PSY1004 SEMESTER 2 - WEEK 7 Flashcards
name basic level cognitive functions
limbic system- attention, perception, memory
name high level cognitive functions
pre frontal cortex- logical reasoning, problem solving, EF
maturation of prefrontal cortex during adolescence links to maturation of cognitive functions
how can we test flexibility of visual perception
ambiguous figures and illusions
when presented with ambigious figures, what do 3-5 year olds report, and young adolescent (11-13)
3-5 see one figure, ‘gestalt’ and only see second figure when shown by adult
11-13 perceive both more flexibly, as components and wholes
how can selective attention be used for illusions
ability to allocate attentional resources and focus on specific objects, improves with age and important in problem solving to ignore irrelevant stimulus
what is the central-incidental learning task, and how do adolescent do
sets of cards containing 2 objects belonging to different categories, ppts asked to remember 1 “central category, not pay attention to other “incidental”
adolescents remember more central than incidental due to good selective attention
define processing speed
time it takes brain to receive or output info, or speed in which mental calculations carried out
explain developmental trajectory of processing speeds
rapid development during childhood, due to maturation of white matter (myelination, sub-cortical regions, quicker neuronal conduction)
how can we measure white matter organisation
diffusion tensor imaging (DTI)
how can we measure processing speed
cross out subtest of Woodcock-Johnson Tests of achievement
explain WASI subtest measuring visuospatial fluid reasoning
select geometric visual stimulus accurately completing array of squares and patterns
what decay can STM be subject to, and capacity failings
temporal decay = lost over time
chunk capacity limit- storage limit
what can STM span tasks measure
present series of items at rate of 1/sec, and repeat back in the same order
outline how spatial span task is used (for STM)
blocks presented in particular arrangement and experimenter taps blocks in specific order
ppt required to repeat sequence
explain age differences in STM
v. early adolescence less immediate recall than midadolescence
age-related improvement remain constant throughout different time spans (5-30s), not just a function of temporal decay
give explanations of age related STM improvement
vol change of medial temporal lobe, grey matter due to sexual maturation (limbic system difference)
how can you measure development change in WM
activating STM via modified span tasks (give ppts series of item and ask to reproduce in reverse order) or letter span tasks (list of random letters, repeat back letter)
explain LTM changes in adolescent
capacity stays same, but strategy used to form memories do change
explain how memories form using sciency terminology
brain plasticity (neurogenesis, synaptogenesis, pruning)
during sensitive periods, plasticity is more experience-expectant which primes us for unprepared situation
what STM strategy do younger children use
rehearsal strategies, is more effective
what STM strategies do older children use
complex, elaborative strategies eg: first 3 numbers days in year, last 2 are number of players in football team
cluster effect = chunking item
explain development of STM into LTM strategies
increases in sophistication. young children can use elaboration but in limited ways
outline how non-verbal facial recognition can be tested (WM)
present faces, then pair of faces (including one thats already been seen)
outline how delayed spatial recall can be studied (WM)
dots flashed at different locations on screen short/long delay and indicate locations of dot using pen
