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Adolescents Development > Class 7,8,9 - Cognitive Transitions > Flashcards

Class 7,8,9 - Cognitive Transitions Flashcards

1
Q

Genetic Epistemology questions

A

How does new knowledge emerge?
How to appraise growth, progress?

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2
Q

Piaget’s “Genetic Epistemology”

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genetic means devolopmental - deals whith problems of knowlage
later forms of knolage are better than eariler forms of knowlage if it is a product of devolopment (more powerfull, articulated, compsate for bias)

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3
Q

Piaget’s Novel

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Recherche - sabastian in novel carves out an intellectual problem - how do we know we’re making progress in pholosipy and math?

New powerful forms of knowledge can arise out of less powerful forms
“Science of organization” - Can figure out why older is better than younger thinking - can be formally the same for why one philosophy is better than the other

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4
Q

Piaget’s Core Epistemological Concepts

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Space, Memory, Time, Perception, Number, Reality, Causality, Logic, Morality, Geometry

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5
Q

Structure

A

form, organization, pattern
intelligence is structure - is organization to intelligence

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6
Q

Function

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to Organize and to Adapt
biological function

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7
Q

Adaptation

A

assimilation-accommodation
assimalte - info when absorb into current way of thinking
accomodation - some point assimlate leads to controdictions, cognativve thinking is in disequlibum, forces us to change way of thinking (part of operations list)

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8
Q

Change

A

accommodations drive change

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9
Q

Piaget’s Core Biological Concepts

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Structure
Function
Adaptation
Equilibrium
Change

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10
Q

Piaget’s Core Biological Concepts

A

Structure
Function
Adaptation
Equilibrium
Change

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11
Q

Piaget’s “definition” of intelligence

A

is instructive

“…a form (Structured, organized “schema”)

of equilibrium (The pattern of thinking allows adaptation to social & physical environment)

towards which all organisms tend” (Equilibria are temporary, unstable, And “tending” described in terms of “stages” –> final” equilibrium is the last stage, Perfect adaptation)

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12
Q

Five Main Features of Piaget’s Theory

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Universals
Invariant sequence
Transitions via “equilibration”
Logical structures
“Constructivism”

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13
Q

Universals

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(1) Growth of knowledge, the “epistemic subject”, not individual child

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14
Q

Invariant sequence

A

(2) Stage development shows constant order of succession
don’t skip stages - if alreay resoning at stage don’t go back to resoning at an eariler stage

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15
Q

Transitions via “equilibration”

A

(3) assimiliation-accommodation
move from stage to stage in equlibration - when resolve disequlibum between assimlation and accomidation

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16
Q

Logical structures

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(4) There is an organization & structure to intelligence

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17
Q

“Constructivism”

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(5) Against “empiricist” and “nativist” perspectives

the child constructs their own inteleges by the operations performed on enviorment (child is nieve scientst) - helps to build cognative structures

all learning is medated by own cognative activity - pepole of differnt ages see world differently

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18
Q

Piaget’s Cognitive devolopment stages

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think of Stages as species of reasoning based on structural characteristics

Sensori-Motor
Pre-Operations
Concrete Operations
Final Operational

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19
Q

Sensori-Motor

A

last for about two years (has 6 substages)

Coordination of sensory schemas - “reciprocal assimilation” infants get by sensory information - may have organized way of looking and a way of grasping but the two are not cordinated - a go along - become cordinated

Lack of object permanence - wont look for absent objects because not know exist if not looking at it

Gradual internalization of action (prefoemed in past, make mental simples)

Origin of thought is not language

Interiorization of action schemes

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20
Q

Pre-Operations
Achievements & Limitations

A

age 2 - 7 ish

Achievements
Classify on basis of a single property
Group objects into classes
Concept of number (“cardinal principle”)
Arrange objects in a series

Limitations
Egocentrism: perspective-taking (hard time thinking about others feelings, thinking, etc. so attribute to the other their own perspective)
Fail “conservation tasks”
fail to conserve identty of something when you conserve it (ex. liquid quanity, number ammount)

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21
Q

Achivements of Concrete Operations

A

school aged
Conservation
Can conserve “identity” of attributes when transformed

Reversibility
Mentally undo transformations, inverse sequence of steps, or perform opposite operations
e.g., addition/subtraction, multiplication/division

Logic of Hierarchical Classes
“class inclusion” problems (ex. more dogs or cats preoperational child - can group into classes and can count - can solve task. or more dogs or animals - need to know about logical addion and subtraction. concreat operational - can solve - mental activity is operational - reverable.

