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iGCSE Psychology > Module 1: Development > Flashcards

Module 1: Development Flashcards

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1
Q

Describe brain development in the womb

A
  • 3-4 weeks: forebrain, midbrain and hindbrain develop
  • 5 weeks: forebrain splits into anterior and posterior sections, hindbrain splits down middle
  • 6 weeks: cerebellum develops
  • 20 weeks: medulla oblongata develops
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2
Q

What are Piaget’s four stages of cognitive development?

A
  • Sensorimotor stage (birth - 2yrs)
  • Pre-operational stage (2 - 7yrs)
  • Concrete operational stage (7 - 11yrs)
  • Formal operational stage (12+ yrs)
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3
Q

Describe the sensorimotor stage

A
  • Know the world through sensations, don’t understand time
  • Learn through linking sensations with objects (grasping, sucking, etc)
  • ~6 months develop object permanence & sense of self
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4
Q

Describe the pre-operational stage

A

Symbolic function stage (2-4yrs):
- Symbolic play
- Are egocentric
- Display animism
Intuitive thought stage (4-7yrs):
- Ask many questions
- Display centration
- Display irreversibility

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5
Q

Describe the concrete operational stage

A
  • Display seriation (can sort objects)
  • Display reversibility
  • Display decentration
  • Develop logic, but are still concrete/literal
  • Become less egocentric
  • Struggle with hypothetical/abstract concepts
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6
Q

Describe the formal operational stage

A
  • Can think hypothetically/abstractly
  • Can use deductive logic
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7
Q

Describe Dweck’s mindset theory

A
  • Fixed mindset vs growth mindset
  • Fixed: believe ability is fixed at birth, no point in challenges/trying to improve
  • Growth: believe ability changes with effort, encourages taking challenges/listening to feedback
  • Mindset affected by type of praise
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8
Q

What are the strengths of Dweck’s mindset theory?

A
  • Practical applications
  • Evidence: Yeager and Dweck’s (2012) study
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9
Q

What are the weaknesses of Dweck’s mindset theory?

A
  • Studies done in artificial settings, lacks validity
  • Problem may lie in quality of teaching, not child’s effort
  • Doesn’t consider factors other than praise
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10
Q

Describe Willingham’s learning theory

A
  • Knowing facts helps build skills
  • Skill can be learned through practice (REPETITION), transferred from short-term to long-term memory
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11
Q

What are the strengths of Willingham’s learning theory?

A
  • Practical applications
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12
Q

What are the weaknesses of Willingham’s learning theory?

A
  • Does not consider individual differences (genes)
  • Ideas not a singular theory that can be tested
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13
Q

What were the aims of Piaget and Inhelder’s (1956) ‘Three Mountains’ task?

A
  • To investigate the extent to which children of different ages could take another point of view
  • To investigate children’s overall systems of putting together different views of what they see
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14
Q

What was the procedure of Piaget and Inhelder’s (1956) ‘Three Mountains’ task?

A
  • Three models mountains, child given three pieces of card to represent the mountains
  • Asked to arrange the cards to show the positions of the mountains from their viewpoint
  • Then asked to arrange the cards to represent the viewpoint of a wooden doll
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15
Q

What were the results & conclusions of Piaget and Inhelder’s (1956) ‘Three Mountains’ task?

A
  • Pre-operational stage showed egocentrism
  • Concrete operational stage starts to understand other viewpoints
  • Concluded children up to 7 years old were egocentric
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16
Q

Give weaknesses of Piaget and Inhelder’s (1956) ‘Three Mountains’ task

A
  • Task unrealistic, results may have been due to a lack of spacial awareness and not egocentrism
  • Other studies with simpler/more familiar tasks showed children under 7 and under 18 months displaying decentrism
17
Q

What were the aims of Gunderson et al. (2013) study?

A
  • To investigate the effect of different types of parental praise on children in a natural situation
  • Find whether girls receive more person praise than boys
  • Does the type of praise affect the child’s motivational framework 5 years later
18
Q

What was the procedure of Gunderson et al. (2013) study?

A
  • 90mins recorded of parent guiding child through tasks in the home
  • ‘Person praise’ (praises ability) and ‘process praise’ (praises effort) recorded
  • Parents, children & data gatherers did not know the study was on praise
  • Children aged 14, 26 & 38 months, ideas about behaviour measured 5 years later
19
Q

What were the results/conlcusions of Gunderson et al. (2013) study?

A
  • Close relationship between process praise and later incremental motivational framework
  • No relationship between person praise and entity motivational framework
  • Boys received more process praise than girls
  • Girls more often had entity motivational framework than boys
20
Q

Give weaknesses of Gunderson et al. (2013) study.

A
  • Ethics: participants deceived, no debrief
  • Parents may have subconsciously changed praise style as they were being observed
21
Q

Name Kolberg’s (1958) three stages of morality

A

Pre-conventional morality, conventional morality, post-conventional morality

22
Q

Describe pre-conventional morality

A

(Before age 9)
Stage 1 - avoid punishment, rules cannot be changed
Stage 2 - sometimes value personal interest over rules, basic view of right/wrong

23
Q

Describe conventional morality

A

(Most young people & adults)
Stage 3 - conform to group norms to be liked/seen as good
Stage 4 - maintain social order as it is a duty

24
Q

Describe post-conventional morality

A

(~10% reach this level)
Stage 5 - understands some morals are cultural and differ in other cultures, view of right/wrong independent of group norms
Stage 6 - understands some morals go beyond group norms/laws and are universal

25
Q

Give weaknesses of Kolberg’s (1958) of development of morality theory

A
  • Hypothetical moral dilemmas show what someone thinks they should do, not what they’d actually do
  • Male-only sample used

iGCSE Psychology (10 decks)

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