Chap. 3 Flashcards
ado are more sophisticated compared to kids in what ways
- think about possibilities
- think about abstract concepts
- think about thinking
- think in multi dimensions
- see things as relative (and move between relative and abstact)
counterfactual thinking
- thinking about how things could have been different and how they might change
deductive reasoning
drawing rational conclusions from genreral premises or givens
hypothetical thinking
if-then thinking
- seeing what is beyond the observered
what is systematic and abstract thinking
- think about interpersonal relationships, politics, phil, religon, and morality
- think about friendship, faith, democracy, fairness, and honesty
- improvement in social thinking affects the abstract thinking
metacognition
- the process of thinking about itself
- monitoring their own cognitve ability
- assess how well they learn
- increased intrpection (own emotional thinking)
- increased self consciousness
ado egocentrism
- extreme self aborption (david elkind)
2 types of problems: - imgainary audience (everyone is watching them)
- personal fable (they are unique and don’t have to follow the rules given)
thinking in multi dimensions
view things from more than one aspect at a time
- more complicated self conceptions
- describe themselves and others in a complex way
- understand sarcasm
ado relativism
- question other’s more
- trouble when they see thier parents as relative
piagetian view
abstarct system of logical reasoning
- main thing that seperates ado and kids
- works in both real life and hypo situations
piagetian view
competence and performance
- seperate what can be done and what they do in real life
- decisions are marked by errors in logic
piagetian view
research
little research in:
- cog development happens in stages
- that there is a unique stage of thinking
advanced
- develops gradually, continuously, and steady
4 areas that improvement occurs in ado
- attention
- memory
- processing speed
- organization
attention
- selective (1 stimulus)
- divided (multi stimulus)
- stop unwanted response
memory
- working (info is held for a short time while a problem is being solved)
- long term (recall something from a long time ago)
- autobio (recall personal events)
- reminiscence bump ( ado memories will be called more than other stages of life)
processing speed
- process info faster
- biggest increase is in early ado
organization
- improvement in the ability to organize strategies when approaching problems
- with age, it becomes more efficient
functional magnetic resonance imaging (fMRI)
a tech used get pics of the brain
- subhect will be doing an activity while the process is happening
diffusion tensor imaging (DTI)
tech used to get pics of the brain while the brain is making connections in different regions
brain development changes
brain structure (the physical oranization of the brain)
brain function (pattern of the brain activity)
how do scientsts study the different ages of the brain
- Electrocephalography (EEG) (the tech used to measure the electric activity at different regions)
- event-related potentials (ERPs) (specific stimuli will get a different response in an area of the brain)
What is white matter in the brain
it provides the support and protection for nuerons
developmental plasticity
reshaping of the brain during ado and childhood which the brian is maturing
adult plasticity
minor changes to the brain because of the experiences in adulthood
prefrontal cortex
the region of the brain thats incharge of the sophisticated thinking:
- planning
- thinking
- weighing risks
- controlling impluses
limbic system
area of the brain that’s important for processing:
- emotions
- social info
- rewards
- punishments
changes involving the prefrontal cortex
- response inhibiton (the suppression of behaviour that isn’t needed)
- executive functioning (advanced thinking)
Functional activity
multiple regions of the brain function at the same time and it improves during ado
Dopamine and serotonin
D: the nuerotransmitter thats important for the regulation of the experience of rewards
S: a nuerotransmitter for the experience of different moods
these make the ado sensitive to different emotions and sensation seeking rewards
Social brain
- more sensitive to facial expressions/social cues
- increased sensititivity to social evaluation
- more susceptible to peer pressure
- variance in how ados can influence others
- may feel more embarrassment
social cognition
the concerned thinking about others, interpersonal relations, and social institutions
area of research on social cog
- theory of mind
- thinking about social relationships
- understanding social conventions
- conceptions pf laws, civil liberites, and rights
theory of mind
the understanding of others personalities and psych states (and how it can be diff from our own)
- leads to improve communition/rebellion
mentalizing
the ability to undersatnd someone else’s mental state
thinking about social relationships
changes to the understanding of relationships
effects:
- how ado perceive peer exclusion
- beliefs about authority
- willingness to question parent’s rules
- view of teachers’ authority
understanding social conventions
the norms that govern everyday behaviour in social situations
- seen as arbitrary
- they regulate people’s behaviour and coordinate reactions with people
conceptions of laws, civil liberties, right
- some laws shouldn’t be restricted
- laws are there for the community
behavioural decision theory
- identify alt. choices
- identify possible consquences of each choice
- exaluate the cost of consequence
- assess the odds of consequence
- combine all info to make a decision
an approach to understand ado risk taking
why are ado more likely to engage in risky behaviour
- think more about peer’s opinions and reactions
- pay more attention to rewards (adults look at risks more)
emotional and contextual influence on risk
- quality of ado decision making decline when they are emotionally aroused
- high in sensation seeking are gonna take more risks
sensation seeking
pursuite of experiences that are novel or exciting
reduce ado risk taking
- little evidence for class room education avoid risky behaviour
- more likely to be swayed by personal experience
- limiting teens’ ability to take risks
- help them find safe and +’ve risks