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22
Q

Final/formal Operational

A

Theoretical Reasoning- Apply logic of classification, conservation, serial order to relationships not observable

Combinatorial- All conceivable combinations or permutations of abstract items

Proportional- State and interpret functional relations in math form

Control of Variables- Experimental design

Probabalistic & Correlational- Recognize relationships in spite of variation

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23
Q

Limitations of Concrete Operations

A

Reasoning is “concrete” (beakers and clay, things you can manipulate, not work with abstract, theoretical)
Children think in organized, logical fashion mostly on concrete tasks they perceive directly
Their mental operations work poorly when applied to abstract ideas.
Or “contrary-to-fact” propositions

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24
Q

Changes in Cognition going though childhood to adolescences (Cognative Devolopmental Hypothisis of adolsence)

A
  1. Thinking about possibilities (Hypothetical thinking, deductive reasoning)
    (1) Underwrites idealism, crushes, move between actual and possible, generate alternative possibilities, make comparisons.
  2. Thinking about abstract concepts
    (2) Politics, morality, religion, democracy, friendship
  3. Thinking about thinking (“metacognition”)
    (3) “Adolescent egocentrism” (Imaginary Audience, Personal Fable)
  4. Thinking about multiple dimensions
    (4) Complex explanations (“Civil War”), self-descriptions, sarcasm
  5. Relativism
    (5) Don’t accept facts on face value or in absolute terms

