TB - Ch 2

Question 1

adolescent egocentrism

Answer 1

Extreme self-absorption, often a consequence of too much “thinking about thinking.”

Question 2

imaginary audience

Answer 2

The belief, often brought on by the heightened self-consciousness of early adolescence, that everyone is watching and evaluating one’s behavior.

Question 3

personal fable

Answer 3

An adolescent’s belief that he or she is unique and therefore not subject to the rules that govern other people’s behavior

Question 4

cognitive-developmental view

Answer 4

A perspective on development, based on the work of Piaget, that takes a qualitative, stage-theory approach.

Question 5

sensorimotor period

Answer 5

The first stage of cognitive development, according to Piaget, spanning the period roughly between birth and age 2.

Question 6

preoperational period

Answer 6

The second stage of cognitive development, according to Piaget, spanning roughly ages 2 to 5.

Question 7

concrete operations

Answer 7

The third stage of cognitive development, according to Piaget, spanning the period roughly between age 6 and early adolescence.

Question 8

formal operations

Answer 8

The fourth stage of cognitive development, according to Piaget, spanning the period from early adolescence through adulthood.

Question 9

information-processing perspective

Answer 9

A perspective on cognition that derives from the study of artificial intelligence and attempts to explain cognitive development in terms of the growth of specific components of the thinking process (such as memory).

Question 10

selective attention

Answer 10

The process by which we focus on one stimulus while tuning out another.

Question 11

divided attention

Answer 11

The process of paying attention to two or more stimuli at the same time.

Question 12

working memory

Answer 12

That aspect of memory in which information is held for a short time while a problem is being solved.

Question 13

long-term memory

Answer 13

The ability to recall something from a long time ago.

Question 14

autobiographical memory

Answer 14

The recall of personally meaningful past events.

Question 15

reminiscence bump

Answer 15

The fact that experiences from adolescence are generally recalled more than experiences from other stages of life.

Question 16

functional magnetic resonance imaging (fMRI)

Answer 16

A technique used to produce images of the brain, often while the subject is performing some sort of mental task.

Question 17

diffusion tensor imaging (DTI)

Answer 17

A technique used to produce images of the brain that shows connections among different regions.

Question 18

brain structure

Answer 18

The physical form and organization of the brain.

Question 19

brain function

Answer 19

Patterns of brain activity

Question 20

neurons

Answer 20

Nerve cells

Question 21

synapse

Answer 21

The gap in space between neurons, across which neurotransmitters carry electrical impulses.

Question 22

neurotransmitters

Answer 22

Specialized chemicals that carry electrical impulses between neurons.

Question 23

synaptic pruning

Answer 23

The process through which unnecessary connections between neurons are eliminated, improving the efficiency of information processing.

Question 24

myelination

Answer 24

The process through which brain circuits are insulated with myelin, which improves the efficiency of information processing.

Question 25

plasticity

Answer 25

The capacity of the brain to change in response to experience.

Question 26

developmental plasticity

Answer 26

Extensive remodeling of the brain’s circuitry in response to experiences during childhood and adolescence, while the brain is still maturing.

Question 27

adult plasticity

Answer 27

Relatively minor changes in brain circuits as a result of experiences during adulthood, after the brain has matured.

Question 28

prefrontal cortex

Answer 28

The region of the brain most important for sophisticated thinking abilities, such as planning, thinking ahead, weighing risks and rewards, and controlling impulses.

Question 29

limbic system

Answer 29

An area of the brain that plays an important role in the processing of emotional experience, social information, and reward and punishment.

Question 30

response inhibition

Answer 30

The suppression of a behavior that is inappropriate or no longer required.

Question 31

executive function

Answer 31

More advanced thinking abilities, enabled chiefly by the maturation of the prefrontal cortex, especially in early adolescence.

Question 32

functional connectivity

Answer 32

The extent to which multiple brain regions function at the same time, which improves during adolescence.

Question 33

dopamine

Answer 33

A neurotransmitter especially important in the brain circuits that regulate the experience of reward.

Question 34

serotonin

Answer 34

A neurotransmitter that is especially important for the experience of different moods.

Question 35

positive risk taking

Answer 35

Risk taking that promotes healthy psychological development

Question 36

zone of proximal development

Answer 36

In Vygotsky’s theory, the level of challenge that is still within the individual’s reach but that forces an individual to develop more advanced skills.

