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PSY3105 | The Psychology of Adolescence > Chapter 3 - Cognitive changes > Flashcards

Chapter 3 - Cognitive changes Flashcards

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1
Q

Cognitive & Psychosocial changes - Early [4]

A
  • Concrete thinking
  • Sexual identity and orientation development
  • Body image
  • Peer identification
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2
Q

Cognitive & Psychosocial changes - Middle [5]

A
  • Abstract thinking
  • Moral development
  • Religious & political views
  • Invicinbility
  • Romantic interests
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3
Q

Cognitive & Psychosocial changes - Late [4]

A
  • Better impulse control
  • Further development of middle adolescence tasks
  • Autonomy
  • Vocational development
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4
Q

Cognitive & Psychosocial changes - Secular trend [1]

A

the observation that children today tend to start puberty earlier than kids did in the past

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5
Q

Cognitive & Psychosocial changes - Precocious puberty [2]

A
  • Girls: Signs like breast or pubic hair before age 8.
  • Boys: Genital development before age 9.
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6
Q

What is thelarche? [2]

A
  • the onset of breast development in girls.
  • Associated with early puberty, often influenced by various factors.
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7
Q

Cognitive & Psychosocial changes - Causes of precocious puberty [4]

A
  • Health
  • chemicals (endocrine disruptors = early physical changes)
  • nutrition, obesity
  • family stress
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8
Q

Decrease in age of menarche [3]

A

Age of menarche has decreased in Western countries due to:

  • Better nutrition (more balanced diets).
  • Components in foods like soy.
  • Increased body fat % and obesity.
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9
Q

The secular trend - Other influences [3]

A
  • Presence of a stepfather may affect puberty timing due to exposure to non-biologically related male pheromones (but this is not fully understood).
  • Family stress and conflict can also play a role.
  • Socioeconomic status (SES) and stress levels impact the timing of puberty.
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10
Q

Implications of Early vs. Late Pubertal Maturation - Health Risks [2]

A

Early maturation may lead to problems like:

  • cardiovascular disease
  • cancer
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11
Q

Piaget in Binet’s Lab [3]

A
  • Worked with standardized tests of logical reasoning.
  • Focused on children who gave incorrect answers.
  • Observed that children reason differently at different ages.
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12
Q

[3] Key Concepts of Piaget’s Theory

A

All children go through the same stages in the same order.

3 Main Processes:

  1. Assimilation: fitting new information into existing knowledge.
  2. Accommodation: changing existing concepts to fit new experiences.
  3. Equilibration: balancing new information with existing knowledge.
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13
Q

Cognitive Development: Piaget’s Theory - [4] Stages

A
  • Sensorimotor Stage (0-2 years)
  • Preoperational Stage (2-7 years)
  • Concrete Operational Stage (7-11 years)
  • Formal Operational Stage (11+ years)
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14
Q

Sensorimotor Stage (0-2 years) [3]

A
  • Focus on sensory perceptions and motor skills
  • Object permanence: understanding that objects still exist even when not seen.
  • Language acquisition begins.
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15
Q

Preoperational Stage (2-7 years) [2]

A
  • Development of symbolic thinking (like playing pretend) but egocentric (seeing only their own perspective).
  • Meta-cognition: awareness of one’s own thinking.
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16
Q

Concrete Operational Stage (7-11 years) [4]

A
  • Logical thinking develops
  • Reversibility: understanding that actions can be reversed.
  • Conservation: knowing that objects can change shape but remain the same.
  • Decentration: focusing on multiple aspects of a problem.
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17
Q

Formal Operational Stage (11+ years) [2]

A
  • Abstract thinking: can think about possibilities and hypothetical situations.
  • Competence-Performance Gap: Difference between understanding a concept and being able to show it.
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18
Q

What is the Wason Selection Test in relation to Piaget? [3]

A
  • Problem using four cards: dog, fish, number 2, and number 5.
  • Rule: “If a card has a fish, it must have an odd number on the other side.”
  • Those in the formal operations stage can solve it; those in concrete operations struggle.
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19
Q

[3] Critiques of Piaget’s Theory

A
  • Small Sample Size: Based on a limited number of children.
  • Cultural Bias: His findings may not apply to all cultures.
  • Strictly Sequential Stages: Development may not always follow the exact order of stages.
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20
Q

What are the [10] NEGATIVE psychosocial implications for early vs late pubertal maturation among GIRLS?

A
  • depressed mood
  • negative body image
  • disordered eating
  • substance abuse
  • deliquency
  • aggressive behaviour
  • school/parents problems
  • victims of bullying
  • risky sexual activity
  • increased adult expectations
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21
Q

What are the [4] POSITIVE psychosocial implications for early vs late pubertal maturation among GIRLS AND BOYS ?

A
  • More popular
  • Less likely to have difficulties with peers
  • More socially skilled / Better self-esteem (boys
  • Favorable body image (sometimes)
22
Q

What are the [8] NEGATIVE psychosocial implications for early vs late pubertal maturation among BOYS?

A
  • Negative body image
  • Disorded eating
  • Substance abuse
  • Deliquincy behaviour
  • School problems (grades)
  • Victims of bullying
  • Risky sexual activity
  • Increased adult expectations
23
Q

Biology & Hormones Factors Affecting Sleep Patterns - Cortisol [1]

A

Stress hormone that increases during puberty.

