Mind and Brain Final

Question 1

Experiential information processing system

Answer 1

activated by situational cues not necessarily aware that we are using this method

Question 2

Analytical information processing system

Answer 2

we are aware of our use of this method; deliberate, one must be motivated to use an analytical approach

Question 3

Risky behavior on the part of adolescents

Answer 3

-Elkind believed that adolescents are subject to their own kind of egocentrism
–personal fable -> the shits think they are immortal
-greater spontaneity, impulsiveness, and reactivity to immediate circumstances
–shits got weak ass frontal lobe action

Question 4

Ability differences

Answer 4

These include “ability” differences and static’s differences as well as gender differences
* Ability differences
o Working memory
o Capacity
o Processing speed
o Strategy use
o Creativity

We become more sensitive to external evaluation, such as grades.
-Younger children - perceive failure and success “broadly”
-Older youth – make distinctions across areas

Question 5

Cognitive and learning styles

Answer 5

Stable, distinct patterns of using cognitive abilities to approach problems. These are as much related to personality and motivational variables as cog functioning.
-Cognitive tempo (impulsive and reflective styles)
-Rational (unemotional, analytically, thoroughly) vs. intuitive (emotionally, holistically) decision making…for most of us, it is not necessarily one or the other- most of us access analytic cog, as well as heuristic or experimental cog

Question 6

Achievement motivation

Answer 6

Throughout childhood, we develop a stable conceptualization of our intellectual ability effort and performance
o We become more sensitive to external evaluation, such as grades.
Very young children - self evaluations are typically optimistic and positive
Two periods of developmental transformation…
-Around 7-8 years - begin to differentiate their abilities by domain; more self-critical; reference social comparison feedback
-Around 10-12 years - begin to distinguish between ability and efffort; appraisal accuracy improves; begin to value those things they perceive that they are skilled at doing; avoid areas of relative weakness

Question 7

Kohlberg’s Stages of Moral Development

Answer 7

• Six progressive stages; influenced
  by Piaget
• Concrete and formal operations
• Six stages organized by three
  levels:
  (1) preconventional; Consistent with “concrete
  operations” and “What’s in it for me?”, seeks to
  avoid punishment for breaking rules or to gain favors for
  following rules., Rules are perceived as
  “externally imposed”.

(2) conventional; The individual (e.g., adolescent, adult) has “internalized” the rules and expectations of
authority.
* Tries to be a “good” person in the eyes of
others and maintain social order for the
greater good;
* 2nd stage of this level – increased sense of
duty to society but sees the possibility, in
very extreme circumstances, of breaking a
law to uphold a higher-order principle.

(3) postconventional
* Older adolescent or adult distinguishes between
self-chosen principles and principles articulated
by an authority (e.g., government);
* Some values are seen as relative to a particular
cultural context, but others are absolute.

Stage 6 –
“Not found often” in Kohlberg’s
research on moral development but
can be seen, on occasion, in law,
theology, and moral philosophy.

Question 8

Gillian

Answer 8

Offered a critique and extension of Kohlberg’s stages
* Kohlberg’s conceptualization and research on topic “too male”
* Thought use of hypothetical scenarios was too limiting – limited “ecological validity”
* Thought women may focus more on caring and responsibility of others, while men may
focus more on justice, rights, and prioritizing competing principles

• First stage – focused on self and needs
• Second stage – centered upon whom she owes responsibility…. And, conversely, “who to hurt”…
• Balancing the needs of others with the needs of self…

Question 9

Cultural Humility

Answer 9

-Cultural humility requires historical awareness.
-Learn one’s own cultural background and how it influencesattitudes, beliefs, values and practices
-Adopt culturally appropriate skills
- Develop knowledge of worldviews from diverse cultural
backgrounds
-Lifelong process

Question 10

T/F Broca’s area is in left frontal lobe

Answer 10

True

Question 11

Woman and masking

Answer 11

They do it more. They be undiagnosed because more research done on men

Question 12

T/F do child with trauma have episodic memory issues?

Answer 12

True!

Question 13

Are cumulative effect of concussions bad?

Answer 13

Yes