EDEXCEL GCSE (9-1)
PSYCHOLOGY- STUDIES
QUESTIONS WITH 100% VERIFIED
ANSWERS
Piaget 5t& 5tInhelder 5t(1956) 5tAims 5t- 5t> 5tThe 5textent 5tto 5twhich 5tchildren 5tof 5tdifferent
5tages 5twere 5table 5tto 5ttake 5tthe 5tview 5tof 5tanother 5tperson
> 5tChildren's 5toverall 5tsystem 5tof 5tputting 5ttogether 5ta 5tnumber 5tof 5tdifferent 5tviews 5tof
5twhat 5tthey 5tsee
Piaget 5t& 5tInhelder 5t(1956) 5tProcedure 5t- 5t> 5tIn 5ttotal 5t100 5tchildren 5tages 5t4-12 5twere
5tinvolved.
> 5tThey 5tmade 5ta 5tmodel 5tof 5tthree 5tmountains 5tand 5ttook 5tten 5tphotos 5tfrom 5tdifferent
5tpositions 5taround 5tthe 5tmodel.
> 5tChild 5tasked 5tto 5tuse 5tthe 5tcardboard 5tshapes 5tto 5tshow 5thow 5tthe 5tmountains
5tlooked 5tfrom 5tdifferent 5tviewpoints. 5t
> 5tChild 5tshown 5tten 5tphotos 5tand 5tasked 5twhich 5tthe 5tdoll 5tcould 5tsee.
> 5tChild 5tchose 5ta 5tpicture 5tand 5thad 5tto 5tposition 5tthe 5tdoll 5tso 5tthat 5tit 5tcould 5tsee 5tit.
Piaget 5t& 5tInhelder 5t(1956) 5tFindings 5t- 5t> 5tA 5tchild 5tin 5tthe 5tpre-operational 5tstage
5tchooses 5tpictures, 5tplaces 5tand 5tcardboard 5tto 5tshow 5ttheir 5town 5tview. 5tA 5tchild
5tcannot 5tshow 5tthe 5tview 5tof 5tsomeone 5telse. 5t
> 5tA 5tchild 5tin 5tconcrete 5toperations 5t(7-9) 5tstarts 5tto 5tunderstand 5tthat 5tsomeone 5thas
5ta 5tdifferent 5tview. 5tA 5tchild 5t(9-10) 5tcan 5tunderstand 5tthat 5tthe 5tdoll 5thas 5ta 5tdifferent
5tview.
Piaget 5t& 5tInhelder 5t(1956) 5tConclusion 5t- 5t> 5tChildren 5tup 5tto 5t7 5tyears 5told 5tare
5tegocentric 5talthough 5ttowards 5tthe 5tend 5tof 5tthe 5tpre-operational 5tstage 5tthey 5tbegin
5tto 5tunderstand 5tviewpoint.
> 5tOlder 5tchildren 5tare 5tnon-egocentric. 5tThey 5tcan 5tconstruct 5tmental 5timages 5tof
5twhat 5tothers 5tcan 5tsee.
> 5tProvides 5tevidence 5tfor 5tthe 5tstages 5tof 5tdevelopment, 5tpre-operational 5tare
5tegocentric 5twhereas 5tconcrete 5toperations 5tcan 5tcoordinate 5tdifferent 5tviewpoints.
Piaget 5t& 5tInhelder 5t(1956) 5tStrengths 5t- 5t> 5tProvided 5tgreat 5tdetail 5tabout 5twhat 5twas
5tdone 5tand 5tgave 5tqualitative 5tanalysis 5tabout 5tindividual 5tchildren. 5tThis 5tmeant 5tthey
, 5tcould 5tshow 5teg 5tthat 5tas 5ta 5tchild 5tneared 5tthe 5tnext 5tstage 5tof 5tdevelopment, 5tthey
5tcould 5tachieve 5telements 5tof 5tthat 5tnext 5tstage.
> 5tUsed 5texperimental 5tmethods 5twhich 5tmeant 5tcareful 5tcontrols 5twere 5tput 5tin 5tplace.
5tThis 5tallowed 5tcomparisons 5tbetween 5tthe 5tresults 5tfrom 5tdifferent 5tchildren.
