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development Flashcards

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1
Q

brain stem

A

highly developed at birth
connects brain and spinal cord
autonomic functions

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2
Q

cerebellum

A

matures late
near top spinal cord
coordinates sensory and motor

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3
Q

thalamus

A

deep inside brain
receives and sends signals around brain

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4
Q

cortex

A

thinking and processing
frontal visual auditory and motor areas

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5
Q

smoking in development

A

smaller brains

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6
Q

infection in development

A

german measles can lead to hearing loss

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7
Q

voices in development

A

babies learn to recognise mother voice

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8
Q

interaction between nature and nurture in development

A

brains form due to nature but env. has a major influence

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9
Q

piagets theory

A

changes in thinking over time
children think differently from adults

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10
Q

schemas

A

mental structure contains knowledge

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11
Q

assimilation

A

adding new info to existing schema

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12
Q

accommodation

A

receiving new info that changes understanding so new schema

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13
Q

strength of piaget theory

A

led to large amount of research
studies didn’t fully support piaget but led to new ideas and help adjust aspects of his theory
test ability of his theory allows to test his ideas so we can make certain that theory is correct

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14
Q

strength of piagets theory

A

his idea that children learn by creating mental representations influenced classroom learning
children now actively engage in activity oriented classrooms

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15
Q

weakness of piagets theory

A

involved middle class europeans
conducted research studies in switzerland
their families valued education and academic abilities
his theory may not be successfully applicable

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16
Q

conservation

A

appearance changes but quantity stays same

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17
Q

mcgarrigle and donaldson’s study’s aim

A

to see if deliberate change in row of counters would help you get children to conserve

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18
Q

mcgarrigle and donald’s method

A

40+40 nursery and primary students from edinburgh
shown two counters one with 4 red counters and one with 4 white counters
teddy bear pushed counters about making one row smaller
child asked which one had more or less or same

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19
Q

mcgarrigle and donald’s results

A

41% correct ans if display changed deliberately
68% correct ans if change was accidental

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20
Q

mcgarrigle and donald’s conclusion

A

piaget underestimated what children can do
but there were still age differences primary school did better

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21
Q

weakness of mcgarrigle and donaldsons study

A

primary age children all from same school in edinburgh
reason why they did better might be due to education background
school might have drawn in a group of more educated families therefore language abilities were better coping better with task
other factors might have influenced conclusion
decreased validity

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22
Q

weakness of mcgarrigle and donaldson’s study

A

childrens better performance in the accidental condition may because they didn’t notice change had taken place
more likely to say both rows were same because they were distracted by teddy
suggested by moore and frye that if you take away a counter they would still say it’s the same
means children may have not been conserving but weren’t just looking

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23
Q

strength of mcgarrigle and donaldson’s study

A

challenges piagets assumptions
way piaget designed his research may have confused the children
more able
important part of scientific process
researcher ideas should be refined

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24
Q

hughes’s aim

A

create a test that would be more understandable and see if children could cope better with the egocentrism task

