Lecture 3 Flashcards
1
Q
Risk taking
A
- increase in risky and impulsive behaviour
- increase in non fatal self inflicted injury
- car crashes, binge drinking, substance abuse, unprotected sex, crime
2
Q
Onset of disorders
A
- alot of them have an onset in adolescence
- there is also a decrease in life satisfaction that only increases at the end of life lmao
3
Q
Social re orientation
A
- shift from parents to peers
- parents become annoying or embarrassing (more time with peers less time with parents)
- friends and peers take center stage
- friendships become more deep and important
- romantic relationships emerge
- standing out and fitting in: you have to navigate social networks and find your people
- nowadays: social media may impact adolescence
4
Q
Moral development and prosocial behaviour
A
- more complex moral reasoning develops
- increasing prosocial behavior
5
Q
Synaptogenesis
A
- after birth the neurons are in place but still make many new connections
6
Q
Pruning
A
- many of these new synapses will be eliminated -> experience based fine tuning of functional networks
7
Q
Myelination
A
- insulation layer
- myelin increases speed of axon potential traveling down the axon, up to 100 fold compared to the neurons that have no myelin
- experience independent
8
Q
Regional differences
A
- prefrontal cortex shows most protracted development
9
Q
Pubertal hormones
A
- impact affective processing and social motivation
10
Q
Enriched environment
A
- if you have an enriched environment, you can use more connections and keep more of those
-rewatch rat study
11
Q
Brain development
A
- reduced grey matter in adolescence
12
Q
Brain development and SES
A
- less is less
- lower SES -> thinner grey matter, less grey matter
- indirect evidence but consistent with previous theories
13
Q
Social Brain Hypothesis
A
- relative size of neo cortex correlates with size of social group
- more complex your social group is, you have to keep track of more dynamics, you have to rely on cortical processing
14
Q
Social Information Processing Network
A
- multiple systems
1. cognitive control/self regulation: lateral parietal cortex, ACC, lateral pfc
2. valuation and emotion: ventral striatum, ventro medial pfc
3. social cognition: medial pfc, temporal parietal junction
15
Q
Adolescence social information processing network
A
- more valuation/affect than impulse control and regulation
16
Q
Social development
A
- medial prefrontal cortex: is more involved in self direct thought
- tpj: other directed thought
- sensitive period of social-affective processing
17
Q
Dual system model
A
18
Q
Triadic model
A
- PFC, Amy, VS
- PFC is still slowly developing which is important in impulse control and decision making
- VS is related to reward processing
- Amy is related to fear and punishment
- PFC is not able to regulate these systems yet because these systems get supercharged quickly
19
Q
Striatum theory
A
- watch lecture
- track how region responds to rewards
- increased sensitivity to basic rewards
- goes up then goes down
- more active as you reach adolescence
20
Q
Emotion control
A
- go no-go task
- make it emotional (i.e. no go when the face is happy)
- since it is a happy face this might disturb emotional control process (it makes subject happy so pressing no go may be unnatural), especially in adolescence (adolescents make more mistakes)
21
Q
Social evaluation
A
- person is in an fMRI scanner
- how embarrassed were you when the camera was on?
- embarrassment peaks in adolescence
- increased self directed thought in early adolescence
22
Q
What do you think of me?
A
- they ask like will this person like you?
- adolescents show low predicted acceptance
23
Q
Cyberball
A
- online game where you and two other players toss a ball
- the other two players exclude you at some random point
- only adolescents showed dip in mood after ostracism, dip is largest in young adolescents and still significant for middle adolescents
-activity in social brain regions during exclusion - level of activation in the MPFC during exclusion predicts how resistant to peer influence adolescents are
- more activation and less resistance -> suggests activation reflects more value is put on what other people think of them
24
Q
Peer influence
A
- driving
- teen drivers risk death with young passengers
- the more adolescents are in the car, the more likely there will be an accident
- adolescent risk taking often happens in the presence of peers
25
Q
Stoplight game
A
- compare how many risks different ages take in this game and how many crashes
- then they do it alone vs with peers
- adolescents take more risks and crash more often in the presence of peers
- ventral striatum shows increased activation for adolescents when peers are present (experienced as more rewarding?)
26
Q
Peer influence
A
activity in the striatum during peer presence is correlated with peer influence
- the more rewarding peer presence, the more easily you are influenced by others
27
Q
Body Image Paradigm
A
-adolescents had to judge whether body image was normal or not normal
- then saw what other people thought
- then were shown same images and were asked again
- larger response showed less self esteem
- bigger response to disagreement in brain also predicted more conformity
28
Q
Instagram Paradigm
A
- adolescents had to like photos -> manipulated number of likes and what the image portrayed (risky vs not risky)
- ## adolescents were more likely to like a photo of even risky behaviour if that photo had received more likes from peers and if it was risky (i think?)
29
Q
Prosocial behaviour is a result of
A
- increased empathic concern
- advanced perspective taking capability
- cognitive control
30
Q
I feel your pain
A
- pain matrix is activated when observing others in pain
- social brain regions activate when harm is intentionally inflicted
- adolescents show more activation in affective brain regions and adults in prefrontal regulatory brain regions -> adults are better at down regulating their emotional responses
31
Q
role taking
A
- the ability to assume another person’s perspective and understand his or her intentions, thoughts, feelings and behaviours
32
Q
ultimatum game
A
- has two players: proposer (proposes how they divide money) and responder (responder can either say yes and they divide it or say no and neither get money)
- people would rather have nothing than unfair offers ( the more unequal, the more likely people are to reject)
33
Q
Role of intention
A
- fair alternative or unfair alternative version
- decline in rejection rates in no alternative
- intentions become more important with age
- brain activity in TPJ mediates this
- with age there is increased DLPFC, suggesting increased regulation
34
Q
Social reinforcement task
A
- there are 3 kids and you are going to learn how nice they are?
- rewatch im so sorry
- these kids have different probabilities of giving you positive feedback and you learn who is nice and who isnt
- look at brain activity -> social reinforcement learning model
- adolescents do not really change their beliefs after positive or better than expected feedback -> might be related to them having low expectations about people liking them
35
Q
Social reinforcement learning model
A
- V = expectation of positive feedback (between 0-100)
- V t+1 = expectation on the next trail after feedback, how it changes from trail to trial
- S = prediction error (what did i expect - what i got) -> either prediction is better or worse than expected
- a = learning rate (how much do I change my expectations)
- V predicts reaction times to stimulus, faster for higher V
36
Q
A