2-5 in Formal Operations

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Cognitive Developmental Hypothesis of Adolescence”
Major cognitive features of adolescence are associated with formal operations Features: Idealism Criticizing adult institutions Hypothetical deductive reasoning Introspection (“thinking about thinking”) Self-consciousness Facility with abstraction Perspective-taking from “systems” level “Adolescent Egocentrism”
26
Egocentrism during transition to formal operations
“Second-Order Thinking"- Thinking about thinking, about the self, introspection, self-consciousness “Thinking about possibilities” - Hypothetical reasoning Theoretical reasoning, Contrary-to-fact thinking
27
imaginary audiences
Self-consciousness Shame, shyness, embarrassment Rumors Class clown Exotic self-presentation
28
personal fables
Invulnerability Personal Uniqueness Omnipotence
29
Invulnerability:
predicted risk behavior, substance use
30
Uniqueness
: predicted depression & suicidal ideation
31
Omnipotence :
-r(simble for correlation) with internalizing symptoms; +r with mental health
32
computer metafor
storage comactivy RAM mem IP speed human brain has too
33
Improvements in ____ (attention) adolsence
selective attention & divided attention
34
selective attion
Focus on reading while tuning out roommate’s video game
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devided attenton
Studying while texting friend
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attend to complex tasks
(e.g., reading & comprehending) Adolescents better able to attend to complex tasks
37
inhibiting unwanted response
Maturation of brain systems: impulse contro
38
Improvements in ___ memory durring adolsence
working memory and long-term memory
39
long term memory
Including autobiographical memory reminiscence bump
40
reminiscence bump
Brain’s “recording device” is hypersensitive to emotion Not result of better memory, or because many events are novel;
41
Working memory
More important than LTM for many problems Linked to greater connectivity among brain regions
42
self refrence effecct
items encoded with refrence to self - better rembered - cleaner expantions - self going throuhgb so many dramatic changes
43
Speed (information processing)
3000-fold increase in speed of neural transmission Occurs mainly in early adolescence
44
Difference in speed between 9yo and 12yo > difference between
12yo & 15yo
45
Metacognitive Knowledge
Knowledge of Cognition Knowledge of Control Processes
46
Knowledge of Cognition
Declarative (knowing that) Procedural (knowing how) Conditional (knowing when)
47
Knowledge of Control Processes
Planning Monitoring Evaluating
48
Metacognitive knowledge of cognition (in younger children)
Young children do not realize that memory skills vary from person-to-person Over-estimate their memory ability (e.g., they “always” remember well) Think that verbatim is as easy to remember as gist And that organization does not matter
49
Metacognitive knowledge of control processes (in younger children)
Young children show poor comprehension monitoring (dont understand that they dont understand, untill ask (ex. to play game ) Inefficient allocation of study time Too optimistic about recall readiness
50
Metacognitive knowledge is associated with
success in school
51
Steinberg discusses social cognition under 4 headings
Theory of Mind Thinking about Relationships Understanding Social Conventions Conceptions of Laws, Liberties, and Rights
52
Social cognitive development drives psychosocial advances in
identity, friendship, moral judgment
53
Thinking about Relationships Interpersonal understanding
Related family of stage sequences Self-other subjectivity Friendship Peer group relations Parents Driven by advances in perspective-taking
54
Understanding of self-other is a
social cognitive structure that shows developmental change
55
Stages of Social Cognitive Development
0 - preschage 1 2 aproaching early adoltence 3 early adolsence 4- adolsencet/young adult
56
Persepactave taking stages
0- undifferentaed/egocentric 1- subjective/Differentated - not able to think about self from others persective 2- Reciprocal 3- third party - step outside of selfes - adopt 3d person perspective - self observing ego (self conousness - preforming for own 3d party ego) 4- in depth societal, cordiante the self absorbing egos of others
57
self sunjectivity stages
0- Physicalistic (describe self as what own/have) 1- Inner-outer distinguished, but aligned (unsrtstanding self has an inner part, some subjectivity, what feel inside and how present self to others - allighned if smiling must be happy) 2-Need not align; “false front” is possible (consern about authotensity, fakes, phonies,etc.) 3- Aware of own self-awareness; Self-observing ego 4- Unified system of levels Conscious & unconscious
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frendhsip stages
0 -Momentary physical playmate 1 -One-way assistance (someone who helps me) 2 - Fairweather cooperation (help eachother, frenship easily broken by dissagrements) 3- Intimate, mutual sharing 4 - Autonomous Interdependence
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development of perspective taking drives
development in other stages
60
Implications of Stages of Social Cognitive Development Steinberg credits these implications to adolescents developing a ___
Adolescents can discern another’s perspective on some issue…but also Understand that person’s perspective on their own point of view (top two - level's 2) Should lead to improvements in communication And improvements in perspective-taking could change dynamics with parents (for good or ill) Steinberg credits these implications to adolescents developing a more sophisticated Theory-of-Mind
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Theory of Mind
The ability to attribute mental states to self and others Helps us understand that others have unique beliefs different from out own Facilitates daily social interaction as we interpret mental states of others as cues for governing our own behavior
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mental states
Beliefs, desires, intentions, emotions
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ToM is an ___ developmental achievement
early
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Early precursor skills for ToM
Joint visual attention (both look over at something together) Intentionality Social referencing (look to see reaction) minds can be interfaced
65
Development of ToM follows a series of steps
1) Understanding “wanting” Others have diverse desires & to get what they want act in different ways 2) Seeing leads to knowing If someone hasn’t seen something, they will need extra information to understand 3) Understanding false-belief Understanding that others may have false-beliefs that differ from reality 4) Understanding hidden feelings Others can hide their emotions ---put up a “false front"
66
False belef problem - the smarties task
box says smarties ask what think they are - say smarties open and see pencels ask what friend will think is in box - says pencils - fail taks 3yo fail task - pencils 4-5yo correctry - smarties
67
Passing false-belief ToM tasks is an achievement of
early childhood
68
sally and anne ball in basket/box taks
~85% of normally developing kids answer correctly ~85% of kids with Downs syndrome answer correctly ~85% of kids on autism spectrum answer incorrectly passing false-belief ToM tasks is an achievement of early childhood
69
The brain regions (mPFC, mentalizing network) that undergo the most significant development during adolescence overlap with those
