What does forebrain do?
The forebrain is responsible higher order thinking and theoretical thinking
What does the midbrain do?
Connects the brain to the rest of the body through nerves to relay information
What does the cerebellum do
The cerebellum is in charge of motor skills like smooth walking and balance
What does the spinal chord do
The spinal chord is the backbone. It helps with balance and movement by relaying messages from the brain around the body
What does the medulla oblongata do?
It is mainly in charge of involuntary responses such as sneezing or breathing, but it also affects motor skills
When do the following develop?
1. neural tube (forebrain, midbrain, hindbrain)
2. 5 cavities
3. Cerebellum
4. Medulla Oblongata
- 3-4 weeks
- 5 weeks
- 6 weeks
- 20 weeks
What are the 4 stages of development according to Piaget and from what age to what age is each stage?
- Sensorimotor: 0-2
- Pre-oeprational: 2-7
- Concrete operational: 7-11
- Formal operational: 11+
What happens in the sensorimotor stage?
In the sensorimotor stage, children use their 5 senses and movements to learn about their surroundings, so they want to touch and taste everything. At 8 months they develop object permanence.
What happens in the pre-operational stage?
Children is this stage are egocentric and don’t understand conservation or reversibility. They also use a lot of symbolic play and have animism.
What happens in the concrete operational stage?
Understanding of reversibility and conservation is achieved. Children are less egocentric and can consider multiple views, but have not achieved abstract or theoretical thinking. They also learn classification.
What happens in the formal operational stage?
Children achieve decentration and abstract + hypothetical thinking. They also develop deductive, scientific, and metacognitive thinking
Define:
1. Object permanence
2. Symbolic play
3. Animism
4. Egocentrism
5. Conservation
6. Decentration
- The awareness that objects continue to exist even when they are not visible to the naked eye
- Play using objects and words to symbolise other objects and words
- The belief that inanimate objects are alive
- Not bring able to consider views other than oneself
- The understanding that objects’ volume, mass, length etc. remain the same even when it looks different
- Losing egocentrism
Give the 3 stages of Piaget’s theory of cognitive development
Assimilation, accomodation, equilibrium
Give the aim, sample, procedure, results and conclusion of Piaget and Inhelder’s 3 mountains task
Aim: to study the perspectives of children and investigate the relationship between the child’s viewpoint and their perception of others’ viewpoints
Sample: 100 children
21 age 4-6
30 age 6-8
33 age 8-9
16 age 9-12
Procedure:
The experiment had a model of 3 mountains, mini replicas of each of the mountains, a doll, and pictures of the mountains from different perspectives. There were 3 tasks:
1. Children had to re-arrange the model mountains to show what they thought the doll, placed at a different spot from the child, would see
- Children had to select the picture that they thought showed what the doll saw
- Children had to place the doll where it would ‘see’ a given picture of the mountains
Results:
4-6 year olds: largely inaccurate, from their own viewpoint
7-12 year olds: inconsistent success
9-12 year olds: largely successful attempts
Conclusion:
Children in stage 1 and 2 cannot complete the task successfully. However, children in stage 3 and beyond are able to consider the viewpoints of others
Define:
1. Schema
2. Assimilation
3. Accomodation
4. Equilibrium
- An existing mental framework someone has to help them understand the world
- When they fit a new experience into an existing schema
- When a new schema is created to accomodate the new experience
- When all schemas are in a state of balance and work to explain the world around the child
Define:
1. Fixed mindset
2. Growth mindset
- The belief that ability is innate and cannot be developed
- The belief that skills can be developed and improved over time
What did Dweck believe?
She believed that a child who is praised for effort over ability will have a growth mindset and therefore will be more successful in the future.
Give the aim, sample, procedure, results and conclusion for Mueller and Dweck (1998)
Aim: To find out how person praise vs process praise affects childrens’ motivation and response to failure
Sample: 128 children(ages 10-12) from schools around US
Procedure: Children in 3 groups were given a set of easy puzzles to solve, and 1 group got praised for ability, 1 for efforr, and 1 got not praise. They were then given a set of more challenging puzzles and the researchers measured persistence as well as levels of success on the second set of puzzles.
Results:
Children who were praised for effort did very well on the 2nd set of puzzles.
Children who were praised for ability gave up easily
Conclusion:
Person praise increases persistence, resilience and adaptability in children.
Define:
1. Fixed mindset
2. Growth mindset
3. Person praise
4. Process praise
- The belief that ability is innate and cannot be developed
- The belief that skills can be developed and improved over time
- Praise for ability and talent
- Praise for working hard
What did Dweck believe?
She believed that a child who is praised for effort over ability will have a growth mindset and therefore will be more successful in the future.
What are the 3 questions Willingham considers in his learning theory?
- Does practice makes perfect?
- What will improve a student’s memory?
- Can teacher’s increase a student’s self control?
What 3 strategies did Willingham have for improving physical development?
- Break down the action into seperate steps in the correct order
- Practice each step to increase muscle memory before putting it all together
- Make concscious effort necessary
What 2 strategies did Willingham provide for improving cognitive development?
- Make sure the task is challenging but manageable
- Make sure other factors aren’t affecting the child’s ability to do the task eg. Not understanding the instructions
What 4 strategies did Willingham provide to improve social development?
- Build on the idea that children lose egocentrism faster than Piaget’s theory stayes through roleplay and thinking games
- Model appropiate behaviour
- Delay rewards until the child has shown considerable effort
- Have an organised classroom environment
