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GCSE Psychology > unit 3 - development > Flashcards

unit 3 - development Flashcards

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1
Q

describe the brain stem

A

highly developed at birth
connects the brain to the spinal cord
carries motor and sensory nerves to the brain from the body
controls autonomic functions such as heartbeat, breathing

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2
Q

describe the cerebellum

A

matures late in development
located near the top of the spinal cord
main role is the coordination of movement and sensory information (sensorimotor)

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3
Q

describe the thalamus

A

located deep inside the brain in each hemisphere

acts as a hub of information receiving signals from other areas of the brain and sending these signals on

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4
Q

describe the cortex/cerebral cortex

A

thin and covers the brain and is highly folded
divided into two hemispheres and several regions (frontal, visual, auditory and motor cortexes)
at birth the cortex is BASIC and develops through life

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5
Q

nature

A

the influence of things you have inherited

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6
Q

nurture

A

the influence of your environment on your development

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7
Q

give 3 factors affecting brain development

A

smoking
infection
voices

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8
Q

describe how smoking affects brain development

A

mothers who smoke during pregnancy can have smaller babies with smaller brains as nicotine slows brain growth

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9
Q

describe how infection affects brain development

A

mothers who get German measles during pregnancy can have babies with brain damage such as hearing loss

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10
Q

describe how voices affect brain development

A

DECASPER AND SPENCE
found that babies learn to recognise their mother’s voice and even respond to book passages that had been read to them in the womb showing that your brain is changing in response to external stimuli before you are born

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11
Q

cognitive

A

mental processes especially thinking

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12
Q

cognitive development

A

the change in the way we think across time

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13
Q

describe Piaget’s theory of development and the 4 main parts

A

Piaget believed that children think differently from adults
stages - children’s brain are not mature enough to think in a logical way at the beginning and so their brains develop in stages ; at each stage different kinds of thinking occur
schemas - as children develop they create mental representations of the world which are stored in the form of schemas which become more numerous and complex through assimilation and accommodation
assimilation - when we understand a new experience and add new information to an EXISTING schema
accommodation - when we acquire new information which changes our understanding so we need to form a NEW schema

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14
Q

give three brief evaluation points of Piaget’s theory of development

A 
STRENGTH - has led to many studies been carried out
STRENGTH - has helped to change classroom teaching for the better
WEAKNESS - Piaget's research was carried out on middle class Swiss children
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15
Q

describe ONE strengths of Piaget’s theory of development

A

the theory has led many studies to be carried out which have helped to test the claims of his theory
this is an important part of any theory because if we can’t test it we don’t know if it is right or wrong

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16
Q

conservation

A

the ability to realise that quantity remains the same even when the appearance changes

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17
Q

who challenged Piaget’s demonstration that younger children can’t conserve with number or volume

A

McGarrigle and Donaldson’s ‘naughty teddy study’

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18
Q

aim of McGarrigle and Donaldson’s ‘naughty teddy study’

A

to see if younger children could conserve if there wasn’t a DELIBERATE change in a row of counters

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19
Q

method of McGarrigle and Donaldson’s ‘naughty teddy study’

A

4-6 year olds were shown a naughty teddy and two rows of four counters
teddy jumped out of his box and messed up one of the rows (making it look smaller)
each child was asked before and after the teddy jumped out ‘Is there more here or more here or are they both the same number?’

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20
Q

results of McGarrigle and Donaldson’s ‘naughty teddy study’

A

41% of the children knew the rows had the same number if the counters were changed intentionally, showing that they could conserve
68% could conserve if the change was accidental
older children gave more correct answers than younger children

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21
Q

conclusions of McGarrigle and Donaldson’s ‘naughty teddy study’

A

Piaget’s method of testing conservation doesn’t show what children could so
children aged 4-6 could conserve number when the change was accidental, which Piaget believed they could not do until age 7
this supports his idea of age-related changes but not the age that conservation develops

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22
Q

give 3 brief evaluation points of McGarrigle and Donaldson’s ‘naughty teddy study’

A

STRENGTH - it challenges Piaget’s theory
WEAKNESS - children may not have noticed the change in the accidental condition
WEAKNESS - the primary school aged children all came from one school

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23
Q

describe one strength of McGarrigle and Donaldson’s ‘naughty teddy study’

A

it challenges Piaget’s theory
McGarrigle and Donaldson’s study implies that Piaget’s original work confused young children therefore this study helped to refine this type of child development research

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24
Q

describe two weaknesses of McGarrigle and Donaldson’s ‘naughty teddy study’

