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Adolescence > Ch. 3 > Flashcards

Ch. 3 Flashcards

1
Q

cognitive development

A

changes over time in how people think, how they solve problems, and how their capacities for memory and attention change

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2
Q

Jean Piaget

A

influential Swiss developmental psychologist, best known for theories of cognitive and moral development

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3
Q

cognitive stage theory

A

period in which abilities are organized in a coherent, interrelated way through assimilation and accommodation

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4
Q

mental structure

A

organization of cognitive abilities into a single pattern, such that thinking in all aspects of life is a reflection of that structure

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5
Q

cognitive-developmental approach

A

approach to understanding cognition that emphasizes the changes that take place at different

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6
Q

maturation

A

process by which abilities develop through genetically based development with limited influence from the environment

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7
Q

schemes

A

structure for organizing and interpreting informatiom

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8
Q

assimilation

A

new information encountered in world is altered to fit an existing way of thinking (mental scheme)

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9
Q

accommodation

A

way of thinking or scheme changed to adapt to accumulation of new information incongruent w/ previous scheme

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10
Q

sensorimotor stage

A

cognitive stage in first 2 years of life that involves learning how to coordinate the activities of the senses with motor activities

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11
Q

preoperational stage

A

cognitive stage from ages 2-7 in which the child becomes capable of representing world symbolically

-limited in ability to use mental operations

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12
Q

mental operations

A

cognitive activity involving manipulating and reasoning about objects

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13
Q

concrete operations

A

cognitive stage from age 7 to 11 in which children born to use mental operations are limited to applying them to concrete, observable situations rather than hypothetical situations

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14
Q

formal operations

A

cognitive stage from age 11 up in which people learn to think systematically about possibilities and hypotheses

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15
Q

pendulum task

A

Piaget’s classic test of formal operations in which people are asked to figure out what determines the speed of the ball

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16
Q

abstract thinking

A

thinking in terms of symbols, ideas and concepts

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17
Q

metacognition

A

capacity for “thinking about thinking” that allows adolescents and adults to reason about thought processes and monitor them

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18
Q

complex thinking

A

thinking that takes into account multiple connections and interpretations, such as in the use of metaphor, satire and sarcasm

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19
Q

metaphor

A

non-literal meanings

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20
Q

2 categories of Piaget’s limitations

A

1) individual differences
2) cultural basis

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21
Q

individual differences

A

research approach that focuses on how individuals differ within a group

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22
Q

Labouvie-Vief’s postformal thinking

A

beyond formal operations, involving greater awareness of the complexity of real-life situations, such as in the use of pragmatism and reflective judgement

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23
Q

pragmatism

A

adapting logical thinking to practical constraints of real-life situations

-social and situational factors must be taken into account to solve life’s problems

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24
Q

dialectical thought

A

subconcept of pragmatism that develops in emerging adulthood, involving a growing awareness that most problems don’t have a single solution

-problems must often be addressed with crucial pieces of information missing

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25
Q

reflective judgement

A

capacity to evaluate accuracy and logical coherence of evidence and arguments

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26
Q

dualistic thinking

A

tendency to see situations and issues in polarized, absolute, black and white terms

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27
Q

multiple thinking

A

approach entailing recognition that there’s more than one legitimate view of things and that it can be difficult to justify one position as the true or accurate one

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28
Q

relativism

A

ability to recognize legitimacy of competing point of view but also compare relative merits of competing view

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29
Q

commitment

A

status in which people commit themselves to certain points of view they believe to be the most valid while at the same time being open to reevaluating views if new evidence is presented to them

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30
Q

information processing approach

A

understanding cognition that seeks to delineate steps involved in thinking process and how each step is connected to the next

-attention, processing, memory

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31
Q

discontinuous

A

view of development as taking place in stages that’re distinct from one another rather than one gradual, continuous process

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32
Q

continuous

A

view of development as gradual, steady process rather than taking place in distinct stages

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33
Q

componential apporoach

A

breaking down thinking process into components

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34
Q

selective attention

A

ability to focus on relevant info while screening out irrelevant info

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35
Q

divided attention

A

ability to focus on 1+ task at once

-increases with age but inferior to selective attention

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36
Q

short-term memory

A

memory for information that’s the current focus of attention

-retained for 30 seconds, levels out at 16 yrs.

