  • excited to try new things
22
Q

Dweck’s mindset theory

give one evidence against Dweck’s mindset theory

A

Bouchard and Megue

reviewed 111 studies and found correlations between genetics and IQ suggesting that intelligence is partly inherited

23
Q

Dweck’s mindset theory

give evidence for Dweck’s mindset theory

A

Yeager and Dweck (2012)

more than 1500 participants. researched the impact of students mindsets on their resilience to academic and social success. found that those who had a growth mindset had higher success rate during challenging transitions at school.

24
Q

Gunderson et al (2013)

define the term person praise

A

praise offered to an individual as opposed to what they are doing e.g, you’re so clever

25
Q

Gunderson et al (2013)

define the term process praise

A

praise offered to an individual for what is being done e.g., you worked so hard

26
Q

Gunderson et al (2013)

what is the entity theory?

A

fixed theory, children believe that their behaviour or abilities result from a person’s nature. they are less likely to put effort

27
Q

Gunderson et al (2013)

what is the incremental theory?

A

children are likely to see ability as changeable and puts effort

28
Q

Gunderson et al (2013)

praise and gender: what is the difference between the thoughts of boys and girls about ability and effort?

A
  • boys tend to think that behaviours and abilities are changeable. this suggests that they receive more process praise
  • girls are more likely to be offered person praise so they are more likely to think that ability is inherited and cannot be changed.
29
Q

Gunderson et al (2013)

what were the aims?

A
  • to see if children are affected by different kinds of praise given in a normal environment
  • do boys receive more process praise than girls?
30
Q

Gunderson et al (2013)

what was the procedure of the study?

A
  • 53 children took part
  • participants were visited every 14, 26 and 38 months
    90 minutes of interactions were videotaped during each visit
  • double-blind technique was used- they thought the study was about language development
  • coding was completed by two more experimenters- inter-rater reliability increased
  • at 7-8 year old children completed two questionnaires
  • they aimed to test what they thought let to a person’s intelligence
  • the questionnaire also tested the children’s socio-moral actions (what is considered to be good or bad)
31
Q

Gunderson et al (2013)

what results were found?

A
  • there was a significant correlation between parental process praise and children’s instrumental motivational framework. the more process praise received the more likely children were to think effort is worthwhile. this was tested in two domains (socio-moral and intelligence)
    -there is no correlation between person praise and entity motivational framework
32
Q

Gunderson et al (2013)

what were the conclusions that were made?

A
  • children whose parents used more process praise were more likely to have beliefs and behaviours allocated with an incremental motivational framework, measured in the socio-moral and intelligence domains
  • however, no evidence was found that person praise led to an entity motivational framework
  • boys received significantly more process praise than girls even though the amount of praise given in general was the same
33
Q

Gunderson et al (2013)

what are then strengths of the study?

A

+ shows that the findings in Dweck’s artificial setting were also found in a naturalistic environment too. findings from two methods:
—observational
—experimental

+ researchers didn’t know the aim of the study so demand characteristics were avoided

34
Q

Gunderson et al (2013)

what were the weaknesses of the study?

A
  • not ethical as the participant didn’t know the aims therefore deceived and weren’t given a debrief
  • not generalisable as only 53 children were used
    -parents may have changed their way of praise- may lack validity
35
Q

Willingham’s learning theory

what is the working memory?

A

it is part of our memory that is involved in processing information coming in from our senses. used for decision-making and problem-solving

36
Q

Willingham’s learning theory

what is Willingham’s thoery?

A

-Willingham believed that knowledge can free up space in our working memory > this extra space then could be used from problem-solving

-he believed that the more existing knowledge we have the more processing power we have available

37
Q

Willingham’s learning theory

how to build knowledge?

A

practice and effort. if practiced enough, things become automatic, which will free up space in working memory.

38
Q

Willingham’s learning theory

how can cognitive development be supported?

A

activities should be prepared according to the child’s stage of development. problems that are a little bit difficult can help the child put extra effort into their work. each childs abilities are different and could change from day to day

39
Q

Willingham’s learning theory

how can physical development be supported?

A

movement should be suitable for their age and must be practiced in order for the muscle commands to be automatic. they need to make an effort to develop motor skills

40
Q

Willingham’s learning theory

how can social development be supported?

A

children tend to copy the behaviours of grown-ups therefore appropriate social behaviour should be demonstrated. children should also be taught how to control impulsive behaviour and should delay rewards so children can learn self-control.

41
Q

Willingham’s learning theory

what are the strengths of this theory?

A

+ it has practical application (education and parenting)
+positive theory. it promotes development
+ draws on other theories
+there is evidence to prove this theory

Psychology (8 decks)

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