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25
hughes’s method
30 children from edinburgh ages 3.5-5 years shown a model with two intersecting walls policeman doll placed on the side of child puts boy doll in each section and asks if policeman doll can see boy doll policeman doll then moved and child asked to place boy doll where he couldn’t be seen if mistake error pointed and restarted proper test : one place on point x and one on y then child asked to hide boy doll from both
26
hughes’s results
90% succeeded complex trials three year olds had more trouble than four year olds (60% to 90%)
27
hughes’s conclusion
piaget underestimates younger children abilities still age differences piaget right about thinking changing as you grow
28
strength of hughes study
task made more sense than piagets more similar to daily problem than three mountain task also made sure children really understood task researcher has better access to childrens abilities
29
weakness of hughes
may have unconsciously hinted at answer very subtle cues eg gazing in a certain direction lacks validity
30
strength of hughes
challenge piaget allows researcher ideas to be improved and refined
31
sensorimotor
0-2years coordinate sensory and motor info object permanence develops
32
pre operational stage
2-7 years can’t think in logical way egocentric and lacks conservation
33
concrete operational
7-11 years can conserve and show less egocentrism logical thinking to physical objects
34
formal operational
11+ years abstract concepts and form arguments
35
weakness of stages of cognitive development
some types of thinking develop earlier piaget underestimated abilities eg shown by hughes study
36
weakness of stages of cognitive development
overestimated what older children are capable eg card task by wason illustrates abstract vs concrete thinking tested undergraduate students 2/16 got it right in abstract form 10/16 in concrete form possible that’s some people never reach this stage
37
strength of stages of cognitive development
evidence support view that children go through stages of cognitive development as they get older there are still age differences in hughes and mcgarrigle and donaldson’s studies overall concept of stages of cognitive development was correct
38
readiness
can only teach something when child is biologically ready
39
teachers role
children must play active role teachers should challenge schemas
40
individual learning
go through same stages in same order but different rates
41
application to stages sensorimotor
stimulating sensory env
42
application to stages pre operational
discovery learning instead of written
43
application to stages concrete operational
physical materials to manipulate
44
application to stages formal operational stage
scientific experiments to develop logical thinking
45
strength of stages of cognitive development being applied in education
influential positive impact on uk schools more child centred activities demonstrates value of piagets theory for education
46
weakness of stages of cognitive development being applied in education
possible to improve with practice thinking can develop at early stage if given enough practice not just when ready bryant and trabasso 1971 showed pre operational children could do logical tasks if given enough practice
47
weakness of stages of cognitive development being applied in education
traditional methods may be better direct instruction is better teaching method in some subjects active methods permit children to experiment for themselves which may not work for every kid or lesson
48
dwecks mindset theory
set of assumptions we have that affect success
49
fixed mindset
effort won’t help because talent is fixed in genes focus on performance sees failure as lack of talent
50
growth mindset
can improve with effort enjoy challenge focused on learning goals sees failure as an opportunity to learn more
51
continuum
not simply growth or fixed depends on situation
52
strength of dwecks mindset theory
research support children taught a growth mindset had better grades and motivation
53
weakness of dwecks mindset theory
both mindset involve praise praising effort can still lead to doing things for approval so can discourage independent behaviour
54
strength of dwecks mindset theory
real world application in business , sport , relationships etc seeing failure as lack of effort rather than talent motivates future effort
55
positive effect of praise
rewards makes person feel good so behaviour is repeated
56
praise effort rather than performance
praising effort enables control praising performance is demotivating
57
self efficacy
understanding own abilities increases or decreases future success
58
effect of self efficacy on motivation
greater effort ,persist longer , greater task performance and resilience if high self efficacy
59
weakness of role of praise and self efficacy
praise destroys internal motivation opposite effect less interested if previously rewarded
60
strength of role of praise and self efficacy
supported by research low self efficacy lowers performance performance of an in test lower if reminded of a relevant stereotype (steele and aronson)
61
weakness of role of praise and self efficacy
students criticised for effort performed better on a test than those praised before (Dweck)
62
learning style
people differ in how they learn matching teaching to learning style should improve learning
63
verbaliser
focus on words hearing or reading or talking about info
64
visualiser
processing info by spatial relationships by using diagrams
65
kinaesthetic learners
active exploration eg making things
66
strength of learning styles
change from traditional methods teachers have adopted a varied approach benefitting diff students
67
weakness of learning styles
no supporting evidence no good quality studies that challenge claim that learning styles improve performance
68
weakness of learning styles
too many diff types coffield identified 71 types so difficult to work out preferred type of learning style
69
willinghams learning theory
educational ideas should be evidence based cognitive psychology and neuropsychology can be used to improve learning
70
praise
praising efforts should be unexpected praise before task leads to less motivation in future (lepper)
71
memory and forgetting
forgetting occurs due to lack of cues (tulving and psotka) practise retrieving info from memory
72
self regulation
self control linked to high academic performance (delay gratification)
73
neuroscience
brain waves in dyslexics are different could benefit progress by receiving help earlier
74
strength of willingham theory
based on scientific evidence greater validity
75
strength of willingham theory
real world application positive impact on education as an alternative to learning styles
76
weakness of willingham theory
dyslexia cannot be diagnosed by brain waves as it’s not just linked to one thing

psychology (7 decks)

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