5tRepeating 5tthe 5tstudy 5tand 5tusing 5tdifferent 5tviewpoints 5tmeant 5tthat 5tthere 5twas
5treliability 5tin 5ttheir 5tfindings.
Piaget 5t& 5tInhelder 5t(1956) 5tWeaknesses 5t- 5t> 5tThe 5tresults 5tsuggest 5tthat 5tthe
5t'stages' 5tare 5tnot 5tdefinitive 5tenough 5teven 5tthough 5tPiaget 5tacknowledged 5ta 5tperiod
5tof 5ttransition.
> 5tOther 5tstudies 5twith 5tmore 5trealistic 5tscenarios 5tdid 5tnot 5tgive 5tthe 5tsame 5tfindings.
5tBorke 5t(1975) 5tused 5ta 5tsimilar 5tidea 5tbut 5twith 5ta 5tcharacter 5tfrom 5tSesame 5tStreet
5tand 5tlet 5tthe 5tchildren 5tuse 5ta 5tturntable. 5tShe 5tfound 5tthat 5t3 5tyear 5tolds 5tcould
5tidentify 5tGrover's 5tpoint 5tof 5tview 5tmore 5tthan 5t79% 5tof 5tthe 5ttime. 5tShe 5tsuggested
5tthat 5tchildren 5tunder 5t7 5twere 5tnot 5tegocentric 5tbut 5tthat 5tthe 5ttask 5twas 5ttoo 5tdifficult
5tfor 5tthem.
Gunderson 5tet 5tal. 5t(2013) 5tAims 5t- 5t> 5tChildren 5tare 5taffected 5tby 5tdifferent 5ttypes 5tof
5tpraise 5tgiven 5tin 5ta 5tnatural 5tsituation
> 5tParents 5tgive 5tgirls 5tmore 5tperson 5tpraise 5tthan 5tprocess 5tpraise
> 5tParents 5tuse 5tof 5tprocess 5tpraise 5taffects 5ta 5tchild's 5treasoning 5tand 5tmotivation
5tfive 5tyears 5tdown 5tthe 5tline.
Gunderson 5tet 5tal. 5t(2013) 5tProcedure 5t- 5tStudy 5tfollowed 5ta 5tgroup 5tof 5t29 5tboys 5t&
5t24 5tgirls 5tat 5t14 5tmonths, 5t28 5tmonths 5tand 5t36 5tmonths. 5tNo 5tone 5tknew 5twhat 5twas
5tbeing 5tstudied 5twhen 5tthey 5tgot 5tfilmed 5tacting 5t'naturally'. 5tAt 5t7-8 5tyears 5told 5tthe
5tsame 5tchildren 5tanswered 5ttwo 5tquestionnaires 5tabout 5twhat 5tthey 5tthought 5tled 5tto 5ta
5tpersons 5tintelligence 5tand 5tled 5tto 5ttheir 5tmorals.
Gunderson 5tet 5tal. 5t(2013) 5tFindings 5t- 5t> 5t3% 5tof 5tparental 5tcomments 5tto 5tchildren
5twere 5tpraise.
> 5tProcess 5tpraise 5twas 5t18%, 5tPerson 5tpraise 5twas 5t16%.
> 5t24% 5tof 5tboys 5tpraise 5twas 5tprocess 5tpraise 5twhereas 5twas 5tonly 5t10.3% 5tfor 5tgirls.
> 5tThe 5tmore 5tprocess 5tpraise 5tthere 5tis 5tin 5tearly 5tchildhood, 5tthe 5tmore 5tlikely
5tchildren 5twill 5tbelieve 5tthat 5tputting 5teffort 5tin 5tis 5tworthwhile.
