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3.1.3 Development
Psycology
| Question | Answer |
|---|---|
| Early brain development | The foetal brain + spine starts off as a simple long and extended neural tube, then goes through differentiation. At around 6 months into pregnancy, the brain is almost fully developed and has the same amount of neurones as an adult. |
| Differentiation | the process where the neural tube swells into the forebrain, midbrain and hindbrain. |
| Forebrain | Develop into cerebrum/cerebral cortex and the thalamus. |
| Mid brain | Develops into part of the brain stem |
| Hind brain | Develops into cerebellum and rest of brain stem |
| Back of neural tube | Matures into the spinal cord |
| Cerebrum | Largest brain structure. Divided into two cerebral hemispheres, (left and right). The outer surface is called the cerebral cortex. |
| Lobes | Each hemisphere of the cerebrum is split into 4 lobes. |
| Frontal Lobe | Thought, planning, memory, problem solving and social behaviour like facial expressions. |
| Parietal Lobe | Processing touch senses from around the body and bringing together informatuon from other parts of the brain |
| Temporal lobe | Understanding and producing spoken languag |
| Occipial Lobe | Processing of visual information such as colour |
| Brain 4 key parts diagram | |
| Cortex | 2-4mm thick surface layer of the brain. Referred to as gray matter (containing mostly cell bodies) and is folded for extra surface area. The cerebral cortex is where much of the brain's processing takes place. |
| Thalamus | The hub for information. Sending sensory information to the correct areas of the cortex. |
| Brain stem | Connects brain to nervous system and provides basic automatic functions (things you don't have to think about doing) such as breathing and heart rate. |
| Cerebellum | A smaller wrinkled brain structure at the base of the brain. Its function includes balance and co-ordination. |
| Brain development and function | before being able to carry out a function, the associated brain region must be developed Autonomic functions Sensory processing Movement Cognition |
| Autonomic functions | Bodily functions regulated by the brain, but not under conscious control. Brain stem. |
| Sensory processing | Completed by specialised areas of the cerebral cortex, and information is delivered through thalamus |
| Movement | Consciously controlled by part of the cerebral cortex (Motor cortex), with the cerebellum processing information linked to balance and coordination |
| Cognition | The process of thinking. The frontal cortex is thought to be the primary area for this |
| Nature | The idea that development is influenced by genetic factors. Evaluation: Research demonstrates that genetically similar people share similar cognitive characteristics |
| Nurture | The idea that development is influenced by environmental factors. Evaluation: Research demonstrates that there can be problems with brain development if the mother uses drugs and alcohol during pregnancy |
| Interactionalist approach | Suggests it is both nature and nurture factors, and it is difficult to separate them or understand their relative contribution |
| Piaget’s Theory of Cognitive Development | Young children don’t think about the world in same way as adults. Unable to think logically, see world from others perspectives + understand abstract concepts. Because their brains haven't matured enough yet. Children instead learn by developing schema. |
| Logical thinking | Considering the relationships between facts and coming to conclusions that ‘make sense’ from the thought process |
| Abstract concept | Idea/things that don't have a physical form |
| Assimilation | New information is added to an existing schema |
| Accomodation | CHanging existing schema to match new information |
| Stages of development | Sensorimotor Preoperational |
| Sensorimotor | 0-2 years. Babies learn how to control their bodies, interact with sensory information and develop object permanence |
| Object permanence | understand an object is still there if hidden from view |
| Preoperational | 2-7 years. They lack the ability to think logically, don't understand conservation and are egocentric |
| Conservation | amounts/volume stay the same if how it is displayed changes (if water is poured into a thinner cup they think there is more) |
| Egocentric | can only see the world from their perspective |
| Concrete operational | 7-11 years. Lessening of egocentrism, better at conservation tasks, can use logical reasoning about physical objects but not about abstract concepts. |
| Formal operational | 11+ years. Can reason logically about abstract concepts |
| Application in education of stages in development | Teaching should allow children to use discovery trial + error to develop schemas Teachers should consider readiness of child before challenging Teachers should consider that children in the same class may be at different stages of cognitive development |
| Evaluation of Stages of development Pro | Pro: influential. Successfully applied to early education |
| Evaluation of Stages of development Cons | Not representative of all children (not all kids will complete all 4) Underestimate children’s ability. Methods used may have been confusing to children. Lack generalisability as only used by a small group of middle class children from Switzerland. |