24
Q

Biology & Hormones Factors Affecting Sleep Patterns - LH (Luteinizing Hormone) [1]

A

Its secretion increases during sleep in adolescents, playing a role in reproductive health.

25
Q

Biology & Hormones Factors Affecting Sleep Patterns - Melatonin [4]

A
  • Hormone secreted by the pineal gland.
  • Regulates the sleep-wake cycle.
  • Its production is suppressed/delayed during puberty.
  • Affects kisspeptin, which helps trigger the onset of puberty
26
Q

Biology & Hormones Factors Affecting Sleep Patterns - Body temperature [1]

A

There may be a delay in body temperature regulation during puberty, which can affect sleep.

27
Q

[2] Psychosocial Factors Affecting Sleep Patterns

A
  • Eating Habits: what you eat can influence how well you sleep.
  • Physical Activity: regular physical activity can improve sleep quality.
28
Q

Information Processing Model: [4] Areas of Improvement in Adolescence

A
  1. Attention
  2. Working memory
  3. Processing speed
  4. Organization
29
Q

Information Processing Model - Attention [2]

A
  • Selective Attention: ability to focus on one specific thing while ignoring distractions.
  • Divided Attention: ability to pay attention to two or more things at the same time.
30
Q

Information Processing Model - Working memory [4]

A
  • Working Memory: short-term memory used for tasks and problem-solving.
  • Long-Term Memory: storage of information for a longer period.
  • Autobiographical Memory: better at remembering personal life events.
  • Reminiscence Bump: tendency to recall more experiences from adolescence and young adulthood.
31
Q

Information Processing Model - Processing speed [2]

A
  • Ability to process and solve problems faster.
  • The biggest increase in processing speed occurs in early adolescence.
32
Q

Information Processing Model - Organization [2]

A
  • Use of organizational strategies to solve problems effectively.
  • Helps improve memory and understanding.
33
Q

Brain Development Stages [3]

A
  1. Overproduction of Synapses (0-2 years)
  2. Pruning
  3. Myelination
34
Q

Brain Development Stages - Overproduction of synapes [1]

A

Rapid growth of connections between neurons in early childhood.

35
Q

Brain Development Stages - Pruning [2]

A
  • Occurs in gray matter.
  • Unused neurons are discarded, making the brain more efficient.
36
Q

Brain Development Stages - Myelination [4]

A
  • Occurs in white matter
  • Myelin is a fatty substance that protects neurons, speeding up communication between them.
  • Stimulated by puberty and life experiences.
  • Skills and habits formed during adolescence often continue into adulthood.
37
Q

Age of Opportunity [3]

A
  • The brain’s ability to change in response to experiences.
  • Developmental Plasticity: Major re-modelling and maturation of neural structures that are shaped by experience.
  • Adult Plasticity: minor changes occur after development is complete.
38
Q

[3] Brain areas that change in adolescence

A
  • Prefrontal cortex
  • Amygdala
  • Hippocampus
39
Q

Prefrontal cortex [3]

A
  • Acts as the brain’s “CEO.”
  • Responsible for: planning, memory, mood regulation and organization
  • More focused but may act without thinking.
40
Q

Amygdala [2]

A
  • Involved in emotional responses like fear, love, and anger.
  • Plays a role in memory related to emotions.
41
Q

Hippocampus [2]

A
  • Functions like a filing cabinet for memories.
  • Important for forming new memories and learning.
42
Q

[5] key cognitive milestones

A
  1. Thinking about possibilities
  2. Abstract concepts
  3. Thinking about thinking
  4. Multidimensionality
  5. Adolescent relativism
43
Q

Thinking About Possibilities [4]

A
  • Hypotheticodeductive reasoning
    • From a hypothesis → conclusion
    • uses “if/then” thinking
  • Can move easily from specific scenarios & general ideas
  • Start thinking about future career possibilities
  • Mentalizing (understand other people’s perspectives and mental states)
44
Q

Abstract concepts [2]

A
  • Abstract reasoning (thinking about complex ideas like politics, philosophy & religion)
  • Interpersonal relationships (understanding and navigating social interactions becomes more sophisticated)
45
Q

Thinking about thinking [2]

A
  • Metacognition: reflecting on one’s own thoughts and behaviors.
    • Involves self-awareness and self-consciousness.
  • Decision-Making: can analyze choices more critically but may also feel self-absorbed.
46
Q

Thinking about thinking - Egocentrism [3]

A
  • Imaginary audience: the belief that everyone is focused on their behavior and opinions.
  • Personal fable: feeling that one’s experiences are unique and that others cannot understand them.
  • Invincibility: The belief that what happens to others won’t happen to me.
47
Q

Multidimensionality [2]

A
  • Thinking in more complex ways about oneself and others.
  • Understanding double entendres or sarcasm.
48
Q

Adolescent Relativism [2]

A
  • Viewing things as relative rather than absolute.
  • Skepticism about accepting “facts” as absolute truths.
49
Q

The social brain - Social sensitivity [2]

A
  • Heightened awareness of social cues and peer influence.
  • Greater brain activity when interpreting others’ emotions, like facial expressions.
50
Q

The social brain - Mental State Attribution [1]

A

Ability to understand things like sarcasm and perspective-taking.

51
Q

Peer Pressure & the Brain [3]

A
  • Adolescents are more vulnerable to peer pressure and substance use due to:
    • A greater desire for rewards.
    • Increased susceptibility to mental health issues like depression and anxiety.

PSY3105 | The Psychology of Adolescence (7 decks)

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