A

the children may not have noticed the change in the accidental condition
Moore and Frye showed that if the teddy did actually take a counter away, the children still said the rows were the same ; meaning that they children weren’t conserving but were instead distracted

primary age children all came from one school so they might have done better than the nursery children due to difference in educational background
therefore, differences between the two groups of children may be due to other extraneous factors

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25
Q

egocentrism

A

to see the world only from one’s own point of view

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26
Q

what did Piaget suggest about egocentrism

A

children are egocentric until about 7 years old

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27
Q

who investigated egocentrism in children

A

Hughes ‘policeman doll study’

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28
Q

aim of Hughes ‘policeman doll study’

A

to create a test of egocentrism that would be more understandable to children younger than 7 years

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29
Q

method of Hughes ‘policeman doll study’

A

children aged 3 1/2 to 5 years old were shown a model with two intersecting walls +
the child was asked to hide 1 boy doll from 1 policeman doll to ensure they understood the task
the child’s egocentrism was then tested by asking the child to hide the boy doll from two policemen

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30
Q

results of Hughes ‘policeman doll study’

A

90% of the children could hide the boy doll from two policemen
when a complex model was used with 5 or 6 walls, 60% of 3 year olds and 90% of 4 year olds hid the boy doll correctly

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31
Q

conclusions of Hughes ‘policeman doll study’

A

children aged 4 are certainly not egocentric
Piaget underestimated younger children’s abilities because his three mountains task did not make sense to the children
he was however correct in thinking that a child’s thinking changes with age

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32
Q

give 3 brief evaluation points of Hughes ‘policeman doll study’

A

STRENGTH - the task made better sense to childrem
STRENGTH - this challenges Piaget’s theory
WEAKNESS - the researcher’s expectations may have influenced the children’s behaviour

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33
Q

explain two strengths of Hughes ‘policeman doll study’

A

the task made better sense to children as hiding from a policeman is easier to think about than selecting a view of a mountain top
this makes it a more realistic test of children’s abilities

it challenges Piaget’s theory
the results imply that Piaget’s original study confused young children because the task didn’t make sense to them
therefore this study helped to refine this type of child development research

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34
Q

explain one weakness of Hughes ‘policeman doll study’

A

the researcher’s expectations may have influenced the children’s behaviour as they may have unconsciously given the children cues how to behave in the naughty policeman task
this could have caused the results to lack validity

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35
Q

how many stages of cognitive development are there

A

4

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36
Q

name the 4 stages of cognitive development

A

sensorimotor
pre-operational
concrete operational
formal operational

37
Q

at what age is the sensorimotor stage

A

0-2 years

38
Q

features of the sensorimotor stage

A

focus on development is on relating what is seen (sensory) with movement (motor)
children under 8 months do not understand that when an object is not visible it still exists (OBJECT PERMANENCE)

39
Q

at what age is the pre-operational stage

A

2-7 years

40
Q

features of the pre-operational stage

A

by 2 years, a toddler can walk but language is not fully developed
children under 7 years old can’t think in a consistently logical way so are EGOCENTRIC and lack CONSERVATION

41
Q

at what age is the concrete operational stage

A

7-11 years

42
Q

features of the concrete operational stage

A

at 7 years, most children can CONSERVE and show less EGOCENTRISM
LOGICAL THINKING is a key characteristic but can only be applied to physical objects and not objects or situations that cannot be seen

43
Q

at what age is the formal operational stage

A

11 years +

44
Q

features of the formal operational stage

A

children can come to conclusions about problems presented in an abstract form
they focus on the form of an argument and not be distracted by its content

45
Q

give 3 brief evaluation points of the stages of cognitive development

A

STRENGTH - shows that children’s thinking changes with age
WEAKNESS - Piaget underestimated children’s abilities
WEAKNESS - Piaget overestimated children’s abilities

46
Q

describe one strength of the stages of cognitive development

A

shows that children’s thinking does change with age
although research has suggested that changes in thinking occur earlier, the fact remains that the changes still occur showing that the basic principle of this theory is valid

47
Q

describe two weakness of the stages of cognitive development

A

Piaget underestimated children’s abilities
other research has found that younger children can show conservation and a reduction in egocentrism
this suggests that certain types of thinking develop earlier than he proposed

he also overestimated what children could do
he argued that 11 year old children should be capable of abstract reasoning when other research has found this to be false showing that not all children’s thinking is advanced as he suggested

48
Q

what are 4 ways that Piaget’s theory can be applied to education

A

readiness
learning by discovery and the teacher’s role
individual learning
application to stages

49
Q

explain how Piaget’s theory can be applied to education in terms of readiness

A

age related change means you cannot teach a child something before they are biologically ‘ready’
activities should be at the appropriate level for a child’s age

