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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”

A

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

A

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

A

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

A

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

A

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

A

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

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13
Q

Universals

A

(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

A

(4) There is an organization & structure to intelligence

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17
Q

“Constructivism”

A

(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

A

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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25
Q

Cognitive Developmental Hypothesis of Adolescence”

A

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”

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26
Q

Egocentrism during transition to formal operations

A

“Second-Order Thinking”- Thinking about thinking, about the self, introspection, self-consciousness

“Thinking about possibilities” - Hypothetical reasoning
Theoretical reasoning, Contrary-to-fact thinking

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27
Q

imaginary audiences

A

Self-consciousness
Shame, shyness, embarrassment
Rumors
Class clown
Exotic self-presentation

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28
Q

personal fables

A

Invulnerability
Personal Uniqueness
Omnipotence

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29
Q

Invulnerability:

A

predicted risk behavior, substance use

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30
Q

Uniqueness

A

: predicted depression & suicidal ideation

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31
Q

Omnipotence :

A

-r(simble for correlation) with internalizing symptoms; +r with mental health

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32
Q

computer metafor

A

storage comactivy
RAM mem
IP speed
human brain has too

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33
Q

Improvements in ____ (attention) adolsence

A

selective attention & divided attention

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34
Q

selective attion

A

Focus on reading while tuning out roommate’s video game

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35
Q

devided attenton

A

Studying while texting friend

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36
Q

attend to complex tasks

A

(e.g., reading & comprehending)
Adolescents better able to attend to complex tasks

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37
Q

inhibiting unwanted response

A

Maturation of brain systems: impulse contro

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38
Q

Improvements in ___ memory durring adolsence

A

working memory and long-term memory

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39
Q

long term memory

A

Including autobiographical memory
reminiscence bump

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40
Q

reminiscence bump

A

Brain’s “recording device” is hypersensitive to emotion
Not result of better memory, or because many events are novel;

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41
Q

Working memory

A

More important than LTM for many problems
Linked to greater connectivity among brain regions

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42
Q

self refrence effecct

A

items encoded with refrence to self - better rembered - cleaner expantions - self going throuhgb so many dramatic changes

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43
Q

Speed (information processing)

A

3000-fold increase in speed of neural transmission
Occurs mainly in early adolescence

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44
Q

Difference in speed between 9yo and 12yo
> difference between

A

12yo & 15yo

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45
Q

Metacognitive Knowledge

A

Knowledge of Cognition
Knowledge of Control Processes

46
Q

Knowledge of Cognition

A

Declarative (knowing that)
Procedural (knowing how)
Conditional (knowing when)

47
Q

Knowledge of Control Processes

A

Planning
Monitoring
Evaluating

48
Q

Metacognitive knowledge of cognition (in younger children)

A

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
Q

Metacognitive knowledge of control processes (in younger children)

A

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
Q

Metacognitive knowledge is associated with

A

success in school

51
Q

Steinberg discusses social cognition under 4 headings

A

Theory of Mind
Thinking about Relationships
Understanding Social Conventions
Conceptions of Laws, Liberties, and Rights

52
Q

Social cognitive development drives psychosocial advances in

A

identity, friendship, moral judgment

53
Q

Thinking about Relationships
Interpersonal understanding

A

Related family of stage sequences

Self-other subjectivity
Friendship
Peer group relations
Parents

Driven by advances in perspective-taking

54
Q

Understanding of self-other is a

A

social cognitive structure that shows developmental change

55
Q

Stages of Social Cognitive Development

A

0 - preschage
1
2 aproaching early adoltence
3 early adolsence
4- adolsencet/young adult

56
Q

Persepactave taking stages

A

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
Q

self sunjectivity stages

A

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

58
Q

frendhsip stages

A

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

59
Q

development of perspective taking drives

A

development in other stages

60
Q

Implications of Stages of Social Cognitive Development

Steinberg credits these implications to adolescents developing a ___

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

61
Q

Theory of Mind

A

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

62
Q

mental states

A

Beliefs, desires, intentions, emotions

63
Q

ToM is an ___ developmental achievement

A

early

64
Q

Early precursor skills for ToM

A

Joint visual attention (both look over at something together)
Intentionality
Social referencing (look to see reaction)

minds can be interfaced

65
Q

Development of ToM follows a series of steps

A

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
Q

False belef problem - the smarties task

A

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
Q

Passing false-belief ToM tasks is an achievement of

A

early childhood

68
Q

sally and anne ball in basket/box taks

A

~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
Q

The brain regions (mPFC, mentalizing network) that undergo the most significant development during adolescence overlap with those

A

that have been linked to the ability to take other people’s perspectives and to infer mental states”

