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Adolescent Psychology > Chapter 2 > Flashcards

Chapter 2 Flashcards

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1
Q

Compared to children

A

better at thinking about what is possible, abstract things, thinking about thinking, multidimensional thinking, relative rather than absolute

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2
Q

Deductive reasoning

A

A type of logical reasoning in which one draws logically necessary conclusions from a general set of premises, or givens

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3
Q

Hypothetical thinking

A

related to deductive reasoning, “if-then” thinking

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4
Q

Abstract thinking

A

a notable aspect of cognitive development, the ability to think about things that can’t be experienced directly through the five senses

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5
Q

Metacognition

A

The process of thinking about thinking, can lead to increased introspection and self-consciousness

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6
Q

Imaginary audience

A

the belief, often brought on by the heightened self-consciousness of early adolescence, that everyone is watching and evaluating

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7
Q

Personal fable

A

An adolescent’s belief that they are unique and therefore not subject to the rules that govern other people’s behavior

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8
Q

Adolescent relativism

A

not seeing things as absolute or black and white bit on a more relative way

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9
Q

Cognitive developmental view

A

A perspective on development, based on the work of Piaget, that takes a qualitative, stage-theory approach, which is a fixed sequence

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10
Q

Sensorimotor period

A

The first stage of cognitive development, according to Piaget, spanning the period roughly between birth and age 2.

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11
Q

Preoperational period

A

The second stage of cognitive development, according to Piaget, spanning roughly ages 2-5

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12
Q

Concrete operations

A

The third stage of cognitive development, according to Piaget, spanning the period roughly between age 6 and early adolescence

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13
Q

Formal operations

A

The fourth stage of cognitive development, according to Piaget, spanning the period from early adolescence through adulthood

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14
Q

Information - processing perspective

A

A perspective on cognition that derives from the study of artificial intelligence and attempts to explain cognitive development in terms of the growth of specific components of the thinking process (such as memory)

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15
Q

Selective attention

A

The process by which we focus on one stimulus while tuning out another

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16
Q

Divided attention

A

The process of paying attention to to or more stimuli at the same time

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17
Q

Working Memory

A

That aspect of memory in which information is held for a shot time while a problem is being solved

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18
Q

Long-term memory

A

The ability to recall something from a long time ago

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19
Q

Autobiographical memory

A

The recall of personally meaningful past events

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20
Q

Reminiscence bump

A

The fact that experiences from adolescence are generally recalled more than experiences from other stages o life

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21
Q

functional magnetic resonance imaging (fMRI)

A

A technique used to produce images o the brain, often while the subject is performing some sort of mental task

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22
Q

Diffusion tensor imaging (DTI)

A

A technique used to produce images of the brain that shows connections among different regions

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23
Q

Speed

A

Older adolescents process information at a higher __ than early and pre- adolescents

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24
Q

15

A

By this age, adolescents are just as proficient as adults in basic cognitive abilities. As well as working memory, attention, and logical reasoning abilities increase throughout childhood and early adolescence.

25
Q

Brain Structure

A

The physical form and organization of the brain

26
Q

Brain Function

A

Patterns of brain activity

27
Q

Electroencephalography (EEG)

A

A technique for measuring electrical activity at a different locations on the scalp

28
Q

Event-related potentials (ERPs)

A

Changes in electrical activity in areas of the brain in response to specific stimuli or events

29
Q

neurons

A

nerve cells

30
Q

Synapse

A

The gap in space between neurons, across which neurotransmitters carry electrical impulses

31
Q

neurotransmitters

A

Specialized chemicals that carry electrical impulses between neurons

32
Q

Synaptic pruning

A

The process through which unnecessary connections between neurons are eliminated, improving the efficiency of information processing

33
Q

Myelination

A

The process through which brain circuits are insulated with myelin, which improves the efficiency of information processing

34
Q

Gray matter

A

The paths in the brain that we don’t use

35
Q

White matter

A

cells other than neurons also play a role in transmitting electrical impulses along brain circuits.

36
Q

Plasticity

A

The capacity o the brain to change in response to experience

37
Q

Developmental plasticity

A

Extensive remodeling of the brain’s circuitry in response to experiences during childhood and adolescence, while the brain is still maturing

38
Q

adult plasticity

A

Relatively minor changes in brain circuits as results of experiences during adulthood, after the brain has matured

39
Q

Prefrontal cortex

A

The region of the brain most important for sophisticated thinking abilities, such as planning, thinking ahead, weighing risks and rewards, and controlling impulses

40
Q

limbic system

A

an area of the brain that plays an important role in the processing of emotional experience, social information, and reward and punishment. areas of the brain responsive to social rewards are highly activated in teens during emotionally charged conditions

41
Q

Response inhibition

A

The suppression of a behavior that is inappropriate or no longer required

42
Q

Executive function

A

More advanced thinking abilities, enabled chiefly by the maturation of the prefrontal cortex, especially in early adolescence

43
Q

Functional connectivity

A

The extent to which multiple brain regions function at the same time, which improves during adolescence

44
Q

Dopamine

A

A neurotransmitter especially important in the brain circuits that regulate the experience of reward

45
Q

Serotonin

A

A neurotransmitter that is especially important for the experience of different moods

46
Q

Social Brain

A

When the brain becomes more sensitive to social clues

47
Q

Zone of proximal development

A

Vygotsky’s theory, the level of challenge that is still within the individual’s reach but that forces an individual to develop more advanced skills

48
Q

Scaffolding

A

Structuring a learning situation so that it is withing the reach of the student

49
Q

Vygotsky

A

Argued that children and adolescents learn best in everyday situations when they encounter tasks that are neither too simple nor too advanced

50
Q

Social Cognition

A

The aspect of cognition that concerns thinking about other people, about interpersonal relations, and about social institutions

51
Q

Mentalizing

A

The ability to understand someone else’s mental state

52
Q

Theory of mind

A

The ability to understand that others have beliefs, intentions, and knowledge that may be different from one’s own

53
Q

Four studied concepts of social cognition

A
  1. theory of mind 2. thinking about social relationships, 3. understanding social conventions, 4. conceptions of laws, civil liberties, and rights
54
Q

Social conventions

A

the norms that govern everyday behavior in social situations

55
Q

Behavior decision theory

A

An approach to understanding adolescent risk-taking, in which behaviors are seen as the outcome of systematic decision-making processes.

56
Q

5 step process to analyzing decisions of behavior

A
  1. identifying alternative choices, 2. identifying the consequences that might follow from each choice. 3. evaluating the costs and benefits of each possible consequence, 4. assessing the likelihood of each possible consequence, and 5. combining all this information according to some decision rule
57
Q

Sensation seeking

A

The pursuit of experiences that are novel or exciting

58
Q

Compared to adults adolescents are

A

more susceptible to influence, less future-oriented, less risk averse, less able to manage their impulses and behaviors

Adolescent Psychology (3 decks)

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