Gunderson 5tet 5tal. 5t(2013) 5tConclusion 5t- 5t> 5tA 5tclear 5trelationship 5twas 5tfound
5tbetween 5tparents 5tuse 5tof 5tprocess 5tpraise 5tand 5ta 5tchild's 5tlater 5tuse 5tof 5tan
5tincremental 5tmotivational 5tframework 5t(ability 5tbeing 5tchangeable). 5t
> 5tOnly 5tpartially 5tsupported 5tbecause 5tit 5tdid 5tnot 5tfind 5tthe 5tperson 5tpraise 5tleads 5tto
5tan 5tentity 5tmotivational 5tframework 5t(ability 5tis 5tfixed)
PSYCHOLOGY- STUDIES
QUESTIONS WITH 100% VERIFIED
ANSWERS
Piaget 5t& 5tInhelder 5t(1956) 5tAims 5t- 5t> 5tThe 5textent 5tto 5twhich 5tchildren 5tof 5tdifferent
5tages 5twere 5table 5tto 5ttake 5tthe 5tview 5tof 5tanother 5tperson
> 5tChildren's 5toverall 5tsystem 5tof 5tputting 5ttogether 5ta 5tnumber 5tof 5tdifferent 5tviews 5tof
5twhat 5tthey 5tsee
Piaget 5t& 5tInhelder 5t(1956) 5tProcedure 5t- 5t> 5tIn 5ttotal 5t100 5tchildren 5tages 5t4-12 5twere
5tinvolved.
> 5tThey 5tmade 5ta 5tmodel 5tof 5tthree 5tmountains 5tand 5ttook 5tten 5tphotos 5tfrom 5tdifferent
5tpositions 5taround 5tthe 5tmodel.
> 5tChild 5tasked 5tto 5tuse 5tthe 5tcardboard 5tshapes 5tto 5tshow 5thow 5tthe 5tmountains
5tlooked 5tfrom 5tdifferent 5tviewpoints. 5t
> 5tChild 5tshown 5tten 5tphotos 5tand 5tasked 5twhich 5tthe 5tdoll 5tcould 5tsee.
> 5tChild 5tchose 5ta 5tpicture 5tand 5thad 5tto 5tposition 5tthe 5tdoll 5tso 5tthat 5tit 5tcould 5tsee 5tit.
Piaget 5t& 5tInhelder 5t(1956) 5tFindings 5t- 5t> 5tA 5tchild 5tin 5tthe 5tpre-operational 5tstage
5tchooses 5tpictures, 5tplaces 5tand 5tcardboard 5tto 5tshow 5ttheir 5town 5tview. 5tA 5tchild
5tcannot 5tshow 5tthe 5tview 5tof 5tsomeone 5telse. 5t
> 5tA 5tchild 5tin 5tconcrete 5toperations 5t(7-9) 5tstarts 5tto 5tunderstand 5tthat 5tsomeone 5thas
5ta 5tdifferent 5tview. 5tA 5tchild 5t(9-10) 5tcan 5tunderstand 5tthat 5tthe 5tdoll 5thas 5ta 5tdifferent
5tview.
Piaget 5t& 5tInhelder 5t(1956) 5tConclusion 5t- 5t> 5tChildren 5tup 5tto 5t7 5tyears 5told 5tare
5tegocentric 5talthough 5ttowards 5tthe 5tend 5tof 5tthe 5tpre-operational 5tstage 5tthey 5tbegin
5tto 5tunderstand 5tviewpoint.
> 5tOlder 5tchildren 5tare 5tnon-egocentric. 5tThey 5tcan 5tconstruct 5tmental 5timages 5tof
5twhat 5tothers 5tcan 5tsee.
> 5tProvides 5tevidence 5tfor 5tthe 5tstages 5tof 5tdevelopment, 5tpre-operational 5tare
5tegocentric 5twhereas 5tconcrete 5toperations 5tcan 5tcoordinate 5tdifferent 5tviewpoints.
Piaget 5t& 5tInhelder 5t(1956) 5tStrengths 5t- 5t> 5tProvided 5tgreat 5tdetail 5tabout 5twhat 5twas
5tdone 5tand 5tgave 5tqualitative 5tanalysis 5tabout 5tindividual 5tchildren. 5tThis 5tmeant 5tthey
, 5tcould 5tshow 5teg 5tthat 5tas 5ta 5tchild 5tneared 5tthe 5tnext 5tstage 5tof 5tdevelopment, 5tthey
5tcould 5tachieve 5telements 5tof 5tthat 5tnext 5tstage.
> 5tUsed 5texperimental 5tmethods 5twhich 5tmeant 5tcareful 5tcontrols 5twere 5tput 5tin 5tplace.
5tThis 5tallowed 5tcomparisons 5tbetween 5tthe 5tresults 5tfrom 5tdifferent 5tchildren.
