DEVELOPMENT - brain and neuropsychology

Question 1

BRAIN

Answer 1

the organ in your head made up of nerves that processes information and controls behaviour

Question 2

FOREBRAIN

Answer 2

the anterior part of the brain, including the hemispheres and the central brain structures

Question 3

MIDBRAIN

Answer 3

the middle section of the brain forming part of the CNS

Question 4

HINDBRAIN

Answer 4

the lower part of the brain that includes the cerebellum, pons and medulla oblongata

Question 5

ANTERIOR

Answer 5

directed towards the front

Question 6

POSTERIOR

Answer 6

directed towards the back

Question 7

CEREBELLUM

Answer 7

an area of the brain near to the brainstem that controls motor movements (muscle activity)

Question 8

MEDULLA OBLONGATA

Answer 8

connects the upper brain to the spinal cord and controls automatic responses

Question 9

INVOLUNTARY RESPONSE

Answer 9

a response to a stimulus that occurs without someone making a conscious choice, they are automatic such as reflexes

Question 10

FRONTAL LOBE

Answer 10

decision-making, problem solving, impulse control and concentration skills

Question 11

PARIENTAL LOBE

Answer 11

understanding our perception (facial recognition) of the world, processing sense of touch

Question 12

TEMPORAL LOBE

Answer 12

controls hearing, understanding sounds, understanding / creating speech

Question 13

OCCIPITAL LOBE

Answer 13

processing visual information, such as red (colour)

Question 14

LEFT BRAIN

Answer 14

(right side) speech is localized, better at recognising words and letters, processing verbal memory and finding meaning in memories (speech, reading, writing, arithmetic)

Question 15

RIGHT BRAIN

Answer 15

(left side) better at recognising faces, emotions and geometrical patterns, processing nonverbal memory and recalling perceptual aspects of memories (spatial reasoning, rotating objects in the mind, discerning direction or distance)

Question 16

SENSORIMOTOR STAGE

Answer 16

( 0 - 2 ) Infants use their senses and movements to get information about the world. at first they live in the present. They develop object permanence and learn to control their movements

Question 17

PRE-OPERATIONAL STAGE

Answer 17

( 2 - 7 ) Children engage in symbolic play. They think in pictures and use symbols, including some words (the beginning of language development). Children are egocentric and show animism. Later in this stage they start reasoning and show centration and irreversibility

Question 18

CONCRETE OPERATIONAL STAGE

Answer 18

( 7 - 11 ) associated with the moral reasoning and deductive reasoning

Question 19

FORMAL OPERATIONAL STAGE

Answer 19

( 11 + ) involves development of abilities to such conservation, reversibility, serration and decentration

Question 20

EGOCENTRISM

Answer 20

Unable to see the world from another’s point of view

Question 21

ANIMISM

Answer 21

Belief that objects can behave as if they were alive

Question 22

MORALITY

Answer 22

General principle about what is right and wrong

Question 23

SCHEMA / SCHEMATA

Answer 23

Mental representations of the world based on one’s own experiences

Question 24

ASSIMILATION

Answer 24

Incorporating new experiences into existing schemas

Question 25

ACCOMMODATION

Answer 25

When a schema has to be changed to deal with a new experience

Question 26

EQUILIBRIUM

Answer 26

When a child’s schemas can explain all that they experience - a state of mental balance may have resulted from new accommodation

Question 27

THREE MOUNTAINS TASK

Answer 27

An experiment by Piaget and Inhelder which tested egocentricism

Question 28

FIXED MINDSET

Answer 28

belief that abilities are unchangeable

Question 29

GROWTH MINDSET

Answer 29

belief that abilities are changeable

Question 30

CAROL DWECK

Answer 30

1. Mindset theory suggests that children who think they can improve will continue to apply effort in that area, whereas, those who don’t believe they have that ability tend to give up or stop trying. 2. Mindset theory tells us that children are able to change their mindset from a fixed to a growth 3. According to Dweck, if a child is not praised for something they tend to believe that they don’t have the talent to achieve that goals and therefore give up trying. 4. It is better to praise a child for their effort rather than their person because it will lead to them believing they can do something therefore they carry on trying.

Question 31

WILLINGHAM

Answer 31

willingham’s theory emphasises on practice and effort and how it enables us to master knowledge and skills. willingham’s theory also focuses on the effects of learning on our development as well as our memory spans.

Question 32

PIAGET AND INHELDER (1956)

Answer 32

The three mountains task studies the way children look at the world. Piaget wanted to look at a childs understanding of groups of objects. They set up a study using a model of mountains where a child would be seated on different sides and have different views of the mountain.

Question 33

GUNDERSON ET AL (2013)

Answer 33

A natural experiment showing process praise correlates to a belief that effort is worthwhile

Question 34

3 - 4 WEEKS

Answer 34

forebrain, midbrain and hindbrain develops

Question 35

6 WEEKS

Answer 35

cerebellum starts to develop

Question 36

20 WEEKS

Answer 36

medulla begins to develop