Development Flashcards
(91 cards)
1
Q
Stages of brain development
A
pregnancy
- 1-4 weeks
- 5-8 weeks
- 9-12 weeks
- 13-20 weeks
- 21-28 weeks
- 29-40 weeks
2
Q
Brain development - weeks 1-4 of pregnancy
A
- neural plate forms
- begins to fold onto itself forming neural tube
3
Q
Brain development - weeks 5-8 of pregnancy
A
Neural tube divides into spinal cord, forebrain, midbrain, hindbrain
4
Q
Brain development - weeks 9-12 of pregnancy
A
Brainstem develops, controlling reflexes like sucking/swallowing
5
Q
Brain development - weeks 13-20 of pregnancy
A
- brain cells multiply quickly
- cortex starts forming
6
Q
Brain development - weeks 21-28 of pregnancy
A
Gains sensory awareness, responds to sound and touch
7
Q
Brain development - weeks 29-40 of pregnancy
A
- brain gets ready for birth
- connections + memory abilities improve
8
Q
When is the brain fully formed but not at full size
A
6 months
9
Q
What size is brain at birth compared to adult’s
A
25%
10
Q
Brain stem
A
Controls autonomic functions
11
Q
Autonomic functions
A
- done automatically, without thinking about
- e.g- breathing
12
Q
Thalamus
A
- sensory processing station
- receives sensory information, translates them to behavioural and motor responses
13
Q
Cerebellum
A
- coordinates movement and balance
14
Q
Cortex
A
- surface layer of brain
- where brain processing takes place
15
Q
4 lobes
A
- frontal
- parietal
- occipital
- temporal
16
Q
Frontal lobe
A
Controls thought, planning, memory, problem solving
17
Q
Parietal lobe
A
Processes sensory information from the body
18
Q
Occipital lobe
A
Processes visual information
19
Q
Temporal lobe
A
Understanding and producing spoken language
20
Q
Nature
A
- traits, characteristics and behaviours inherited genetically
- present at birth
21
Q
Nature Research
A
- research on twins
- genetically similar people share similar cognitive characteristics like IQ
- supports idea genes influence brain development
22
Q
Nurture
A
Traits, characteristics, behaviours resulting from environmental influences
23
Q
Nurture Research
A
- research shows how mother’s actions during pregnancy affect brain development
- mothers smoking when pregnant risk babies having smaller brains - nicotine slows brain growth
- shows environmental influences affect brain development
24
Q
Piaget’s theory of cognitive development PARTS
A
- stages
- schemas
25
Piaget’s theory of cognitive development STAGES
- sensorimotor
- pre-operational
- concrete operational
- formal operational
26
Piaget's theory of cognitive development SENSORIMOTOR
- 0-2
- **object permanence** - understanding objects exist when out of sight
27
Piaget's theory of cognitive development PRE-OPERATIONAL
- 2-7
- **egocentrism** - unable to de-center and think/see from other perspectives
28
Piaget's theory of cognitive development CONCRETE OPERATIONAL
- 7-11
- **conservation** - understanding amount of something stays the same when appearance changes
29
Piaget's theory of cognitive development FORMAL OPERATIONAL
- 11+
- abstract and logical thinking
30
Piaget's theory of cognitive development SCHEMAS
- packets of knowledge that help us identify and understand things in the world
- accommodation - creating new schema when learning new info (e.g- learning what a cat is)
- assimilation - adapting existing schema by adding new info (e.g- learning cats can be ginger)
31
Piaget’s cognitive development theory STRENGTH
- application to education system
- Piaget helped develop Plowden report (1960s), helped schools, e.g- using role-play with pre-operational children
- good ecological application
32
Piaget’s cognitive development theory WEAKNESSES
- contradicting research
- Hugh’s policeman doll study (1975) showed 90% of children could de-centre when task relevant to them, Piaget said this wasn’t till 7
- challenges theory
+
- sampling bias of children theory was based on
- small group of middle class Swiss children from academic families
- results may be culturally biased, theory may not be able to be applied universally
33
Piaget application to learning - sensorimotor stage
Lots of toys to play with and explore
34
Piaget application to learning - pre-operational stage
Role-play and dressing up
35
Piaget application to learning - concrete operational stage
Counters to use when doing maths
36
Piaget application to learning - formal operational stage
Discussions and scientific experiments
37
Requirements for learning
- readiness
- learning by discovery
- teacher’s role
- individual learning
38
Readiness
Child needs to be at right age and ready for activity
39
Learning by discovery
Children need to discover things for themselves
40
Teacher’s role
- provide environment for discovery
- provide challenge
41
Individual learning
Some children learn faster than others, teachers must plan for individual students
42
McGarrigle and Donaldson Naughty Teddy study DATE
1974
43
McGarrigle and Donaldson Naughty Teddy study AIM
See if children react differently to conservation task is they see change was accidental
44
McGarrigle and Donaldson Naughty Teddy study METHOD
- lab experiment
- 80 Ps - age 3.5-5 from small area of Edinburgh (all primary children from 1 school)
- similar to Piaget’s counter experiment, naughty messed counters up not adult, showed it was accidental
45
McGarrigle and Donaldson’s naughty teddy study RESULTS
68% could conserve when naughty teddy messed up counters
46
McGarrigle and Donaldson’s naughty teddy study CONCLUSION
children younger than 7 can conserve, younger than Piaget suggested
- supported Piaget's idea that children go through stages of development
47
McGarrigle and Donaldson’s naughty teddy study STRENGTH
- challenges Piaget’s theory
- important for research to be challenged
- helped scientific process
48
McGarrigle and Donaldson’s naughty teddy study WEAKNESSES
- unrepresentative sample
- children came from one small area of Edinburgh, all primary children from 1 school, cultural differences may affect child development
- findings are culturally biased
+
- flawed method
- children may have been distracted by naughty teddy, not noticed counter change
- should have been measuring attention, low validity
49
