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Ed Psych > Exam 2 > Flashcards

Exam 2 Flashcards

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1
Q

vmPFC (ventromedial pre frontal cortex)

A

emotion regulation, reasoning and decision making with emotions; heavily connected to limbic system to more affective processing; responsible for empathic and appropriate behaviors

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2
Q

dlPFC (dorsolateral pre frontal cortex)

A

working memory; thinking, reasoning, non-emotive; reasoning when you do not have a big emotional investment
-planning, attending, thinks of responsible alternatives, selecting an appropriate response; metacognition-self-evaluation of one’s performance

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3
Q

mPFC (medial pre frontal cortex)

A

responsible for motivation or initiation of action

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4
Q

Premotor cortex

A

motor planning

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5
Q

Frontal Eye Fields

A

directing eye gaze in space

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6
Q

Broca’s area

A

productive speech (mouth, tongue portion of Motor cortex)

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7
Q

Domain general

A

attention, memory, and inhibition; executive functions

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8
Q

Domain specific

A

math, reading

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9
Q

Top-down attention

A

You direct your attention to something in the world (hungry so you look at clock); IPS/SPL(superior parietal lobe) - FEF; endogenous

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10
Q

Bottom-up attention

A

Something in the world directs your attention (fire alarm); vmPFC-TPJ (tempoparietal junction); exogenous

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11
Q

Overt attention

A

Actually moving your eyes in space (obvious)

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12
Q

Covert attention

A

Moving attention without moving eyes

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13
Q

Executive Functions

A

set of cognitive processes - including attentional control, inhibitory control, working memory, and cognitive flexibility, as well as reasoning, problem solving, and planning

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14
Q

3 network model of attention

A

alerting, orienting, control

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15
Q

Alerting

A

One of the three attention networks. The readiness to receive information. Brain areas involved: Dorsolateral PFC, Transparietal Junction, Thalamus

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16
Q

Orienting

A

One of the three attention networks. Driving your attention to something. Brain areas involved: Frontal Eye Field, SPL, IPS, Cerebellum

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17
Q

Control

A

One of the three attention networks. Controlling yourself. Brain areas involved: PFC, Anterior Cingulate Cortex

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18
Q

Attention amplifies

A

brain activity related to attending activity

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19
Q

ADHD

A

Disorder characterized by inappropriate impulsiveness, attention problems, hyperactivity; cross cultures; more prevalent in males

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20
Q

Risk factors for ADHD

A

premature birth, maternal tobacco use, maternal alcohol use, exposure to high levels of lead in childhood, brain injury; 9:1 for boys:girls

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21
Q

Treatment of ADHD

A

medication, along with psychosocial, behavioral, and educational interventions

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22
Q

Neural regions involved in ADHD

A
  • Smaller PFC, cerebellum, and BG in young boys with ADHD

- Reduced whole brain WM connectivity

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23
Q

Development trajectory of attention

A
  • Alert after about 12 weeks
  • Voluntary control of attention by 1 year
  • After 1 year old, short range ACC connections become longer/more adult-like
  • Alerting has earliest dev. track, orienting and executive networks take longer
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24
Q

Automatic processes

A
  • no capacity limitation; fast
  • do not require attention
  • effort difficult to modify once learned
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25
Q

Controlled processes

A
  • limited in capacity; slow
  • require attentional resources
  • effort can be used flexibly in changing circumstances
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26
Q

3 Types of ADHD

A
  • Consistently Inattentive
  • Hyperactive and Impulsive
  • Combined
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27
Q

Diagnostic Criteria ADHD

A

before age 7; continue for at least 6 months; more frequent and severe than other children; must create a handicap in at least two areas of the person’s life

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28
Q

Working memory (WM)

A

Holds information for a brief time after it’s attended to so that it can be mentally processed, when active thinking occurs

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29
Q

Long term memory

A

more permanent, unlimited storage- lots of subcategories; composed of declarative memory and nondeclarative memory

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30
Q

Short term memory

A

(working memory); briefly held information, limited capacity, different modalities

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31
Q

Episodic memory

A

one’s memory of their personal experiences

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32
Q

Fluid components of working memory

A

Visuospatial sketchpad, episodic buffer, phonological loop

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33
Q

Visuospatial Sketchpad

A

Fluid component of working memory which stores visual information. Communicates between visual semantics and central executive.