5tRepeating 5tthe 5tstudy 5tand 5tusing 5tdifferent 5tviewpoints 5tmeant 5tthat 5tthere 5twas
5treliability 5tin 5ttheir 5tfindings.
Piaget 5t& 5tInhelder 5t(1956) 5tWeaknesses 5t- 5t> 5tThe 5tresults 5tsuggest 5tthat 5tthe
5t'stages' 5tare 5tnot 5tdefinitive 5tenough 5teven 5tthough 5tPiaget 5tacknowledged 5ta 5tperiod
5tof 5ttransition.
> 5tOther 5tstudies 5twith 5tmore 5trealistic 5tscenarios 5tdid 5tnot 5tgive 5tthe 5tsame 5tfindings.
5tBorke 5t(1975) 5tused 5ta 5tsimilar 5tidea 5tbut 5twith 5ta 5tcharacter 5tfrom 5tSesame 5tStreet
5tand 5tlet 5tthe 5tchildren 5tuse 5ta 5tturntable. 5tShe 5tfound 5tthat 5t3 5tyear 5tolds 5tcould
5tidentify 5tGrover's 5tpoint 5tof 5tview 5tmore 5tthan 5t79% 5tof 5tthe 5ttime. 5tShe 5tsuggested
5tthat 5tchildren 5tunder 5t7 5twere 5tnot 5tegocentric 5tbut 5tthat 5tthe 5ttask 5twas 5ttoo 5tdifficult
5tfor 5tthem.
Gunderson 5tet 5tal. 5t(2013) 5tAims 5t- 5t> 5tChildren 5tare 5taffected 5tby 5tdifferent 5ttypes 5tof
5tpraise 5tgiven 5tin 5ta 5tnatural 5tsituation
> 5tParents 5tgive 5tgirls 5tmore 5tperson 5tpraise 5tthan 5tprocess 5tpraise
> 5tParents 5tuse 5tof 5tprocess 5tpraise 5taffects 5ta 5tchild's 5treasoning 5tand 5tmotivation
5tfive 5tyears 5tdown 5tthe 5tline.
Gunderson 5tet 5tal. 5t(2013) 5tProcedure 5t- 5tStudy 5tfollowed 5ta 5tgroup 5tof 5t29 5tboys 5t&
5t24 5tgirls 5tat 5t14 5tmonths, 5t28 5tmonths 5tand 5t36 5tmonths. 5tNo 5tone 5tknew 5twhat 5twas
5tbeing 5tstudied 5twhen 5tthey 5tgot 5tfilmed 5tacting 5t'naturally'. 5tAt 5t7-8 5tyears 5told 5tthe
5tsame 5tchildren 5tanswered 5ttwo 5tquestionnaires 5tabout 5twhat 5tthey 5tthought 5tled 5tto 5ta
5tpersons 5tintelligence 5tand 5tled 5tto 5ttheir 5tmorals.
Gunderson 5tet 5tal. 5t(2013) 5tFindings 5t- 5t> 5t3% 5tof 5tparental 5tcomments 5tto 5tchildren
5twere 5tpraise.
> 5tProcess 5tpraise 5twas 5t18%, 5tPerson 5tpraise 5twas 5t16%.
> 5t24% 5tof 5tboys 5tpraise 5twas 5tprocess 5tpraise 5twhereas 5twas 5tonly 5t10.3% 5tfor 5tgirls.
> 5tThe 5tmore 5tprocess 5tpraise 5tthere 5tis 5tin 5tearly 5tchildhood, 5tthe 5tmore 5tlikely
5tchildren 5twill 5tbelieve 5tthat 5tputting 5teffort 5tin 5tis 5tworthwhile.
Gunderson 5tet 5tal. 5t(2013) 5tConclusion 5t- 5t> 5tA 5tclear 5trelationship 5twas 5tfound
5tbetween 5tparents 5tuse 5tof 5tprocess 5tpraise 5tand 5ta 5tchild's 5tlater 5tuse 5tof 5tan
5tincremental 5tmotivational 5tframework 5t(ability 5tbeing 5tchangeable). 5t
> 5tOnly 5tpartially 5tsupported 5tbecause 5tit 5tdid 5tnot 5tfind 5tthe 5tperson 5tpraise 5tleads 5tto
5tan 5tentity 5tmotivational 5tframework 5t(ability 5tis 5tfixed)
