Psychology Development

?
what are autonomic functions
automatic.
1) sensory processing brain and CNS receive sensory info. and turn it into appropriate responses
2) movement
3) cognition
1 of 35
what is the thalamus
- info hub
- relays s.i. to cerebral cortex
- acts as centre for pain perception
2 of 35
what is the brain stem
- controls messages between brain and body
- controls autonomic functions
- most highly developed at birth
3 of 35
what is the cortex
- high cognitive function
-frontal, motor, interpretive
-develops and functions in the womb
4 of 35
what is the cerebellum
-coordinates movement, dexterity and balance
- language and emotion
-one of last parts to reach maturity
5 of 35
how smoking, voices and infection affects brain formation
nicotine slows down brain growth, interferes with cognitive development

in the womb, auditory pathways sense sounds/ vibrations of mother's voice= recognise immediately upon birth

avoid rubella (most severe in 1st 12wks)= brain damage, low birth weight,
6 of 35
how are we tested
twin studies, new born babies, animal studies
7 of 35
What is Piaget's theory about
Stages of Cognitive Development
1) sensorimotor=> (0-2)
2) Pre-operational=>(2-7)
3) Concrete operational=> (7-11)
4) Formal operational=> (11+)
children= not logical thinkers
As children develop, they create schemas
Born with few schemas, grows as learn
8 of 35
evaluation
P) testable E) Mc&D&H found have tested P's theory and highlighted where adjustments could be made E) strength= scientific theories should be testable so we can refine them L) If we can refine, we can increase credibility
9 of 35
evaluation
P) influenced classroom teaching E) In 1960's, children rote learnt from a textbook E) Activities are now matched to be appropriate for the developmental stages L) Has real life application
10 of 35
what is assimilation
add new info to existing schema
11 of 35
what is accommodation
change an existing schema/ develop new one
12 of 35
Piaget's theory
Stages of Cognitive Development
1) S=> senses/ physical activity (object permanence)
2) PO=> unable to apply logic (conservation, egocentrism, decentre 7+)
3) CO=>apply logic to physical objects (class inclusion)
4) O=>abstract
13 of 35
evaluation
P) underestimated children E) Mc&D&H found children 4+ could conserve&decentre E)suggests that rather than being unable to conserve or decentre,sample didn't understand original experiments= complex (mountain task) L) As a result- ages for intellectual st
14 of 35
evaluation
P) influenced classroom teaching E) In 1960's, children rote learnt from a textbook E) Activities are now matched to be appropriate for the developmental stages L) Has real life application
15 of 35
Conservation aim, IV, DV, control, experimental design, research method, sample
McGarrigle&Donaldson Aim= to investigate whether children can conserve if the change was accidental rather than deliberate
IV= whether change was accidental or deliberate
DV= whether the children said same no. or diff. no. in each row
16 of 35
control, experimental design, research method, sample, ethics
control= all asked more here, or more here, or both same no.?
ED=RM RM=L sample=80 scotland (40 nursery, 4yrs 10 months), (40 primary 5yrs 10 months)
ethics= no informed consent
17 of 35
procedure
1)met naughty teddy
2)2 rows of counters, 1 w. 4 red, 1 w. 4 white
3) asked 'more here, or here, or both same?'
4) teddy made 1 row look smaller
5) asked 'more here, or here, or both same?'
18 of 35
results and conclusion
r= 41% correct ans. if deliberate
68% correct ans. if accidental

c= whilst there were age differences, nursery children can conserve quantity which illustrates that Piaget underestimated what children can do.
19 of 35
evaluation
P) all p.s. children attended same school E) may have performed better due to differences in educational background E) may not therefore be reasonable to compare the 2 groups (differences may be other than age) L) lacks validity= unsure if only IV affecti
20 of 35
evaluation
P) children may not have noticed the change E) may have been distracted by presence of the teddy E) if did not see change, unlikely to change ans. L) challenges idea children can't conserve, suggest were not looking
21 of 35
Egocentrism aim, IV, DV, control, experimental design, research method, sample
Hughes Aim= to investigate if children could cope w. egocentrism task better if it was made more understandable
IV= age of child (31/2-5)
DV= whether children position doll where 2 policemen couldn't see
control= check understanding, RM=lab, S=30 Scottis
22 of 35
procedure
1) shown model
2)policeman put in
3)doll in each section
4)asked 'can he see doll?'
5) he was moved to position x
6) asked to hide doll so he cannot see
7) any mistakes= error shown/repeated
8)2 police dolls (spot Y)
9) hide doll so can't see
23 of 35
results and conclusion
r= 90% could do task (60% 3y.o, 90% 5y.o) when more complicated

c= whilst there were age differences, younger children could see the world from another person's pov which illustrated P underestimated what children can do
24 of 35
evaluation
P) improved P's procedure E) made sure understood task E) more confident H was testing ability to conserve rather than guessing L) increases confidence in results and understanding of when children develop ability to decentre
25 of 35
evaluation
P) researcher bias E) could have unconsciously given hints to children when undergoing task E) may not have known ans and guessed/ gone along with where researcher was looking L) lacks validity may not actually test ability to decentre
26 of 35
Piaget&Education 3 points
Readiness, Discovery learning, Individual learning
27 of 35
Mindset theory
Fixed and Growth
continuum
28 of 35
evaluation
P) Research= gm= better grades E) studied 48 12-13 yo 'low-achievers'. All took part in 1 of 2 study skills workshop 'g+f' E) Blackwell et al= fm= no grade improvement, gm= grade and motivation improvement L) we can teach gm and improve grades
29 of 35
evaluation
P) mindsets applied to diff. situations E) can apply mindset to relationships. Western ideal of true love w. soul mate= no struggle and hard work if not= break up E) teach ppl. that everything can be improved by hard work/effort L) use of mindset= real wo
30 of 35
praise
Dweck
praise, self-efficacy praise needs to be honest, deserved, proportion to work quality
effort>performance
31 of 35
evaluation
P) important to provide feedback
E) praised children or said need to work harder
E) told to work harder= higher task persistance
L) importance of how we phrase praise

Lepper et al= external reward= bad for motivation
32 of 35
Learning theory
Willingham
learning styles= pseudoscience
praise unexpected, if not= no intrinsic motivation
self-regulation (shoda et al= delay gratification= better skl. progress)
memory/forgetting= storing/recall>learning info
neuroscience= some learning disorders ***
33 of 35
evaluation
P) educational settings E) specifically selected research which could be applied to learning/teaching E) why he criticised learning styles: do not reflect on performance L) real world application
34 of 35
evaluation
P) based on scientific research E) only included methodologically sound research based on other pieces (objective brain scans to diagnose dyslexia E) more confident results used to influence theory=valid L)conclusion abt. how we learn= valid/trustworthy
35 of 35

Other cards in this set

Card 2

Front

what is the thalamus

Back

- info hub
- relays s.i. to cerebral cortex
- acts as centre for pain perception

Card 3

Front

what is the brain stem

Back

Preview of the front of card 3

Card 4

Front

what is the cortex

Back

Preview of the front of card 4

Card 5

Front

what is the cerebellum

Back

Preview of the front of card 5
View more cards

Comments

No comments have yet been made

Similar Psychology resources:

See all Psychology resources »See all The brain resources »