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34
Q

Episodic buffer

A

Fluid component of working memory which stores episodic information and ties together episodes from LTM to STM. Buffers info between episodic LTM and central executive.

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35
Q

Phonological loop

A

Fluid Component of working memory which is a brief store of mainly verbal information, (rehearsal).Communicates between the language systems and central executive.

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36
Q

Working memory training?

A

Overall, no effect for verbal WM, but some evidence for visuospatial WM; Adaptive training associated with significant (and sustained!) gains in working memory

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37
Q

Working memory training - does it work?

A

Overall, no effect for verbal WM, but some evidence for visuospatial WM; Adaptive training associated with significant (and sustained!) gains in working memory

38
Q

Training of working memory

A

Increased prefrontal, parietal, thalamic/caudate activation after training/ with increased performance; Greater frontal and parietal activation between a 2 back and 2 1 back task

39
Q

primacy effect

A

more likely to remember the first things in a list; reflects long-term memory

40
Q

recency effect

A

more likely to remember the last things in a list; reflects short-term memory

41
Q

rehearsal

A

longer rehearsed, more likely to stay in LTM; more time, more rehearsal, stronger primacy effect; recency effect unaffected by time allowed

42
Q

levels of processing

A

Print: Contains “a”
Sound: Rhymes with dog
Meaning: A type of animal; The more elaborate the processing a stimulus receives, the more likely it is to later be remembered

43
Q

What happened to HM

A

seizures after bike accident; remove hippocampus (medial temporal lobe)

44
Q

HM cognitive profile

A

Couldn’t encode new memories after the surgery(episodic); Could still do perceptual learning, single dissociation(procedural), Gets better at tasks even though he doesn’t remember ever doing it , Couldn’t do declarative memory (recall facts or events) -> 2 types of memory = procedural and episodic

45
Q

Better or worse at recall with increasing age?

A

better

46
Q

Encoding specificity

A

You remember a lot about where and when you encoded something

47
Q

Chunking

A

groups letter activity; remember chunks up to 7 +/- 2

48
Q

hippocampus - type of memory

A

episodic

49
Q

crystallized systems of working memory

A

components of working memory such as visual semantics, episodic long term memory, and language are examples of this

50
Q

Spacing effect

A

Better memory with spaced learning; time lapse = forgetting, then retrieval; more retrieval = more durable memory

51
Q

Was there higher activity in frontal and parietal regions in 1-back or 2-back tasks?

A

2-back

52
Q

Testing effect

A

more testing of knowledge (low stakes) = better memory

53
Q

Neural basis of testing effect

A

PFC activated when study new info; Parietal cortex, IPL, angular gyrus have increased activation for retrieval - correlation with better outcome on memory test

54
Q

Flynn Effect

A

the substantial and long-sustained increase in both fluid and crystallized intelligence test scores measured in many parts of the world from roughly 1930 to the present day

55
Q

Fluid intelligence

A

measured by non-culuturally based knowledge; exercises skills such as working memory, cognitive control, problem solving abilities (g or Gf)

56
Q

Crystallized intelligence

A

knowledge of facts, semantics, culturally applicable information. utilizes memorization and long term memory storage (Gc)

57
Q

T or F: Intelligence is highly heritable

A

true; PFC heritable

58
Q

IQ tests

A

mental age/chronological age x 100; 90% fall within 30 pts of 100; 68% within 15 pts of 100; criticized for heavily loading on crystalized intelligence/cultural knowledge; culturally bound

59
Q

Spearman

A

psychologist that theorized that there is a single general intelligence that can be measured via factor analysis of variety of cognitive tests.

