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AQA GCSE Psychology > Development > Flashcards

Development Flashcards

1
Q

brain stem

A
  • highly developed at birth
  • connects brain to spinal cord
  • autonomic functions
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2
Q

cerebellum

A
  • matures late
  • near top of spinal cord
  • co-ordinates sensory and motor
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3
Q

thalamus

A
  • deep inside the brain in each hemisphere

- information hub, recieves and then sends signals around the brain

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4
Q

cortex

A
  • very thin and folded cover
  • thinking and processing
  • frontal, visual, auditory, and motor areas in each hemisphere
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5
Q

nature vs. nurture

A

nature is inherited and nurture is environmental influences

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6
Q

smoking

A

smoking during pregnancy can lead to a smaller brain

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7
Q

infection

A

in the womb, German measles can lead to hearing loss

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8
Q

voices

A

babies learn to recognise mother’s voice

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9
Q

imteraction between nature and nurture

A

the brain forms due to nature but the environment has a major influence, even in the womb

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10
Q

early brain development

A

how the brain develops in the womb and matures

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11
Q

Piaget’s theory

A

changes in thinking (cognition) over time

children think differently from adults

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12
Q

stages

A

different kinds of logical thinking occur at each stage

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13
Q

schemas

A

mental structures containing knowledge. schemas become more complex through assimilation and accomodation.

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14
Q

assimilation

A

adding new information to an existing schema

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15
Q

accomodation

A

recieving new information that changes our understanding so a new schema is formed

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16
Q

Piaget’s theory - evaluation points

A

research evidence - many studies have been conducted to test Piaget’s theory, which has helped improve our understanding of how children’s thinking develops

real-world application - the theory has helped change classroom teaching so it is now more activity-based

the sample - middle-class Swiss children were used so theory may not be universal

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17
Q

conservation

A

although appearance changes, quantity stays the same.

Piaget showed younger children can’t conserve quantities.

challenged by ‘naughty teddy study’.

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18
Q

mcgarrigle and donaldson’s study - aim

A

the ‘naughty teddy studdy’ aimed to see if a deliberate change in the row of counters would help younger children conserve.

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19
Q

mcgarrigle and donaldson’s study - method

A

children aged 4-6 years

two rows of counters, teddy messed up one of them. child asked if rows were the same

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20
Q

mcgarrigle and donaldson’s study - results

A

deliberate change = 41% conserved
accidental change = 68% conserved

older children did better than younger ones

21
Q

mcgarrigle and donaldson’s study - conclusion

A

Piaget’s method doesn’t show what children can do

this study does show there are still age-related changes

22
Q

mcgarrigle and donaldson’s study - evaluation points

A

the sample - primary school sample from one school, so comparisons between groups may not be valid

the change was not noticed - children may appear to comserve because they simply didn’t notice the change as they were distracted by the teddy

challenges Piaget- the study shows that Piaget confused young children with his style lf questioning. this helps to refine his theory

23
Q

egocentrism

A

seeing the world only from one’s own point of view

Piaget tested this with the three mountains task, showing egocentrism up to age 7

this was challenged by the ‘policeman doll study’

24
Q

hughes’ study - aim

A

to create a test that would make more sense than Piaget’s

25
hughes’ study - method
3 1/2 to 5 year-olds asked to hide a boy doll from two policemen. they were given practice first with one doll
26
hughe’s study - results
90% could hide the boy doll from two policemen. 3-year-olds did less well with a more complex task
27
hughes’ study - conclusions
children aged 4 years are mostly not egocentric Piaget underestimated abilities but was right that thinking changes with age
28
hughes’ study - evaluation points
more realistic - task made bettter sense to children and they were given practice so they understood, so a more realistic test of abilities effects of expectations - unconscious cues from the researcher may have influenced the children’s behaviour, so the results lack validity challenges Piaget - the study shows that Piaget’s task confused the children, making them appear less able thinkers
29
stages of cognitive development
four stages at different ages. children think differently as their brains mature. universal order of stages
30
sensorimotor stage
0 - 2 years learn to co-ordinate sensory and motor information
31
pre-operational stage
2 - 7 years can’t think in a consistently logical way (it doesn’t ‘make sense’) egocentric and lack conservation
32
concrete operational
7 - 11 years at 7, most children can conserve, and show less egocentrism logical thinking applied to physical objects only
33
formal operational
11+ years children can draw conclusions about abstract concepts and form arguments
34
stages of cognitive development - evaluation points
underestimated children’s abilities - some types of thinking develop earlier than Piaget proposed overestimated children’s abilities - suggested that children 11+ are capable of abstract reasoning but most can’t cope with Watson’s card sorting task in abstract form basic idea is correct - does show children’s thinking changes with age so theory is valid
35
application in education - readiness
can only teach something when child biologically ‘ready’
36
application in education - learning by discovery and the teacher’s role
children must play active role, not note-learn. teachers should challenge schemas
37
application in education - individual learning
children go through same stages in same order but at different rates
38
application in education - application to stages
sensorimotor - stimulating sensory environment pre-operational - discovery learning rather than written work concrete operational - physical materials to manipulate formal operational stage - scientific experiments to develop logical thinking
39
application in education - evaluation points
very influential - positive impact on UK education as more child-centered activity in primary schools possible to improve with practice - thinking can develop at an earlier age if given enough practice, not just when ready traditional methods may be good - direct instruction is a better teaching method in some subjects
40
dweck’s mindset theory
the set of assumptioms we have (mindset) affects success success is due to effort not talent
41
dweck’s mindset theory - fixed mindset
effort won’t help because talent is fixed in the genes. focused on performance
42
dweck’s mindset theory - growth mindset
can improve with effort, enjoy challenge. focused on learning goals
43
dweck’s mindset theory - dealing with failure
fixed mindset - failure indicates lack of talent, so give up growth mindset - opportunity to learn more and put in more effort
44
dweck’s mindset theory - a continuum
not simply one or the other (fixed or growth). depends on the situation
45
dweck’s mindset theory - evaluation points
research support - Dweck found children taught a growth mindset had better grades and motivation both mindsets involve praise - praising effort still leads to doing things for approval so can discourage independent behaviour real-world application - in business, sport, relationships - seeing failure as a lack of effort rather than a lack of talent motivates future effort
46
learning styles
people differ in how they learn matching teaching to learning style should improve learning
47
learning styles - verbaliser
focus on words. processing by hearing or reading information and talking about it
48
learning styles - visualiser
processing information by seeing spatial relationships using diagrams, mind maps, graphs, etc.
49
learning styles

AQA GCSE Psychology (8 decks)

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