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37
Q

long-term memory

A

memory for information that’s committed to longer-term storage

-can be drawn upon after a period when attention hasn’t been focused on it

-improvements are related to mnemonic devices
–organization and strategies related to metacognitive advances

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38
Q

working memory

A

aspect of short-term memory that refers to where information is stored as its comprehended and analyzed

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39
Q

ability to process information improves in areas of?

A

1) processing speed
2) automaticity
3) executive function

40
Q

automaticity

A

degree of cognitive effort a person needs to devote to processing given a set of information

41
Q

executive functioning

A

ability to control and manage one’s cognitive processes

42
Q

reductionism

A

breaking up phenomenon into separate parts to an extent that the meaning and coherence of the phenomenon as a whole becomes lost

43
Q

2 research areas on practical cognition in adolescence and emerging adulthood

A

1) critical thinking
2) decision making

44
Q

critical thinking

A

involves not merely memorizing info but analyzing it

-making judgements about what it means

-relating it to other information

-considering ways in which it might be valid or invalid

45
Q

Daniel Keating’s 3 reasons that critical thinking increases in adolescence and adulthood

A

1) wider knowledge range in long-term memory

2) working memory increases
-makes it possible to consider more ideas at once

3) metacognition increases enabling monitoring of one’s own comprehension

46
Q

organizational core

A

term applied to cognitive development

-meaning cognitive development affects all areas of thinking, no matter what the topic

47
Q

social cognition

A

how people think about others, social relationships, and social institutions

48
Q

2 aspects of social cognition

A

1) perspective taking
2) adolescent egocentrism

49
Q

perspective taking

A

ability to understand thoughts and feelings of others

50
Q

Robert Selman

A

important early theorist on perspective taking

-analyzed interviews w/ children and adolescents about hypothetical situations

-concluded that adolescents understand that others may have a different view than theirs

-learning about other perspectives can increase understanding of an issue

51
Q

mutual perspective taking

A

stage of perspective taking in early adolescence in which persons understand that their perspective-taking interactions w/ others are mutual

-each side realizes that the other can take their perspective

52
Q

social and conventional system perspective taking

A

realizing that social perspectives of the self and others are influenced not just by their interaction w/ each other but by roles in larger society

53
Q

prosocial

A

promoting the well-being of others

54
Q

theory of mind

A

ability to attribute mental states to one’s self and others, including beliefs, thoughts and feelings

55
Q

adolescent egocentrism

A

type of egocentrism in which adolescents have difficulty distinguishing their thinking about their own thoughts from their thinking about the thoughts of others

56
Q

2 aspects of adolescent egocentrism

A

1) imaginary audience
2) personal fable

57
Q

imaginary audience

A

belief that others are acutely aware of and attentive to one’s appearance and behavior

58
Q

personal fable

A

belief in one’s personal uniqueness, often including a sense of invulnerability to the consequences of taking risks

59
Q

optimistic bias

A

tendency to assume that accidents, diseases and misfortunes are likely to happen to other people than to one’s self

60
Q

psychometric approach

A

attempt to understand human cognition by evaluating cognitive abilities using intelligence tests

61
Q

Wechsler Intelligence Scale for Children (WISC-V)

A

intelligence test for children 6-16 with 6 Verbal and 5 Performance subtests

62
Q

Wechsler Intelligence Scale for Children (WAIS-V)

A

intelligence test for people ages 16+, with six Verbal and 5 Performance subtests

63
Q

intelligence quotient (IQ)

A

measure of a person’s intellectual abilities based on a standardized test

64
Q

age norms

A

technique for developing a psychological test

-typical score for each age is established by testing a large random sample of people from a variety of geographical areas and social class backgrounds

