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Psychology > Development > Flashcards

Development Flashcards

(66 cards)

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1
Q

Autonomic functions

A

Things we do not consciously control

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2
Q

Nature

A

Genetic influences

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3
Q

Nurture

A

Other influences, experiences, culture

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4
Q

Accommodation

A

Learning that takes place when we acquire new info that changes our understanding of a topic to the extent guys we need to form one or more new schemas

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5
Q

Assimilation

A

Learning that takes place when we acquire new info that doesn’t change out understanding of a topic

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6
Q

Schema

A

Mental framework of beliefs and expectations that influence cognitive processing

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7
Q

Praise

A

Approval of someone else of what they have done

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8
Q

Self efficacy

A

A person understands their own capabilities

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9
Q

Learning styles

A

A persons relatively consistent method of processing and remembering info

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10
Q

Brain stem

A

Highly developed at birth

Connects brain to spinal cord

Autonomic functions

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11
Q

Cerebellum

A

Matures late

Near top of spinal cord

Coordination of sensory and motor

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12
Q

Thalamus

A

Deep inside the brain in each hemisphere

Receives info before sending signals around the brain

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13
Q

Cortex

A

Very thin and folded

Thinking and processing frontal, visual, auditory, motor areas in each hemisphere

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14
Q

Nature

A

Inherited

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15
Q

Nurture

A

Environmental influences

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16
Q

Smoking

A

Smaller brain

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17
Q

Infection

A

German measles can lead to hearing loss in a baby

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18
Q

Voices

A

Babies learn to recognise mothers voice

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19
Q

Interaction between nature and nurture

A

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

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20
Q

Piagets theory main point

A

Changes in thinking over time. Children think differently from adults. Logical thinking develops in stages

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21
Q

Piaget schemas

A

Mental structures containing knowledge, schemas become more complex though assimilation and accommodation

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22
Q

Assimilation Piaget

A

Receiving info and adding it to an existing schema

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23
Q

Accommodation Piaget

A

Receiving new info which changes our understanding so a new schema is formed

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24
Q

Piagets theory - evaluation

A

+ research evidence to support and not support his theory. Useful in understanding development

+ real world application, changed classroom teaching to more actively based

  • sample is of only middle class Swiss children so theory may not be universal
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25
Conservation - aim
The naughty teddy study aimed to see if a deliberate change in the row of counters would help younger children conserve
26
Conservation - method
Children age 4 - 6 years, given 2 rows of counters. Teddy messed up one row, Are the rows the same ?
27
Conservation - results
Deliberate change- 41% conserved Accident change - 68% conserved Older better than younger
28
Conservation - conclusion
Piagets method doesn’t show what children can do, this study does show that there are still age related changes
29
Conservation- evaluation
- primary school sample from one school so comparison between groups may not be valid - the change may not have been noticed, children may appear to conserve because they simply didn’t notice the change as they were distracted by the teddy + challenged Piaget, study shows that Piaget confused children with his style of questioning
30
Egocentrism - aim
Policeman doll study wanted to create a test that would make more sense than the 3 mountains task
31
Egocentrism - method
3 1/2 year olds - 5 year olds were asked to hide a baby doll from the 2 police dolls
32
Egocentrism - results
90% were able to hide the doll from the 2 police dolls
33
Egocentrism - conclusion
Children age 4 are likely not egocentric Piaget underestimated children’s abilities but was right that thinking changes with age
34
Egocentrism - evaluation
+ more realistic than the 3 mountains task. Made better sense to children and they were given practise to know they understood what was being asked - unconscious clues may have been given from the researcher + challenges Piaget, as his talk confused the children
35
Sensorimotor
0-2 years Learn to coordinate sensory and motor info Object permanence develops
36
Preoperational
2-7 years Can’t think in a consistently logical way Egocentric Lack conservation
37
Concrete operational
7-11 years At age 7 most can conserve and show less egocentric behaviours Logical thinking applied to physical objects only
38
Formal operational
11+ Children can draw conclusions about abstract concepts and form arguments
39
Evaluate Piagets stages of development
- underestimated children’s abilities, some types of thinking develops earlier than Piaget proposed - overestimated children’s abilities, suggested children 11+ are capable of abstract reasoning but most can’t cope with Watsons card sorting talk in abstract thought. Though the basic idea is correct
40
Application in education - readiness
Only teach something when child is biologically mature
41
Application in education- learning by discovery and the teachers role
Children must play an active role not rote learnt, teachers should challenge schemas
42
Application to education - individual learning
Children go through the same stages in the same order but at different rates
43
Application to stages
Sensorimotor- -stimulating sensory environment Preoperational- - discovery learning rather than written work Concrete operational- Physical materials to manipulate Formal operational- Scientific experiments to develop logical thinking
44
Application to education - evaluation
+ very influential, positive impact on uk education + possible to improve with practise, thinking can develop at an early stage if given enough practise -+ traditional methods may be good, direct instruction is a better teaching method in some subjects
45
Dwecks mindset theory main point
The set of assumptions we have (mindset) affects success Success is due to effort not talent
46
D- fixed mindset
Effort won’t help because talent is fixed in the genes, focused in performance
47
D- growth mindset
Can improve with effort Enjoy challenging tasks Focused on learning goals
48
Dealing with failure - fixed
Give up, failure indicates a lack of talent
49
Dealing with failure - growth
Opportunity to learn more and out in more effort
50
A continuum
Not simply one or the other, depends on the situation
51
Dwecks theory - evaluation
+ Research support, dweck found that children taught growth mindset had better grades and motivation + Both mindsets need praise. + real world application
52
Positive effect of praise
It’s a reward, makes people feel good so behaviour is repeated
53
Praise effort rather than performance
Praising effort enables control, praising performance is demotivating
54
Self efficacy
Understanding your own abilities
55
Effect of self efficacy on motivation
Greater effort, persist longer, greater task performance and more resilience
56
What is a learning style
How people differ in the way they learn.
57
Visualiser
Processing info by seeing spatial relationships using diagrams, mind maps, graphs
58
Verbalisers
Focus on words, processing by hearing info and talking about it
59
Kinaesthetic learners
Learn by active exploration, making things and physical activities
60
Willinghams learning theory main point
Educational ideas should be evidence based Cognitive psychology and neuroscience can be used to improve learning
61
W- praise
Praising effort should be unexpected, praise before a task results in less motivation
62
W- memory and forgetting
Forgetting occurs due to a lack of cues, practise retrieval
63
W- self regulation
Self control linked to high academic performance
64
W- neuroscience
Brain waves I’m dyslexics are different, this could benefit progress by receiving help esrlier
65
Willimghams learning theory evaluation
+ evidence based, increased validity + real world application, positive impact on education as alternative learning styles
66
Learning styles evaluation
+ change from traditional methods, teachers have adopted a new approach that benefits students - no supporting evidence

Psychology (4 decks)

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