50
Q

explain how Piaget’s theory can be applied to education in terms of learning by discovery and the teacher’s role

A

children must discover concepts for themselves rather than rote-learning
teachers plan lessons that challenge schemas so assimilation and accommodation occurs and thinking will develop

51
Q

describe Dweck’s mindset theory and its 4 key points

A

the difference between people who are successful and not successful is their mindset

fixed mindset - abilities are fixed in your genes, effort won’t help fi you are failing because success is talent based , focused on performance

growth mindset - you can always improve with effort , enjoy a challenge rather than focus on success, focus on learning goals, feeling good when working hard

dealing with failure - for people with a fixed mindset, failure is due to lack of talents so there is no point in trying harder . for people with a growth mindset, failure is an opportunity to learn more and put in more effort

there is a continuum - people are not fixed or growth but a mixture , your position on the continuum depends on the situation

52
Q

give three brief evaluation points of Dweck’s mindset theory

A

STRENGTH - there is evidence that a growth mindset leads to better grades
STRENGTH - good real world application
WEAKNESS - any sort of praise could be bad

53
Q

describe two strengths of Dweck’s mindset theory

A

there is evidence that a growth mindset leads to better grades
Dweck found that 7th grader taught a growth mindset had better grades and motivation that a group that were taught about memory
this suggests that this approach can improve performance

this theory has good real world application
mindset has been used to improve performance in areas such as schools, businesses, sport and relationships
in the western world, people often believe in true love and that if a relationship isn’t working they give up ; this is a ‘fixed mindset’
teaching people to see failure as lack of effort rather than lack of talent motivates future effort

54
Q

describe one weakness of Dweck’s mindset theory

A

any sort of praise could be bad
the idea of praising people’s effort still leads to them doing things for approval from other rather than doing it for themselves
growth mindset can therefore discourage the type of independent behaviour it is trying to promote

55
Q

what are the 4 key points about praise and self efficacy

A

positive effects of praise
praise effort rather than performance
self efficacy
effect of self efficacy on motivation

56
Q

positive effects of praise

A

praise is a reward and makes someone feel good so they repeat behaviours
praise must fit performance and not be used for everything

57
Q

why should you praise effort rather than performance

A

praising effort is motivating as it gives a sense of control as people can always put in more effort
praising others for performance is demotivating particularly when you can’t compete

58
Q

what is self efficacy

A

understanding you own abilities which is related to expectations you have about future performance
experiencing success is important and opportunities should be provided by parents and teachers

59
Q

what is the effect of self efficacy on motivation

A

self efficacy affects motivation because if it is high you will put in greater effort, persist longer, have greater task performance and more resilience than if you think you can’t do it

60
Q

what are three brief evaluation points on the role of praise and self efficacy (topic)

A

STRENGTH - support for self efficacy come from research into the stereotype effect
STRENGTH - there is value in understanding rewards
WEAKNESS - using praise to encourage learning can have the opposite effect

61
Q

explain two strengths of the role of praise and self efficacy (topic)

A

support for self efficacy comes from research into the stereotype effect
STEELE AND ARONSON found that African-American students scored lower on an IQ test if they had to indicate their race beforehand
this suggests that their performance was affected by how they were expected to do - supporting the theory of self efficacy

there is value in understanding rewards
Dweck found that students who were criticised for their effort performed better on a test than those who had always been praised
this shows that the kind of praise given is important

62
Q

explain one weakness of the role of praise and self efficacy (topic)

A

using praise to encourage learning can have the opposite effect
LEPPER found that children were less interested in doing a task if they had been previously rewarded for it
this suggests that praise can be demotivating

63
Q

what are 4 points about application to education

A

readiness
learning by discovery and the teacher’s role
individual learning
application to specific stages

64
Q

explain readiness in terms of application to education

A

age related changes mean that you cannot teach a child something before they are biologically ready
activities should be at the appropriate level for a child’s age

65
Q

explain learning by discovery and the teacher’s role in terms of application to education

A

children must discover concepts for themselves rather than rote-learn
teachers plan lessons that challenge schemas so assimilation and accommodation occurs and thinking will develop

66
Q

explain individual learning in terms of application to education

A

children go through the same developmental stages in the same order but at different rate
so classroom activities should be individuals and groups of children rather than for the whole class