60
Q

Gardner

A

multiple intelligences: 8 total intelligences that span culturally relevant domains; skill-based

61
Q

Sternberg

A

Triarchic theory of intelligence (3 intelligences):

  • analytical
  • creative
  • practical
62
Q

Variables that coordinate w/ intelligence

A

genetics (high heritability); brain volume (Grey matter, white matter, Frontal, temporal, parietal and hippocampal volume); Activity in pre-frontal (and parietal) cortex; Working memory capacity &Processing speed

63
Q

The Parieto-Frontal Integration Theory (P-FIT) of Intelligence

A

Integration of parietal and frontal areas -> Integration accounts for links between intelligence and processing speed; Parieto-frontal networks are multi-demand

64
Q

Basis of Intelligence

A

biology, behavior, context

65
Q

Rote memorization

A
  • Can be meaningless set of syllables
  • Becomes harder with age.
  • Block understanding or free cognitive resources for more elaborate processing?
  • Pre-motor cortex, left inferior frontal cortex (language)
  • Relies heavily on verbal processing
66
Q

Mental imagery

A

A mental representation of a non-present object or event

  • Visual
  • Auditory
  • Smell
  • Taste
67
Q

Concrete v. abstract nouns

A

concrete = can visualize (“elephant”); better memory for concrete; recruits visual areas

68
Q

Think about faces, …

A

FFA activates

69
Q

Think about places, …

A

PPA activates

70
Q

Amygdala memory

A

emotional memories are stronger

71
Q

Mirror neurons

A

activated if you are either watching someone do a certain task as well as when you yourself are performing the task; imitation; relationship to empathy & similarity of expertise

72
Q

Meshing hypothesis

A

it is best to teach information according to someone’s learning style

73
Q

Conversion Hypothesis

A

people learn their own way regardless of how information is presented, so teaching someone according to their preferred learning style isn’t as important.

74
Q

Kraemer’s conversion hypothesis study findings:

A

fMRI responses correlate w/ reported learning preference, but only when people convert

75
Q

What kind of cognitive control activates medial PFC, ventral striatum?

A

Hot

76
Q

What kind of cognitive control activates dorsolateral PFC, parietal cortex, ACC, and ventromedial PFC?

A

Cool

77
Q

Hot cognitive control

A

utilized in real life situations, in groups of people, high arousal situations. very indicative of future achievement; high arousal

78
Q

Cool cognitive control

A

utilized in lab settings, when one is alone, hypothetical and low arousal situations.

79
Q

Cognitive control

A

domain general; better CC leads to increased success/achievement; processes include a broad class of mental operations including goal or context representation and maintenance, and strategic processes such as attention allocation and stimulus-response mapping; flexible & adaptable

80
Q

Factors that affect CC

A

environment (reliability); strategy; training; age (not linear)

81
Q

CC as a skill?

A

Contemplative Practices may be one avenue to cultivate enhanced CC, as well as other, related processes

82
Q

CC - education and curriculum interventions

A

Computerized training; mindfulness; aerobic exercise

83
Q

Phineas Gage

A

Orbital frontal cortex (OFC) damaged -> key area for hot CC

84
Q

Go/no-go task

A

Uses faces - emotion and arousal - hot CC

85
Q

Entity theory

A

Fixed mindset; “intelligence comes naturally”

86
Q

Incremental theory

A

Growth mindset; hard work and effort are key

87
Q

Teacher transfer of mindsets

A

teachers w. growth mindsets less likely to attribute student struggle to lack of intelligence; teachers that give comfort feedback (entity-based) -> lower student motivation

88
Q

Brain response to setbacks (based on mindset)

A

Fixed: hide mistakes and conceal deficiencies -> spend less time on subject; Growth: capitalize on mistakes, confront deficiencies -> spend more time & work harder

89
Q

Neuro evidence for mindsets

A

ERP measurements for brain activity in response to feedback: more growth mindset = more error-related positivity; fixed mindset = no brain changes

90
Q

Frontal brain region drive..

A

learning specialization

91
Q

Brain changes in intervention to improve CC

A

hippocampal GM volume increases

Ed Psych (3 decks)

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