65
Q

median

A

in a distribution of scores, the point at which half of the population scores above and half below

66
Q

relative performance

A

in IQ test score, compared to those of other people of the same age

67
Q

absolute performance

A

in IQ tests, score compared to those of other people, regardless of age

68
Q

fluid intelligence

A

mental abilities that involve speed of analyzing, processing, and reacting to information

-peaks in emerging adulthood and declines

69
Q

crystallized intelligence

A

accumulated knowledge and enhanced judgement based on experience

-improve past 20’s

70
Q

adoption

A

adopted children have IQ scores that correlate better with adoptive parents than their biological parents

-correlation decreases in adolescence

-birth parents aren’t as in control of environments they contact

-environmental effects on IQ still primary but are directed by genetics of individual, rather than family

71
Q

transracial adoption

A

adoption of children of one race by parents of a different race

72
Q

Vygotsky

A

Russian psychologist who emphasized cultural basis of cognitive development

73
Q

Vygotsky’s sociocultural theory

A

cognitive development is a social and cultural process

74
Q

2 of Vygotsky’s most influential ideas

A

1) zone of proximal development
2) scaffolding

75
Q

zone of proximal development

A

gap between how competently a person performs a task alone and when guided by an adult or more competent peer

76
Q

scaffolding

A

degree of assistance provided to the learner in the zone of proximal development

-gradually decreases as learner’s skills develops

77
Q

guided participation

A

teaching interaction between 2 people (often a adult and a child or adolescent) as they participate in a culturally valued activity

78
Q

cultural psychology

A

approach to human psychology emphasizing that psychological functioning can’t be separated from the culture in which it takes places

79
Q

theory of multiple intelligences

A

Howard Gardner’s theory that there are 8 types of intelligence

80
Q

fMRI

A

technique for measuring brain functioning during an ongoing activity

81
Q

synapses

A

point of transmission between 2 nerve cells

82
Q

neurons

A

cells of the nervous system, including the brain

83
Q

overproduction of exuberance

A

rapid increase in production of synaptic connections in the brain

84
Q

frontal lobes

A

part of brain immediately behind forehead

-known to be involved in higher brain functions such as planning ahead and analyzing complex problems

85
Q

synaptic pruning

A

following overproduction, the process by which the number of synapses in the brain is reduced

-making brain functioning faster and more efficient but less flexible

-between ages 12-20, loss of 10% of brain’s gray matter

-too rapid synaptic pruning may heighten sensitivity to stress, making an individual more vulnerable to stress-related psychological issues like anxiety

86
Q

myelination

A

process by which myelin, a blanket of fat wrapped around the main part of the neuron, grows

-myelin serves the function of keeping the brain’s electrical signals on one path and increasing their speed

87
Q

cerebellum

A

structure in lower brain,

88
Q

gray matter

A

outermost layer of the brain, composed mainly of the bodies of neurons and unmyleinated axons

-rapid pruning may be connected to the development of schizophrenia, anxiety and depression

89
Q

white matter

A

part of the brain that consists of myleinated axons

-decreases at 40+

90
Q

prefrontal cortex

A

foremost part of the frontal lobe, involved in distinctively human functions such as planning and reasoning

91
Q

aging effects on cognition

A

-decline in divided attention, adults 65+ report decline in memory abilities
–most express concern, associating it with illness, loss of independence and mortality

-decline in working memory, accounted for by declines in processing speed and attentional resources

-

92
Q

semantic memory

A

memory of facts, vocabulary and concepts

-increases through middle age and declines slightly late in life

93
Q

episodic memory

A

recall of events, more affected by age, showing decline after 60

94
Q

implicit memory

A

memory for skills, doesn’t decline much with age

95
Q

factors that accelerate changes in cognition in older adults

A

chronic disease, medication, vision and hearing losses

96
Q

cognitive assistance forms

A

computers and phones help seniors make and keep social connections

-games in a social setting encouraging physical or cognitive exercise

Adolescence (12 decks)

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