67
Q

what sort of learning should there be in the sensorimotor stage

A

rich stimulating environment

sensory experiments to learn motor coordination

68
Q

what sort of learning should there be in the pre-operational stage

A

games that involve role play to reduce egocentric

discovery learning rather than written work

69
Q

what sort of learning should there be in the concrete operational stage

A

should be given concrete materials to manipulate

cooking is useful as it involves a logical sequence of instructions

70
Q

what sort of learning should there be in the formal operational stage

A

scientific experiments to develop logical thinking

group discussions

71
Q

give 3 evaluations of application of Piaget’s theory to application

A

STRENGTH - Piaget’s theory has had a positive impact on education in the UK
WEAKNESS - the theory suggests that practice should not improve performance
WEAKNESS - discovery learning may not always be the best

72
Q

explain one strength of Piaget’s theory to application

A

the theory has had a positive impact on education in the UK
it led to schools taking on a more child-centred, activity based approach
this has helped students to learn more effectively

73
Q

explain two weaknesses of Piaget’s theory to education

A

Piaget’s theory suggests that practice should not improve performance
in fact their thinking can develop at an earlier age than expected if they are given enough practice on a task (BRYANT AND TRABASSO)
this suggests that children don’t have to be ‘ready’

discovery learning may not always be the best
Bennett showed that formal teaching methods work best for maths, reading and English
this suggests that some parts of education are best delivered through direct instruction

74
Q

4 key points about learning styles

A

what is a learning style
verbaliser
visualiser
kinaesthetic learner

75
Q

what is a learning style

A

an individual’s preferred way of learning
people differ in how they learn
matching teaching to a student’s learning style should improve learning

76
Q

describe features of a verbaliser

A

prefers to process information verbally, in the form of words, by hearing it or reading it
they remember best by repeating sounds, talking or writing words

77
Q

describe features of a visualiser

A

prefers to process information visually by seeing it - especially spatial relationships
they remember best using diagrams, mind maps, graphs and charts
they find it harder to process written information

78
Q

describe features of a kinaesthetic learner

A

a ‘hands-on’ learner prefers active exploration, making things and experimenting
they prefer physical activities rather than watching others or reading

79
Q

give three brief evaluation points of learning styles

A

STRENGTH - learning styles have encouraged teachers to focus on other teaching methods rather than just traditional verbal ones
WEAKNESS - there is little evidence to suggest that learning styles work
WEAKNESS - there are too any learning styles

80
Q

explain one strength of learning styles

A

a strength of learning styles is that they have encouraged teachers to focus on other teaching methods rather than just traditional verbal ones
this has led to teachers adopting a more varied approach
this has benefitted their students’ learning

81
Q

explain two weaknesses of learning styles

A

there is little evidence to suggest that learning styles work
PASHLER ET AL reviewed many good quality research studies and found no support
this challenges the claim that learning styles improve performance

there are too many learning styles
COFFIELD ET AL identified 71 different types
this is a problem as it will make it difficult for people to work out their preferred learning style

82
Q

what did Willingham say about theory of learning styles

A

he criticised it because of a lack of scientific evidence

83
Q

what are the 4 points of Willingham’s learning theory

A

praise
memory and forgetting
self regulation
neuroscience

84
Q

explain praise as a part of Willingham’s learning theory

A

praising effort should be unexpected

LEPPER ET AL found that if performance depends on praise, a person works to get the praise rather than to feel good

85
Q

explain memory and forgetting as a part of Willingham’s learning theory

A

memory research has found that forgetting often occurs because of a lack of the right cues (TULVING AND PSOTKA)
people should practise retrieving information from memory (ROEDIGER AND KARPICKE)

86
Q

explain self regulation as a part of Willingham’s learning theory

A

self control or self regulation is being able to control your behaviour (emotions, attention, cognitive processes)
this has been assess with the marshmallow test
children who were able to successfully delay gratification, did better on high school tests (SHODA ET AL)

87
Q

give three brief evaluation points of Willingham’s learning theory

A

STRENGTH - the theory is based on scientific evidence
STRENGTH - the theory has real-world applicability
WEAKNESS - dyslexia cannot just be diagnosed by observing peoples brain waves

88
Q

explain two strengths of Willingham’s learning thoery

A

one strength is that the theory is based on scientific evidence
the studies which it is based upon were well designed, objective investigations
his gives the claims of his theory greater validity

the theory also has real world applicability
Willingham has selected research that has clear relevance to education and has a better foundation than learning styles
his approach offers and explanation of what you learn instead of how

89
Q

explain one weakness of Willingham’s learning theory

A

an issue with Willingham’s research is that dyslexia cannot just be diagnosed by observing people’s brain waves
there would to be a number of other causes that would need to be investigated too
this makes it unlikely that brain waves would be used for diagnosis in this way

GCSE Psychology (8 decks)

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