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Psychology > Development > Flashcards

Development Flashcards

1
Q

How does the early brain develop ?

A

3/4 weeks - Long neural tube can be seen (split into forebrain, midbrain, hindbrain)

5 weeks - Forebrain & Hindbrain split further : forebrain into anterior & posterior; Hindbrain down the middle

6 weeks - Cerebellum

20 weeks - Medulla

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2
Q

Role of Cerebellum ?

A

Controls Physical skills and motor commands from the nervous system (Eg. balance, crawling, walking)

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3
Q

Role of Medulla ?

A

Connects brain to spinal cord and controls involuntary functions (Eg. Breathing, Sneezing, heart rate, blood pressure)

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4
Q

What are the 4 stages of Development ?

A

Sensorimotor, Pre-Operational, Concrete Operational, Formal Operational

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5
Q

What happens in Sensorimotor Stage ?

A

(0-2 yrs)
Use senses to explore - grasp and suck
Develop object permanence at 6m (understand objects still exist even when they cannot see them)

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6
Q

What is Object Permanence ?

A

Something a child develops at 6 months which means they can understand objects still exist even when they cannot see them

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7
Q

What happens in Pre-Operational ?

A

(2-7 yrs)
- Symbolic play and thinking
- Animism
- Transductive reasoning
- Centrated
- Lack conservation
- Egocentric

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8
Q

Animism ?

A

When children believe objects behave as if alive

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9
Q

Transductive Reasoning ?

A

When children don’t understand cause and effect

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10
Q

Centration ?

A

When children can only focus on one aspect of an object at a time

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11
Q

Lack of Conservation ?

A

Children are unable to realise things remain constant despite visible change

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12
Q

Egocentrism ?

A

Children think others see the world as they do, cannot imagine point of view of others

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13
Q

What happens in Concrete Operational Stage ?

A

(7-12 yrs)
- Use concrete objects to apply rules and strategies
- Decentrated
- Can conserve
- Can classify world around them

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14
Q

What happens in Formal Operational Stage ?

A

(12+)
-Hypothetico-deductive reasoning (can think about hypothetical ideas and consider outcomes)
- Can think about complex issues like morality
- Empathise
- Solve problems in an abstract way
- Think Logically

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15
Q

Hypothetico-deductive reasoning ?

A

People can think about hypothetical ideas and consider outcomes

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16
Q

Schema ?

A

Mental packets of information made up from past experiences that provide a framework to understand the world.

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17
Q

Assimilation ?

A

Incorporating new experiences and information into existing schema

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18
Q

Accommodation ?

A

A schema no longer works and has to be changed to deal with new experience

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19
Q

Equilibrium ?

A

A good state of mental balance that comes from a child’s schema working well and explaining what they experience.

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20
Q

Aim of Piaget & Inhelder (1956) 3 mountains study ?

A

To investigate whether children under the age of 7 can see the world from another person’s pov

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21
Q

What was the sample in 3 mounts study ?

A

100 children aged 4-8

22
Q

Results of 3 mounts study ?

A
  • Children less than seven years old had difficulty with this task
  • 4yo were completely unaware of POVs different from their own and always chose a picture which matched their POV
  • 6yo showed some awareness but often chose wrong
  • 7-8yo corsistently chose the picture of doll’s view
23
Q

Conclusions of 3 Mounts study ?

A
  • Children below 7 are egocentric
  • Children in concrete operational stage started to understand POVs
24
Q

Strength of 3 mounts study ?

A
  • Detailed so it can be replicated
  • Comprehensive and used a variety of research
  • Reliability as there was repetition with many children
25
Q

Weakness of 3 mounts study ?

A

Done in a lab so artificial and not real life

26
Q

Supporting evidence of 3 mounts study ?

A

Frick, Möhring & Newcombe (2014) found 7yo were less egocentric than younger children.

27
Q

What is Growth mindset ?

A

aka. Incremental
A belief that abilities can be developed through effort and practice

28
Q

What is Fixed mindset ?

A

aka. Entity
A belief that ability is set and can’t be developed or changed

29
Q

Process Praise ?

A

Praise people for effort
Eg. “Can see you tried very hard”

30
Q

Person Praise ?

A

Praise on ability
Eg. “Clever boy”

31
Q

Where does mindset come from ?

A

Experiences and type of praise we recieve

32
Q

Willingham’s Theory ?

A

Knowledge comes before skill, and practice & effort are vital. Making skills and knowledge automatic through practice and effort frees up working memory space so we can focus on other things.

33
Q

Strength of Willingham ?

A
  • Practical applications
  • Supporting evidence - Ericsson, Krampe, Tesch-Romer (1993) found best violinists engaged in more practice during training
34
Q

Weakness of Willingham ?

A
  • Individual differences in development e.g. disability mean generic advice about effort might not work for everyone, some need specific support
  • Ideas come from a range of theories and research, making it difficult to test in a scientific way.
35
Q

Aim of Gunderson (2013) study ?

A

See if type of praise parents give can be a predictor of motivational frameworks 5 years later.

36
Q

Sample of Gunderson study ?

A

29 boys and 24 girls from Chicago

37
Q

How often was data collected (Gundo) ?

A

From 14 months old - Every 4 months

38
Q

What was the type of data (Gundo) ?

A

Double Blind

39
Q

What was Procedure of Gunderson study ?

A

Recorded parental interaction with children, transcribed the recording, Coded data in implicit & explicit praise, coded further into person & process praise

40
Q

What were results of Gunderson ?

A
  • Out of all parental interaction, 0.59% process praise, 0.45% person praise, and 1.97% other praise
  • Praise made up 3% of parental interaction
  • Person praise was less at 14m than 38m
41
Q

What are 2 conclusions from the Gundo study ?

A
  • Process praise influences children’s incremental framework at ages 7-8.
  • Boys received more process praise than girls,
42
Q

Strength of Gunderson ?

A
  • Avoided bias in data collection
  • Natural setting so likely to be natural behaviour
  • higher in ecological validity.
43
Q

Weakness of Gunderson ?

A
  • Parents knew they were in a study so their behaviour might not be natural and may lack validity.
  • Participants were deceived about what was being studied, which is poor ethics.
44
Q

What is Morality ?

A

Understanding the difference between right and wrong.

45
Q

Kohlberg (1958) proposes ___ stages of morality

A

3

46
Q

What are the 3 stages of morality ?

A

Pre-Conventional
Conventional
Post-Conventional

47
Q

What is the Pre-Conventional stage ?
(Morality)

A

Morality is judged based on reward and punishment - Often children in this stage

48
Q

What is the Conventional stage ?
(Morality)

A
  • Morality is linked to societal rules, being liked, the obedience to authority and a societal order
  • This is the ‘average’ stage
49
Q

What is the Post-Conventional stage ?
(Morality)

A
  • Abstract thinking
  • Considering behaviours against a higher level of understanding beyond societal rules
  • Not everyone makes it to this stage.
50
Q

Strength of Kohlberg ?

A
  • Supported by evidence which confirmed development of morality
  • Colby et al. (1983) re-interviewing Kohlberg’s participants at 3-4 year intervals shows reliability over time, and eliminates individual differences.
51
Q

Weakness of Kohlberg ?

A
  • Kohlberg’s theory is gender-biased as only men were used so the theory may not explain the morality of women
  • Evidence has suggested that only more developed countries may show post-conventional stages so this stage may not exist in less developed countries

Psychology (11 decks)

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