that have been linked to the ability to take other people’s perspectives and to infer mental states”
70
mPFC
Differentiate self vs. unknown others vs. close friends medial prefontal cortex
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mentalizing network
Superior temporal sulcus (STS) Temporal parietal juncture (TPJ) Temporal poles amygdala
72
Adolescents & emerging adulthoods recruit the same mentalizing network on
intentional causality tasks (ex. Likely to change seats at cinema if have trouble seeing the screen)
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Adolescents & emerging adulthoods recruit the same mentalizing network on intentional causality tasks but differences emerged when comparing __ Adolsences__ Early adults ___
intentional vs. physical causality tasks (physical- Tree makes a noise if it falls?) Adolescents activate mPFC more than EAs on intentional (vs. physical) EAs activated superior temporal sulcus more than adolescents
74
Neural strategy for thinking about intentions ___ from adolescence to EA, with ___
shifts from adolescence to EA, with refinements
75
in ToM Same brain regions implicated in EAs and children ____, but increased sensitivity to ____
5-11 mental state info with age
76
In young children right & left TPJ respond equally to ____ But these regions are more sensitive to ____ in adolescence & EM
stories about mental & non-mental states mental state information
77
Mentalizing judgments of “self” and “other” associated with ___
mPFC, left TPJ, posterior cingulate
78
also differentiation of brain activity in Self vs other
self Ventral PFC Left ventral lateral PFCLeft insula Other Dorsal PFC Bilateral TPS Cuneous main points: Mentalizing is distributed; PFC plays a role in a variety of social cognitions
79
__ are core to “social cognition”
Judgments of self & other Selman’s “interpersonal understanding” charts stage sequences of perspective-taking and “egocentrism” is a famous “Piagetian” problem of self-other
80
How does perspective-taking work at the neural level?
Identify cortical regions that “light-up” switching from 1st-person (1PP) to 3rd-person (3PP) perspective lead to simulation theory
81
simulation theory Egocentrism here is an attempt to __
We adopt model of self-perception as default mode when we attempt to access another’s state of mind Egocentric bias (1PP) use resources of one’s own perspective to simulate behavior of another We project ourselves into the situation & attempt to construct the other’s perspective (3PP) from our own vantage point
82
Evidence for simulation theory
1PP (peson perspective) and 3PP activate the same neural networks - common brain regions when: Execute an action Mentally represent the action Witness another performing the action may be confusing - need to differntate from 1PP and 3PP
83
____ regions appear crucial for registering difference between 1PP and 3PP
Cortical (mPFC, left temporal pole, Left TPJ) Activation of regions similar to ToM is recruited to evaluate what another person knows or feels Frontopolar cortex may exert inhibitory control in suppressing egocentric 1PP in both perspective-taking and ToM
84
1. Is social cognition in adolescence the result of improvements in ToM? 2. Is social cognition in adolescence the result of cortical changes of the “social cognitive brain?”
(1) ToM is an achievement of early childhood, and many of the features of adolescent perspective-taking noted by Steinberg are characteristics of childhood stages identified by Selman’s “interpersonal understanding (2) But maybe changes from adolescence to EA in social cognition is tied to cortical changes to the developing brain?
85
Differences in way perspective-taking is understood by neuroscience & by developmental psychologists
Dev. Psyhologists: Coordinated inter-subjectivity of agents At different levels (interior self to “systems”) Embedded in relationships Drives interpersonal understanding, family, groups, friends Situated, dynamic, embodied Neurosentists: Neural networks Switching from 1PP to 3PP 1PP simulation and perspective-suppression
86
Social reasoning is structured into domains
Moral Domain, Conventional Domain, & Personal Domain
87
Personal Domain
Judgments that apply only to self (friends, what music to like)
88
Moral Domain
Harm & fairness (can't change)
89
Conventional Domain
Social organizations (Can be changed by consensus)
90
Domain theory has implications for how adolescents ___
understand issues of peer inclusion & exclusion
91
In clear cut cases most teens oppose exclusion on moral grounds of fairness and equality—but active coordination is required when ___
moral issues are overlaid with conventional and personal considerations
92
Decision-Making Redux Factors
Invulnerability - adolsents ofer over estimate risk (feel more vonurable) Sensation-Seeking Impulsivity
93
Comparative vs Absolute judgements
Comparative - teens report less vulurvility Absolute - teens report more vulnreblity
94
Optimistic bias
think we have a better chance than the average peron, feel more involurable
95
Unconditional vs conditional way to ask question
unconditional - more opmistic buas constional - more venerability
96
Subjective invulnerability and optimism bias are
empirically distinct constructs
97
Danger involurabluty
can drink and drive and nothing will happen
98
psychological involubility
roomor/gosip not bother
99
Psychological Invulnerability also counter-indicates
depression, self-esteem problems and interpersonal problems Some aspects of invulnerability are adaptive
100
Psychological Invulnerability neg assocated with __ pos assocated with ___
PI was negatively associated with depressive symptoms PI was positively associated with mastery coping
101
Danger invonrepility pas assocated with ___
DI was positively associated with delinquent behavior and drug use
102
Invulnerability and smoking
Invulnerability predicted smoking behavior (but not vice versa ex. smoking not predict invulnerability) 1-point increase in Danger Invulnerability at Time 2 was associated with a 9% increase in odds of smoking at Time 3 But effects of invulnerability wash out after controlling for friend’s smoking; & perceptions of smoking’s benefits
103
senscation seeking propencity to risk behavior impuslitivty
inc early to middle adolsence inc. inc. only modertly
104
Impulsivity comes in three forms
“Acting without thinking” “Impatience” “Sensation-seeking”
105
“Acting without thinking”
early in pubertal cycle Hyperactivity without evidence of deliberation or attention to environment Early risk for substance use
106
Impatience
Impatient when given choice between immediate small reward vs. larger but delayed reward More likely to experiment with drugs
107
“Acting without thinking” and “Impatience” are associated with
early - onset trajectories
108
Impulsivity predicts
Problem Behavior (oppositional behavior and ADHD symptoms) Predicts Risk Behavior (drinking, fighting, smoking, gambling)
109
Increase of risk behavior with __
with age, but working memory also increased “engaging in risk behavior is related to cognitive maturation”
110
Sensation seeking chartistic of __ tendency to approach ___ despite risk linked to realse of ___ is a ____ univerasal Positivlty corrolated with ___ influence of peers can ____
Characteristic of most adolescents Tendency to approach novel & exciting experiences despite risks Linked to release of dopamine to ventral striatum A biological universal in mammals Positively correlated with IQ Influence of peers can catalyze sensation-seeking effects on risk behavior

Adolescents Development (9 decks)

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