Development

    Cards (21)

    • Give 3 details about the brain stem
      Connects brain to spinal cord
      controls basic life functions(sleeping
      /eating/breathing)
      Carries motor and sensory nerves to the rest of the body
    • Give 3 details about the cerebellum
      Coordinates movement and senso information with motor activity
      Has input into language and emotions
      Last part of the brain to mature
    • Give 2 details about the cortex
      Thin layer of the brain where thinking goes
      Divided into two hemispheres
    • Give 3 details about the thalamus
      Deep inside the brain
      Size of a walnut
      Hub for information
    • Distinguish the difference between assimilation and accommodation
      Assimilation is new experiences being understood within an existing scheme whereas accommodation is radically different experiences that cannot be assimilated creating a new schema
    • Evaluate Piagets theory
      S- Piaget theory has led to a lot of research to test his ideas such as the naughty teddy study and the Hughes policeman doll study. Although they don’t support his theory they help adapt it therefore it is easier to test his ideas and see which aspects are correct
      W- Piagets research only involved middle class European children who were from academic families which may not be the case in other classes therefore this theory is not universally applicable
    • Describe Donaldson’s naughty teddy study
      Whether a child’s reaction would be different if there was no obvious change in the row of counters 80 children(4~6yrs)Introduced to naughty teddy who escaped and shown 2 rows of counters then messed up the toys and counters to make one row look smaller children were then asked “is there more here or are they the same number?”41% gave correct answer when deliberately changed 68% gave correct answer when change was accidental Study shows that Piaget underestimated children when testing conservation but there was still an age difference
    • Evaluate Donaldsons naughty teddy study
      W- sample only used primary children who came from one school and could have done better due to better educated parents & language development affecting the validity of the results
      S- Challenges Piaget and argues that Piaget made his research confusing for the children W- change was not noticed in the accidental condition as they were distracted by the teddy therefore the children were not looking so they were not conserving
    • Describe Hughes Policeman doll study
      Create a test more understandable for children with the egocentrism task. Doll was placed in various positions and asked to hide the boy doll from the policeman corrections were pointed out if they were wrong and then brought out another policeman to account for two different point of views
      90% were able to place them correctly 60% of 3yr olds 90% of 4yr olds. Hughes study is more realistic than Piagets 3 mountains task
      Concluded most 3-5 yr olds are not egocentric in their thinking
    • Evaluate Hughes study
      S- Task made better sense to the children and was more engaging and meaningful and children were able to show their true cognitive ability compared to Piagets task
      W- Person doing the study with the children could be giving subtle clues without realising eg gazing in certain directions meaning it may lack validity S- challenges piaget as his his design confused children and idea should be challenged to improve understanding
    • Piagets theory: Stages of cognitive development

      Sensorimotor 0-2yrs ~ child can differentiate themselves from other objects acts intentionally + object permanence develops
      Pre-operational 2-7yrs ~ Child begins to talk and cannot think logically Egocentric thoughts & lack of ability to conserve
      Concrete Operations 7-11yrs ~ can conserve & less egocentric They use logic mental rules for concrete rather than abstract tasks
      Formal operations 11+yrs ~ ability to think hypothetically & they can think of abstracts concepts manipulate ideas deductive reasoning and systematically solve a problem
    • Evaluations of Piagets stage theory
      W- Underestimated children’s ability researchers tested conservation and egocentrism and found that younger children performed better than Piaget predicted
      W- overestimated what older children are capable of Wason tested undergraduates & they did better in the concrete than abstract task so Piaget was optimistic about what children 11+ can do
      S- Basic idea is correct as children go through stages of cognitive development so Hughes & Donaldson proves children do change as they get older so overall Piaget was correct
    • Piagets theory: Application in education

      Readiness- education scripted should be set at an appropriate level, wait until the child is ready to learn tasks that are suitable
    • Piagets theory: Application in education

      Readiness- activities should be set at an appropriate level, wait until the child is ready to learn tasks that are suitable children must discover concepts for themselves, they should interact with materials to learn, activities need to accommodate current schemas & teachers should create a stimulating environment for children to ask questions
      Individual learning- children go through the same stage but at different rates so teachers should arrange activities for make groups of children rather than a whole class
    • Evaluate application in education
      S- Has had a huge influence in primary education, child centred & active approaches to primary school education therefore Piaget theory in improving the UK education
      W- it’s possible to improve with practice so they can get better at logical takes even if they’re ‘not ready’ their practice is more important than readiness and challenges the application of some of Piagets ideas in education
      W- discovery learning may not be the best approach Bennet found that explanations and practicing tasks were better in subjects
    • Dweck’s Mindset Theory of Learning
      Fixed Mindset - intelligence & abilities are due to our genes, if you need to work hard to be good at something you can’t really be talented, challenged should be avoided, feedback is taken personally and and give up easily
      Growth Mindset - you can always improve your intelligence, talent can be improved if you keep practicing, challenges are an opportunity to grow, feedback is useful & helpful
    • What is a continuum
      Carol Dweck did not believe we had just one of these mindsets but we are a mixture on a continuum/scale depending on situation
    • Evaluate Dwecks mindset theory
      S- research shows that a growth mindset leads to better grades Dweck conducted a study where half a group of 12/13yr olds had a training session on how the being is a muscle there the growth mindset can be taught and improves performance
      W- Praise can be damaging fixed mindsets would base it off ability and growth would work for someone else’s attention so we should be careful when giving praise
      S- Relationship fails because they think love should be easy when it becomes difficult they believe it isn’t true love which is fixed mindset
    • Evaluate learning styles
      S- traditional teaching may have focused on verbal methods the general agreement is a mixed learning approach is better therefore use of different learning styles is beneficial for learners
      W- No proof that learning styles improve performance. Pashler reviewed studies on learning styles which did not use controlled methods so learning styles are not effective in improving performance
      W- There are too many different learning styles. Coffield found 71 different LS making it difficult to discover so LS are not a useful concept
    • Willingham’s Learning theory
      Criticised LS due to a lack of evidence.Believed teaching should be based on the content being taught Praise- unexpected if grades depends on praise it destroys your sense of motivation you try harder to get praise not bc it makes you feel good + students ability to store & retrieve info is more important than how they learnt it Self regulation- children who delay gratification get higher on school tests Neuroscience - learning disorders have been linked with poor function in areas of the brain. If pattern was found this may help providing special help earlier
    • Evaluations of Willingham Learning Theory
      S- all concepts are drawn from scientific research, he is a cognitive psychologist and created his approach on respected scientific research this means we can trust his conclusions as they are objective
      W- Real world applications, teachers can use the idea of praise should be unexpected to motivate pupils to promote intrinsic motivation leading to better schl performance
      W-diagnosis of dyslexia based in brain difference may not be possible, learning disorders may have a number of causes rather than one cause so W idea could be misleading
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