Hugh’s policeman doll study DATE
1975
50
Hugh’s policeman doll study AIM
- test egocentricity in younger children
- see if they could de-center younger than Piaget suggested
51
Hugh’s policeman doll study METHOD
- lab experiment
- 30 children ages 3.5-5
- children shown 2 intersecting walls and asked to hide boy doll from 2 policeman dolls
- based on hide and seek to be more familiar to children
52
Hugh’s policeman doll study RESULTS
90% could de-center and complete task
53
Hugh’s policeman doll study CONCLUSION
Children could de-center earlier than Piaget suggested
54
Hugh’s policeman doll study STRENGTHS
- lab experiment
- environment and EVs controlled, standardised procedures - Ps given set instructions
- high internal validity
+
- task made more sense to children
- based task on something children had experience in - hide and seek, more relevant than Piaget's 3 mountain task
- better ecological application than Piaget's research, results more likely to be true
55
Hugh’s policeman doll study WEAKNESS
- only 30 children from small area of Edinburgh
- results may only apply to area from where sample was drawn, may be cultural differences in pre-school education compared to other areas
- results could be culturally biased
56
Dweck’s theory of mindset DATE
2007
57
Dweck's theory of mindset PARTS
- purpose
- fixed mindset
- growth mindset
- continuum
58
Dweck’s theory of mindset PURPOSE
Explain why some students are more likely to achieve success in learning than others
59
Dweck’s theory of mindset FIXED
- intelligence is unchanging and derived from genetics
- avoids challenge
- gives up quickly when faced with challenges
- expects reward without effort
- ignores feedback
- threatened by success of others
60
Dweck’s theory of mindset GROWTH
- intelligence derives from hard work
- intelligence increased by putting more effort into learning
- embraces challenges
- when faced with challenges - keep trying, more likely to succeed
- learns from feedback
- inspired by success of others
61
Dweck’s theory of mindset CONTINUUM
- mindset is a continuum
- can be changed with training
62
Dweck’s theory of mindset STRENGTHS
- supporting research evidence
- Dweck's own experiment - 12-13 year old Ps, half given growth mindset training, half given general memory training, mindset trainers had improved grades/motivation, shows growth mindset can improve performance, further support from Gunderson (2013)
- increased validity
+
- real world application to different fields
- many schools use mindset training, Michael Jordan credits success to positive mindset
- more ecologically useful
63
Dweck’s theory of mindset WEAKNESS
- growth mindset relies on praise
- whilst its NOT harmful, research has shown that motivation of praise is not sustainable over time
- it is better to be motivated intrinsically
64
Praise
An expression of approval of someone else and/or what they have done
65
Types of praise
- person praise
- process praise
66
Person praise
Being praised for intelligence
67
Process praise
Being praised on effort
68
Result of praise
Increases self esteem which increases motivation
69
Self efficacy
The belief in your own ability to succeed in something
70
Factors affecting self efficacy
Past experiences of success/failure can increase/decrease self efficacy
71
Result of self efficacy
Higher self efficacy results in higher motivation
72
Types of motivation
- intrinsic
- extrinsic
73
Intrinsic motivation
- being driven to do something because of personal satisfaction and achievement
- e.g- being motivated to perform well in exam to be proud of yourself
74
Extrinsic motivation
- being driven to do something based on external rewarding
- e.g - being motivated to do well on exam to be given money by parents
75
Learning styles
Different ways in which a person can process/take in information
76
Types of learning style
- visual
- auditory
- kinaesthetic
- visualisers
- verbalisers
77
Visual learners
Learn best through seeing or reading, remembering things by how they look
78
Auditory learners
Learn best by listening, to remember something, they remember what they’ve heard
79
Kinaesthetic learners
Learn best by doing things, more likely to remember something if physical activity is involved
80
Visualisers
- process information **visually**
- prefer to learn from **pictures/ diagrams**
- think using **pictures**
81
Verbalisers
- process information **verbally**
- prefer to learn through **linguistic skills like speech/writing**
- think using **words**
82
Willingham’s theory of learning DATE
2007
83
Willingham’s theory of learning PARTS
- learning styles
- praise
- retrieval
- self-regulation
- neuroscience
84
Willingham’s theory of learning LEARNING STYLES
- they don’t exist as there is no scientific evidence for them
- learning styles don’t affect ability
- should learn in best style for the content
85
Willingham’s theory of learning PRAISE
- should praise effort not ability
- praise should be unexpected
- should motivate
86
Willingham’s theory of learning RETRIEVAL
Helps information be remembered long term
87
Willingham’s theory of learning - SELF-REGULATION
- controlling cognitive processes leads to better performance later
- e.g- children who performed successfully on marshmallow test more likely to perform better in school exams
88
Willingham’s theory of learning - neuroscience
- important in understanding individual learning
- e.g- dyslexic brains found to be structured differently, could help identify these students and support them learning effectively
89
Willingham’s theory of learning STRENGTHS
- based on scientific research
- used brain scans to look at structural differences of dyslexic brains
- can trust assertions as based on cognitive neuroscientist’s research
+
- application to education
- many UK schools use retrieval practice to help students retain new knowledge to help pass exams
- useful ecological value
90
Willingham's theory of learning WEAKNESS
- theory is reductionist
- learning disorders rarely product of brain structure alone, often caused by upbringing/environmental factors
- theory may not be applicable to help learners with specific needs like dyslexia
91
piaget year
1936
