psychology
when and what is the brain split into
around 3 or 4 weeks
forebrain, midbrain, hindbrain
what does the forebrain split into
anterior and posterior
cerebellum
controls motor movements
medula oblengata
ccontrols the upper brain to the spinal courd and the involentary responses.
midbrain
controls the central nervous system
neural connections
links formed by messages from one nerve cell to another
cognitive
thinkng, including, problem solving, perceiving, remembering, using languge and reasoning.
operations
how we reason nnand think about things
what are piagets four stages of development
sensorimotor birth-2
preoperational 2-7
concrete 7-12
formal 12+
features of sensorimotor
object permanence
object permanence
knowing things exsist even though its out of sight
features of symbolic function stage (2-4)
symbloic play, egocentrism, animism.
symbolic play
using one object to represent diffrent objects
animism
beleiving objects can behave as if they are alive
egocentrism
children can also see through their own eyes
features of intutive thought stage (4-7)
children ask a lot of questions.
centration, irreversibility
centration
can only consider one aspect when something is complex
features of concrete opperational stage (7-12)
they have difficult ideas with morality
seriation
classification
reversibility
conservation
decentration
seriation
sorting objects, such as into size
classification
naming and identifying objects accourding to size or appearence
conservation
they know that lenght, quantity or numbers are not related to how things look
decentration
the ability to take multiple views of a situation
schemas
childrens representations of the world from their own experiences
features of formal oppertational stage
there is control ober thoughts
young people can think about multiple things when describing people.
they can think about how time changes things.
assimilation
incorporating new experiences into existing schemas
accommodation
when a schema has to be changed to deal witha new experience
adaption
using assimilation nd accomodation to make sence of the world
equilibrium
when a childs schemas can explain all that they experience, state of mental balance
strenghts of piagets theory
practical application
great deal of research, including experiments to show the existence of stages and how children build their knowledge.
weaknesses of piagets theory
didnt look into the influence of cultural setting and social interactions.
piagets data came from interviews and interactions with children, therefore his interpretations of the situations may be subjectibe.
mindset
is the set of beliefs we all have about our ability to succeed in education and otheer areas
ability
what someone can do, such as maths ability or ability to play tennis.
effort
when you try to do better using determination
fixed mindset
beleiving your abilities are fixed and unchangable
growth mindset
beleiving practise and effort can improve your abilities.
strengths of dwecks theory
it has practical application, teachers or parents can focus on praising effort rather than ability in order to encourage them.
The theory is positive- it shows that change is possible, therefore it helps society.
weaknesses of dwecks theory
artificial setting-results may not represent real life.
studying mindset of children may present the child to focus on their problems with progress.
purpose of piagets mountain experiment
to see at what ages children are egocentric and not
how many diffrent viwepoints were the children given in the mountain task
10 pictures
results for preopertaion stage for mountain task
children aged 4 to 6.5 place the doll to their own view point rather than others
results for concrete operational stage for mountain task
from 7 to 9 children start to understand viewpoints of others. By 9 to 10 children can notice that others have diffrent viewpoints
conclusion for mountain task
children up to 7 years old were ego centric
framework
a basic understanding of ideas and facts that is used when making decisions
person praise
praising the individual rather than what they are doing
process praise
someone praises what is being done, not the individual
entity theory
a belief that behaviour or ability results from a persons nature
incremental theory
a belief that effort drives behaviour and ability which can change
ecological validity
the extent to which the findings still explain the behaviour in real life situations
aims of gundersons theory
they wanted to know if:
if parents give girls less process praise and more process praise than boys.
if the parents praise effects the childs reasoning five years later.
how children are affected by diffrent types of parental praise.
childrens later beliefs(gunderson)
children were asked 2 questionares about what they thought led to a persons intelligence and what let people to act morally(or not).
results of gunderson
3% of parental comments were praise.
process praise was 18 percent of all praise
person praise was 16 percent of all praise.
gender and parent praise
24.4 percent of praise for boys was process
10.3 percent of praise for girls was process
strengths of gundersons theory
natural setting - by recording the praise given to them at their home in a typical day.
researchers who videotaped the data did not know that parental praise was the point of intrest
weaknessses of gunderson
the ethics of theory can be criticised.
parents may have changed their style of praise because they were being observed, therefore the theory may lack validity
morals
standars of what is right and wrong behaviour that can diffrent between cultures.
moral development
childrens growing understanding about right and wrong
heteronomous
rules put into place by others
autonomous
rules can be decided by the individual person
piagets theory of moral development
from 5-10 children beleive rules cannot be changed. Their ideas of morallity come from others around them. They tend to focus on an actions consequences. For example breaking a rule leads to punishment. From 10 years a child knows the intention of actions is important
kolbergs theory of moral development - levels
level 1 - pre conventional moraility
level 2 - conventional morality
level 3 - post conventional morality
kolberg stage 1
children obeying in order to avoid punishment
kolberg stage 2
about self intrest "whats in it for me"
kolberg stage 3
is being seen as good and conforming to social rules - wanting to be liked
kolberg stage 4
maintaning social order by obeying authority
kolberg stage 5
is about laws being social contracts which individuals enter into, so there can be diffrences in morality between individuals based on what laws theyve agreed to
kolberg 6
is the understanding that moral reasoning is abstract and there are universal ethical principles that must be followed. Emphasises right and wrong actions beyong individual laws.
norms
societys values and customs which a person in that society would be governmed by.
who is daniel willingham
he is a cognativve scientist who studies thinking and brain activity.
working memory
has diffrent parts for processing information coming in from our senses including visual and sound data, and also involoves a decision making part.
short term memory
our initial memory store that is temporary and limited
rehearse
repeat information over and over to make it stick
long term memory
a memory store tha holds potentially limitless amounts of information for up to a lifetime
motor skills
actions that involve muscles and brain processes, resulting in movement.
cognative developmemt (willingham)
use problems that are new and within a students ability, but also requires effort.
understand a students likely stage if development when planning activities
remeber a students abilities are variable and can change from day to day.
consider factors other than developmental level. For example, the student might not understand the task.
help sensorimotor
children are treated as individuals. They are provided with lots of stimulation and material to practise skills and build schemas. Children are practising their skills by getting information from their senses. Colours are important as young children can easily distiguish them. Singing and rythm can help language development.
help preoperational
children must do things to keep learning and building schemas. rather than watching someone else do it. They need a lot of experiences to extend their understanding as they focus on just on problem. Ecouraged to learn by interacting with the enviromnet
help concrete
children are asked to concentrate on more than one aspect of an issue. Teachers can assume children can understand diffrent viewpoints from their own, therefore they can construct tasks accordingly.
help formal operational
children can discuss about abstracct concepts and be asked complex questions involving mental reasoning.