cognitive development in adolescence Flashcards

1
Q

give 2 examples of high level intellectual functions

A

logical reasoning, problem solving

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2
Q

give examples of basic level intellectual functions

A

attention, perception, memory

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3
Q

what are the 3 inter-related aspects of adolescent thinking?

A

process, structure, content

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4
Q

a cognitive ability that develops very early in life and we observe a change in flexibility throughout development =

A

perception

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5
Q

when looking at perception what did studies use?

A

perception of ambiguous figures (figures that can be perceived in 2 or more ways)

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6
Q

in the study looking at perception of ambiguous figures in 4-11 year olds what were the findings?

A

younger children report seeing only 1 figure, only when an adult points our the distinction between 2 figures can a younger child see, older children can perceive the figure more flexibly

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7
Q

ability to allocate attentional resources and to focus on a specific topic =

A

selective attention

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8
Q

studies have shown that adolescents have ______ selective attention abilities

A

better

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9
Q

adolescents are ______ likely than younger children to remember more items from the central task than the incidental task which shows they are better at selective attention

A

more

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10
Q

time it takes the brain to either receive or output info (speed that mental calculations can be carried out) =

A

speed of processing

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11
Q

what is the trajectory in adolescent development of the speed of processing?

A

develops rapidly during childhood > continues to develop into adolescence (older A’s faster compared to younger)

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12
Q

what is the cause of increased speed of processing in adolescents?

A

maturation of white matter in the brain

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13
Q

what measures were used to test visuospatial reasoning ability?

A

matrix reasoning, block design, analysis synthesis, concept formation

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14
Q

this test measures how rapidly and accurately a ppt can identify within an array of stimuli, a subset of shapes that match a sample stimulus =

A

Cross Out subtest (Woodcock-Johnson Tests of Achievement)

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15
Q

test that measures the ability to select a geometric stimulus that accurately completes an array of stimuli arranged due to progression rules = what measure?

A

matrix reasoning

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16
Q

test that measures the ability to arrange a set of red and white blocks to produce a 2D visual pattern =

A

block design

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17
Q

test where ppts must analyse the structure of an incomplete logic puzzle and solve missing parts =

A

analysis synthesis

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18
Q

test where ppts must identify rules that make up geometric figures after being exposed to concepts =

A

concept formation

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19
Q

white matter maturation was found in a study to support improved processing speed. What does this support?

A

improved (visuospatial) reasoning ability

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20
Q

what theory suggests that younger children rely on info about individual features of the face whereas adolescents use info about the configuration of facial features?

A

encoding switch hypothesis

21
Q

with face processing, what is represented in memory in children at different ages?

A

information about faces

22
Q

children below 10 rely on ________ processing when identifying faces

23
Q

older children/adults rely on _______ processing when identifying faces

24
Q

there is evidence that below 10, children make identifications based on what?

A

paraphernalia (hats, sunglasses)

25
what 2 type of tasks are used to investigate STM?
span tasks, spatial span tasks
26
series of letters/digits/words presented at 1/sec rate and have to repeat them in same order = what type of task?
span
27
certain blocks presented in arrangement > experimenter taps blocks in an order and ppt has to repeat the sequence = what type of task?
spatial span task
28
how can working memory be tested?
modified version of span tasks, letter span task
29
ppts are presented with a series of items and asked to reproduce them in reverse order. what type of memory is this testing?
working memory
30
list of random letters are presented and ppts have to repeat them in alphabetical order. what type of memory is this testing?
working memory
31
what do working memory tasks show with performance in adolescents?
better performance and older adolescents show better WM compared to younger adolescents
32
with this type of memory, the absolute capacity doesn't change with age but the strategies on how we form these memories do. what is it?
long term memory
33
what type of memory strategy do younger children use?
rehearsal strategy (repeating over and over)
34
what type of memory strategy might older children use?
elaboration strategy
35
both rehearsal and elaboration help memory, but which is more effective?
elaboration
36
give another type of elaborations strategy that is seen in older children
organisation strategy
37
ability to organise cluster of items into memory =
cluster effect
38
forming memories relies on?
brain plasticity
39
we can differentiate between experience-_______ and experience-________ plasticity
dependent, expectant
40
experience dependent =
brains retain an ability to learn
41
experience expectant =
during sensitive periods (infancy/adolescence) our brain will encounter a rush of stimuli where the brain is primed for the experience
42
memory tests in different cultures show what?
a 'reminiscence bump'
43
at what age are we more likely to remember autobiographical events that accord between 10--30?
age 35
44
when are memories of music, books, films, public events strongest?
during adolescence
45
when may simple aspects of WM reach maturity?
childhood
46
measures the ppts ability to conduct and organise search of locations to obtain hidden tokens at each one =
spatial self-ordered search
47
task that requires strategic self monitoring and organisation of behaviour and ongoing demand for info updating as each trial progresses =
spatial memory span task (blocks)
48
what task places heavy demand on executive control?
spatial memory span task