| Development of conservation | Piaget tested this by putting counters in a row + pushing them closer together. Children asked if they saw more or less, and they often said less. However, McGarrigle and Donaldson believed that the researchers' actions influenced the children’s results. |
| McGarrigle and Donaldson’s ‘naughty teddy study’ Aim | To test Piaget’s theory that preoperational children are unable to demonstrate conservation, and his methodology influenced the results |
| McGarrigle and Donaldson’s ‘naughty teddy study’ Method | 80 children aged 4-6 from Scottish schools were tested. In one condition (A) the experimenter intentionally moved the counters, but in another a naughty teddy accidentally did (B) |
| McGarrigle and Donaldson’s ‘naughty teddy study’ Results | in condition A, (16%) answered correctly. In condition B, (63%) answered correctly. |
| McGarrigle and Donaldson’s ‘naughty teddy study’ Conclusion | Piaget’s actions influenced the results, and children may have been underestimated. |
| McGarrigle and Donaldson’s ‘naughty teddy study’ Evaluation pro | Effectively countered pre-existing ideas Replications have found similar, weaker results |
| McGarrigle and Donaldson’s ‘naughty teddy study’ Evaluation con | 30% still failed to conserve Only tested from Scottish schools |
| Development of egocentricity | Piaget said preoperational children cant understand world from other’s views. Placed kids in front of a model of three mountains with a doll opposite. Pick images from doll's view, younger children picked their view + older children picked the doll's view |
| Hughe’s ‘policeman doll study’ | He believed Piaget’s methods were confusing and underestimated children |
| Hughe’s ‘policeman doll study' Aim | est Piaget’s theories on egocentrism |
| Hughe’s ‘policeman doll study’ Method | 30 children aged 3-5 shown two intersecting walls Policemen placed so can only see two sections + boy doll placed in model. Child asked if policeman can see boy doll. Another policeman introduced and child placed boy doll in section that he cannot be seen |
| Hughe’s ‘policeman doll study’ Results | 90% of them could successfully hide the boy dolls from both policemen |
| Hughe’s ‘policeman doll study’ Conclusion | Piaget’s method may have been poorly designed and underestimated children |
| Hughe’s ‘policeman doll study’ Evaluation pro | successfully countered Piaget’s ideas |
| Hughe’s ‘policeman doll study’ Evaluation con | The study is at risk of investigator effects, where the researcher influences the participants behaviour. They may have given hints. Also, the child was given practice as there were multiple stages. These both lower the internal validity of the experiment |
| Dwek’s mindset theory | Theory about motivation. Aims to explain how students can be successful in their learning. Students have two types of mindset, fixed and growth, they may be somewhere in between and possibly have a different mindset per context. Fixed + growth mindset |
| Fixed mindset | See ability is outside of their control, and assume they cannot improve and give up |
| Growth mindset | See ability is within their control, and comes with work and practice. They are less likely to give up |
| The role of praise | It can be unhelpful if it is only for success as it can create the idea that only successful people have ability. Process praise should instead be given for effort, as that can be increased. Praise must be deserved and meaningful. |
| The role of self-efficacy | People need to believe they are actually capable of accomplishing a task (self-efficacy). It can be developed by teachers who create situations where they can feel success |
| Dwek’s mindset theory Evaluation pro | Experimental evidence supports the theory. In her own study, she found that 10-12 year olds praised for effort showed resilience better. Provides clear practical advice to teachers |
| Dwek’s mindset theory Evaluation con | Emphasis is placed on students having the correct mindset, so the other reasons for underperformance are ignored. Use of growth mindset in schools have shown little improvement (may be due to theory or implementation) |
| Learning styles | The different ways that individuals learn (take in and process information), that teachers should consider Verbalisers Visualiisers |
| Verbalisers | Process information audibly. They learn best in the form of words, written or spoken. They find it harder to process visual information |
| Visualisers | Process information visually. They learn best through images. They find it harder to process information in the form of words |
| Learning styles Evaluation pro | Moving away from one size fits all teaching to one focused on an individual's needs |
| Learning styles Evaluation con | Willingham’s Theories. |
| Willingham’s criticism of learning styles | suggested that a learning style approach to teaching doesn't improve a child’s learning. Students who struggle with a type of learning should have more opportunities to practice it |
| Willingham’s Learning Theory | Most appropriate method for teaching content should be used. This means students get better range of abilities over different activities. Focus should be how they retain information instead of learning it |
| Willingham Evaluation pro | Supported by large numbers of studies, unlike learning styles. Suggestions to improve teaching and save teacher’s time instead of converting classes into multiple learning styles. |
| Willingham Evaluation con | Rejecting modern teachers and focusing on older methods. |
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