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psychology > developmental psychology - full (assessment revision) > Flashcards

developmental psychology - full (assessment revision) Flashcards

1
Q

What does the frontal lobe of the brain handle?

A
  • cognitive abilities like planning and problem solving
  • motor cortex- movement
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2
Q

What does the temporal lobe of the brain handle?

A

Auditory cortex- processing sound

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3
Q

What does the parietal lobe of the brain handle?

A

Processing sensory information like touch and pain

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4
Q

What does the occipital lobe of the brain handle?

A

Visual cortex- makes sense of images

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5
Q

What does the cerebellum of the brain handle?

A

Movement and balance

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6
Q

What is the cortex / what does it do?

A

Outer covering of the brain where cognitive functioning takes place- eg: speech and language

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7
Q

What is the thalamus / what does it do?

A

The thalamus is located in the centre of the brain and is a hub of information- it sends and receives signals.

EG- receives visual information from the eyes and sends it to the occipital lobe.

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8
Q

What is the cerebellum / what does it do?

A

The cerebellum is located at the top of the spinal cord and its roles include:

  • balance / movement
  • co-ordinating sensory and motor activity
  • contributes to other functions like speaking, language and emotions.
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9
Q

What is the brain stem / what does it do?

A

The brainstem connects to the spinal cord and controls autonomic behaviors.

EG: heartbeat, digestion, breathing

It also carries motor / sensory information between the body and brain.

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10
Q

Define nature.

A

Traits, characteristics and behavior that are inherited / present from birth.

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11
Q

Define nurture.

A

Traits, characteristics and behavior resulting from environmental influences.

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12
Q

Give at least 3 examples of nature-related traits.

A
  • genes
  • hormones
  • brain structure
  • height (both)
  • weight (both)
  • IQ (both)
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13
Q

Give at least 3 examples of nurture-related traits.

A
  • friendships
  • culture
  • socialisation
  • height (both)
  • weight (both)
  • IQ (both)
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14
Q

What are dizygotic twins?

A

Twins that share 50% DNA (non-identical)

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15
Q

What are monozygotic twins?

A

Twins that share 100% DNA (identical)

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16
Q

Give 3 things that affect the development of a foetus / baby in the womb. (positive, negative or neutral)

How?

A
  • smoking (nicotine slows down brain growth)
  • german measles (causes brain damage and hearing loss)
  • books read to the baby while in the womb (the baby responded better to a book read after birth that was also read during pregnancy)
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17
Q

Define cognitive development.

A

Changes that take place in a person’s thinking.

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18
Q

State the stages of cognitive development in order.

A

1) Sensorimotor (0-2)
2) Pre-operational (2-7)
3) Concrete operational (7-11)
4) Formal operational (11+)

19
Q

State 1-2 key feature(s) of the sensorimotor stage.

A
  • Children learn about the world through their senses and doing things.
  • Children develop object permanence (main feature)
20
Q

State the key feature of the pre-operational stage.

A

Egocentrism - being unable to see things from others’ perspectives.

21
Q

State key features of the concrete operational stage.

A
  • Less egocentric
  • Reasoning skills that only apply to physical objects
  • Children have developed conservation
22
Q

State the key feature of the formal operational stage.

A

Children are capable of formal reasoning and systematic problem-solving.

23
Q

Define schema.

A

A mental framework of beliefs and expectations that influence cognitive processing.

24
Q

Define assimilation.

A

Using new information taken on board and adding it to an existing schema.

25
Q

Define accommodation.

A

Taking on board new information and developing a new schema.

26
Q

Suggest weaknesses of Piaget’s theory of development.

A
  • Piaget underestimated children’s abilities- his studies just weren’t conducted in a way best suited / understandable for the children.
  • Piaget only tested middle class children from Switzerland, meaning his research is not universally applicable.
27
Q

Why was the naughty teddy study conducted? What did the study find?

A

The study was conducted to test PIaget’s theory about children’s abilities to conserve.

The study found that many nursery school children could conserve (Piaget underestimated them).

Primary school children did generally better, so ideas about how the way children think changes as they age is still accurate.

28
Q

Give two weaknesses of the naughty teddy study.

A
  • The environment in which the study was conducted (the lab) was very artificial, therefore the results aren’t valid and don’t reflect the population.
  • The school children were all from the same area, meaning that, rather than their age, their educational background and language skills could’ve affected their ability to conserve.
29
Q

Summarise the aim and conclusions of the policeman doll study (hughes, 1975).

A

The aim was to challenge Piaget’s ideas about egocentrism in children by giving them a task that made more social sense to them.

There was a 60-90% success rate in younger children for being able to see other POVs.

Piaget underestimated children’s abilities.

There were differences in age groups, so Piaget was correct about how the way children think changes as they age.

30
Q

Give a weakness of Hughes’ policeman doll study.

A

All of the children were from Edinburgh, so the experiment lacks validity (doesn’t reflect the population).

31
Q

Give a strength of Hughes’ policeman doll study.

A

The task made more sense to the children- so the experiment is more reliable because we know that the children actually understood the task.

32
Q

Define fixed mindset.

A

The mindset of someone who believes that their intelligence and abilities are fixed / in their genes. (aka- cannot improve)

33
Q

Define growth mindset.

A

The mindset of someone who believes that you can always improve. They enjoy challenges and feel good when working hard.

34
Q

How does someone’s mindset affect their performance?

A

Someone with a fixed mindset, when presented with challenge or failure, will give up and not improve and their performance will be worse- whereas someone with a growth mindset’s performance will improve over time.

35
Q

Define praise.

A

To express approval of someone / something someone has done.

36
Q

Define self-efficacy.

A

Someone’s understanding of their own abilities.

37
Q

Praise must be _______, ________ and _________ in order for praise to have a positive effect on performance.

A

Praise must be [honest], [sincere] and [deserved] in order for praise to have a positive effect on performance.

38
Q

Why should you praise effort over performance?

A

Praising effort over performance gives students a variable they can control- you can always increase your effort.

39
Q

Why is praising only performance over effort demoralizing?

A

Students who aren’t also praised may feel like they can’t compete, especially if they’re already working at maximum effort.

40
Q

Give some strengths of Dweck’s mindset theory.

A
  • It has real world application (high validity) in schools and learning new skills.
  • The study showed that a growth mindset can be taught and can help students get better grades.
41
Q

Give a weakness of Dweck’s mindset theory.

A

Both mindsets involve / depend on praise. This is bad because the student will be working for praise rather than their own satisfaction, so even praise of effort can be damaging.

42
Q

Summarise in a few words how a verbal / auditory learner might prefer to learn.

A
  • words
  • listening
  • repetition
  • sounds
  • discussion
43
Q

Summarise in a few words how a visual learner might prefer to learn.

A
  • pictures
  • diagrams
  • graphs / charts
  • imagination (eg imagining nets in maths)
44
Q

Summarise in a few words/phrases how a kinesthetic learner might prefer to learn.

A
  • ‘hands on’
  • touch
  • direct experience
  • active exploration
  • experimentation
  • physical activities

psychology (8 decks)

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