70
Q

mPFC

A

Differentiate self vs. unknown others vs. close friends
medial prefontal cortex

71
Q

mentalizing network

A

Superior temporal sulcus (STS)
Temporal parietal juncture (TPJ)
Temporal poles amygdala

72
Q

Adolescents & emerging adulthoods recruit the same mentalizing network on

A

intentional causality tasks (ex. Likely to change seats at cinema if have trouble seeing the screen)

73
Q

Adolescents & emerging adulthoods recruit the same mentalizing network on intentional causality tasks

but differences emerged when comparing __

Adolsences__
Early adults ___

A

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
Q

Neural strategy for thinking about intentions ___ from adolescence to EA, with ___

A

shifts from adolescence to EA, with refinements

75
Q

in ToM Same brain regions implicated in EAs and children ____, but increased sensitivity to ____

A

5-11
mental state info with age

76
Q

In young children right & left TPJ respond equally to ____

But these regions are more sensitive to ____ in adolescence & EM

A

stories about mental & non-mental states

mental state information

77
Q

Mentalizing judgments of “self” and “other” associated with ___

A

mPFC, left TPJ, posterior cingulate

78
Q

also differentiation of brain activity in Self vs other

A

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
Q

__ are core to “social cognition”

A

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
Q

How does perspective-taking work at the neural level?

A

Identify cortical regions that “light-up” switching from 1st-person (1PP) to 3rd-person (3PP) perspective
lead to simulation theory

81
Q

simulation theory

Egocentrism here is an attempt to __

A

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
Q

Evidence for simulation theory

A

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
Q

____ regions appear crucial for registering difference between 1PP and 3PP

A

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
Q
  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?”
A

(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
Q

Differences in way perspective-taking is understood by neuroscience & by developmental psychologists

A

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
Q

Social reasoning is structured into domains

A

Moral Domain, Conventional Domain, & Personal Domain

87
Q

Personal Domain

A

Judgments that apply only to self (friends, what music to like)

88
Q

Moral Domain

A

Harm & fairness (can’t change)

89
Q

Conventional Domain

A

Social organizations (Can be changed by consensus)

90
Q

Domain theory has implications for how adolescents ___

A

understand issues of peer inclusion & exclusion

91
Q

In clear cut cases most teens oppose exclusion on moral grounds of fairness and equality—but active coordination is required when ___

A

moral issues are overlaid with conventional and personal considerations

92
Q

Decision-Making Redux Factors

A

Invulnerability - adolsents ofer over estimate risk (feel more vonurable)
Sensation-Seeking
Impulsivity

93
Q

Comparative vs Absolute judgements

A

Comparative - teens report less vulurvility
Absolute - teens report more vulnreblity

94
Q

Optimistic bias

A

think we have a better chance than the average peron, feel more involurable

95
Q

Unconditional vs conditional way to ask question

A

unconditional - more opmistic buas
constional - more venerability

96
Q

Subjective invulnerability and optimism bias are

A

empirically distinct constructs

97
Q

Danger involurabluty

A

can drink and drive and nothing will happen

98
Q

psychological involubility

A

roomor/gosip not bother

99
Q

Psychological Invulnerability also counter-indicates

A

depression, self-esteem problems and interpersonal problems

Some aspects of invulnerability are adaptive

100
Q

Psychological Invulnerability neg assocated with __ pos assocated with ___

A

PI was negatively associated with depressive symptoms
PI was positively associated with mastery coping

101
Q

Danger invonrepility pas assocated with ___

A

DI was positively associated with delinquent behavior and drug use

102
Q

Invulnerability and smoking

A

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
Q

senscation seeking
propencity to risk behavior
impuslitivty

A

inc early to middle adolsence
inc.
inc. only modertly

104
Q

Impulsivity comes in three forms

A

“Acting without thinking”
“Impatience”
“Sensation-seeking”

105
Q

“Acting without thinking”

A

early in pubertal cycle

Hyperactivity without evidence of deliberation or attention to environment

Early risk for substance use

106
Q

Impatience

A

Impatient when given choice between immediate small reward vs. larger but delayed reward

More likely to experiment with drugs

107
Q

“Acting without thinking” and “Impatience” are associated with

A

early - onset trajectories

108
Q

Impulsivity predicts

A

Problem Behavior (oppositional behavior and ADHD symptoms)

Predicts Risk Behavior (drinking, fighting, smoking, gambling)

109
Q

Increase of risk behavior with __

A

with age, but working memory also increased

“engaging in risk behavior is related to cognitive maturation”

110
Q

Sensation seeking chartistic of __

tendency to approach ___ despite risk

linked to realse of ___

is a ____ univerasal

Positivlty corrolated with ___

influence of peers can ____

A

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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