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Development (Period 4) > Task 3 - Brainy Methods > Flashcards

Task 3 - Brainy Methods Flashcards

1
Q

SIX cellular stages

A
  1. Neurogenesis
  2. Cell migration
  3. Differentiation
  4. Syaptogenesis
  5. Neural cell death
  6. Synapse rearrangement
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2
Q

Neurogenesis

A

the mitotic division of nonneuronal cells to produce neurons

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3
Q

Cell migration

A

the movements of cells to establish distinct nerve cell populations (brain nuclei, layers of the cerebral cortex, and so on)

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4
Q

Differentiation

A

the transformation of precursor cells into distinctive types of neurons and glial cells

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5
Q

Syaptogenesis

A

the establishment of synaptic connections, as axons and dendrites grow

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6
Q

Neural cell death

A

the selective death of many nerve cells

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7
Q

Synapse rearrangement

A

the loss of some synapses and development of others, to refine synaptic connections

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8
Q

Behavioural approaches

A
  • naturalistic observations
  • structured observations
  • interviews and questionnaires
  • meta-analytic studies
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9
Q

Naturalistic observations

A

Advantages:

  • View operations as they occur
  • Adapt to events as they unfold
  • Can note antecedents and consequences of behaviors; See real-life behaviours

Disadvantages:

  • Participant reactivity and observer bias
  • Little control over variables
  • Cause-and effect relationships difficult to establish
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10
Q

Structured observations

A

Advantages:
- More control over conditions that elicit behaviours

Disadvantages:
- Children may not react as they would in real life

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11
Q

Interviews and questionnaires

A

Advantages:
- Quick way to asses children’s knowledge or reports on behaviour

Disadvantages:

  • Children/parents may not respond truthfully or accurately
  • Difficult to compare responses
  • Researcher bias on questions and interpretation responses
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12
Q

Meta-analytic studies

A

Advantages:

  • Pools large body of research to sort out conflicting findings
  • No participants to observe

Disadvantages:

  • Requires careful mathematical computation
  • Variables may not have been defined identically across studies
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13
Q

Imaging methods

A
  1. Structural MRI
  2. Functional MRI
  3. EEG/ERP recordings
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14
Q

Research Designs General

A
  • correlational design
  • experimental design
  • field experiment
  • quasi-experiment
  • (single) case-study
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15
Q

Correlational design

A

Strengths:
- Useful when conditions do not permit manipulation

Weaknesses:
- Cannot determine cause-and-effect relationships

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16
Q

Experimental design

A

Strengths:
- Can isolate cause-and-effect relationships

Weaknesses:
- May not yield information about real-life behaviours

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17
Q

Field experiment

A

Strengths:
- Can isolate cause-and-effect relationships; behaviours are obeserved in natural settings

Weaknesses:
- Less control over treatment conditions

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18
Q

Quasi-experiment

A

Strengths:
- Takes advantage of natural separation of children into groups

Weaknesses:
- Factors other than the independent variables may be causing results

19
Q

(Single) case-study

A

Strengths:
- Does not require large pool of participants

Weaknesses:
- Can be vulnerable to observer bias; ability to generalize to larger population may be limited

20
Q

Cross-sectional design (def.)

A

different groups compared at one time

21
Q

Longitudinal design (def.)

A

same group (group A) compared at different times (at ages 10, 12, and 14 years)

22
Q

Sequential design (def.)

A

combination of cross-sectional and longitudinal design

23
Q

Cross-sectional design

A

Advantages:
- Requires less time; less costly than longitudinal study

Disadvantages:
- Cannot study individual patterns of development or the stability of traits; subject to cohort effects

24
Q

Longitudinal design

A

Advantages:
- Can examine the stability of characteristics

Disadvantages:
- Requires a significant investment of time and resources; problems with participant attrition; can have age-history confound.
Learning effects

25
Q

Sequential design

A

Advantages:
- Combines the advantages of both longitudinal and cross-sectional approaches; can obtain information about stability of traits in a short period of time

Disadvantages:
- Has same issues as longitudinal studies; but to a lesser degree

26
Q

The cerebrum consists of four lobes:

A
  • Frontal lobe: motor cortex, “higher order functions”, attention, working memory, planning
  • Temporal lobe: audition, language (understanding)
  • Parietal lobe: associations, spatial functions
  • Occipital lobe: vision, complex object recognition
27
Q

Stages in prenatal development

A
  • Germinal stage: Zygote
    Days 1-14
    –> From conception to implantation in uterine wall; cell division
  • Embryonic period: Embryo
    weeks 2-8
    –> Differentiation of most organs and body systems; a sensitive period of development
  • Fetal period: Foetus
    week 8-birth
    –> Growth in size and genesis of processes to help organs and systems function
28
Q

Prenatal brain tissue growth

A
  1. Neurulation
  2. Cell proliferation or neurogenesis
  3. Migration / aggregation
29
Q
  1. Neurulation
A
  • CNS arises from neural plate: Neural plate –> neural grove –> neural tube
  • withing 3 weeks from conception the first brain tissue is starting to form
30
Q
  1. Proliferation / neurogenesis
A
  • differentiation of the neural tube

- production of new nerve cells

31
Q
  1. Migration and Aggregation
A

Migration:

  • supported by glial cells
  • inside-out-pattern of cortical development
  • external influences e.g. alcohol > fetal alcohol syndrome

Aggregation:
- brain structures

32
Q

External influences on cell migration

A

e.g. alcohol toxic to the developing brain (fetal alcohol syndrome)

33
Q

Prenatal structural brain development

A
  • most growth takes place in cerebral cortex

- development of cerebral cortex relatively late, as compared to e.g. midbrain/brain stem

34
Q

Postnatal development:

Reorganization of the human cortex

A
  1. dendritic/axonal growth
  2. synapse production
  3. pruning
  4. myelination
35
Q
  1. Dendritic/axonal growth
A
  • axons and dendrites are formed
  • at tips of both axons & dendrites are growth cones
  • some axons have to bridge long distance of up to 1m (motor neurons)
36
Q
  1. Synapse production (synaptogenesis)
A

but: development processes continue throughout childhood and adolescence

37
Q
  1. Synaptic pruning
A
  • elimination of redundant
  • development pruning = loss of synapses
  • follows synaptogenesis
    mechanism:
    – competition
    – stabalization/strengthening
    – elimination
38
Q

Cognitive development during adolescence

A

(12 to 18 years)

  • ability to think abstract;y
  • ability to analyze situations logically
  • ability to think realistically about the future/goals
  • consider hypothetical situations, use of metaphors
  • moral reasoning
39
Q

Reward/incentive

A

‘affecting pathway’

  • relatively early in adolescence
  • linked to changes in the limbic system
40
Q

Self regulation

A

‘cognitive pathway’

  • relatievely late in adolescence
  • linked to changes in the prefrontal cortex

–> lack of synchrony makes adolescents vulnerable

41
Q

Limbic system

A
  • nucleus accumbans
42
Q

Limbic system

A
  • nucleus accumbens:
    involved in:
    risk taking, reward seeking, (impulsivity)
  • amygdala
    involved in:
    processing emotional information
  • prefrontal cortex
    involved in:
    decision making, inhibition
43
Q

when limbic system dominates preforntal cortical functions:

A
  • decrease in reasoned thinking
  • increase in impulsive behaviour

decision making:

  • in LOW emotional conditions: rational (cold)
  • in HIGH emotional condition: irrational (hot)
44
Q

sequential

A

mixture of longitudinal and cross sectional – observe a group of children over three years f.e. start with three different groups – different age groups for an amount of time

Development (Period 4) (9 decks)

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