Question 37

scaffolding

Answer 37

Structuring a learning situation so that it is just within the reach of the student.

Question 38

social cognition

Answer 38

The aspect of cognition that concerns thinking about other people, about interpersonal relations, and about social institutions.

Question 39

mentalizing

Answer 39

The ability to understand someone else’s mental state.

Question 40

theory of mind

Answer 40

The ability to understand that others have beliefs, intentions, and knowledge that may be different from one’s own.

Question 41

social conventions

Answer 41

The norms that govern everyday behavior in social situations.

Question 42

behavioral decision theory

Answer 42

An approach to understanding adolescent risk taking, in which behaviors are seen as the outcome of systematic decision-making processes.

Question 43

sensation seeking

Answer 43

The pursuit of experiences that are novel or exciting.

Question 44

compaired to children, adolesence are

Answer 44

• Adolescents are better at thinking about what is possible, instead of limiting their thinking to what is real. • Adolescents are better at thinking about abstract things. • Adolescents think more often about the process of thinking itself. • Adolescents’ thinking is more often multidimensional, rather than limited to a single issue. • Adolescents are more likely to see things as relative, rather than as absolute.

Question 45

Thinking about possibilites

Answer 45

child, are who you are adolsences, are one possibility if who you could be hypotheticals

Question 46

Thinking about abstracct concepts

Answer 46

growth of socal thinking directly liked to ability to think abstractly

Question 47

Thinking about thinking

Answer 47

mettacogntion better at montering own learning brain systems involved in monotoring own preformance mature can lead to adolsence egotism

Question 48

thinking in multible demtions

Answer 48

give much more complecated answers

Question 49

Adolsent relativsm

Answer 49

shift in seing thins in absolute terms to relative

Question 50

perspectives on adolsentent thinking

Answer 50

two viewpoints, piagetian perspective and indormation processing perspective

Question 51

Paigetian view

Answer 51

conative devolopmental vide cognative devolopment preces though four stages (1) the sensorimotor period (from birth until about age 2), (2) the preoperational period (from about age 2 until about age 5), (3) the period of concrete operations (from about age 6 until early adolescence), and (4) the period of formal operations (from adolescence through adulthood).

Question 52

Information processing view

Answer 52

overarching concept formal operatinos four areas in which imporvment occours attention, memeory, procesing speed, organization

Question 53

Attention

Answer 53

selective vs divided

Question 54

Memory

Answer 54

autobographical, reminsence bump hypersensitive

Question 55

Speed

Answer 55

processing speed does not change very much between middle adolsence and young adulthood

Question 56

organization

Answer 56

more planfool mnemonic devices - other stratges to form better on accademic tasks

Question 57

by age 15

Answer 57

adolsences just as proficent as adults in basic cognative abilites

Question 58

Male brains are __ laeger than feemale

Answer 58

10%

Question 59

1 year, numer of synapses are __ the number in adult brain

Answer 59

twice

Question 60

malubility of brain

Answer 60

durring first three years and another during adolsences

Question 61

adult plasticiry

Answer 61

1. dosent fundementaly alter the neural structure of the brain 2. less malauble during periods of adult plasticity than devolopmental plasitiscty (connections have become hardneed) 3. devooping can be influenced by far wider range of experences (why effects of drugs are lasting durring adolsencenc vs adulthood)

Question 62

Changes in brain function during adolsences

Answer 62

1. paterns of activation within preforntal cortex become more focoused *responce inhibion, executive function) 2. more likely to use multiple partsd of the brain simulatnously and coordinate between prefornal and other regions (functional conectivity)

Question 63

impulsivity is assocated with ___ but not ___

Answer 63

maladaptive not postive risk taking

Question 64

social cognition in adolsence

Answer 64

(1) theory of mind; (2) thinking about social relationships; (3) understanding social conventions; and (4) conceptions of laws, civil liberties, and rights

Question 65

Theory of Mind

Answer 65

mentalizing - ablitly to understand otehrs metnal state ablility to understand that people think differnt than own able to interpret feelings of others improvements in communication

Question 66

socal reclationships

Answer 66

children think its wrong to excleed peers from socal activits adolsence think more od gorup dinamic transfomr belefs about authority - question what parents should have authority over

Question 67

social conventions

Answer 67

see as arbutrary socal expectations and concequently insuffecent reson for compliance ultimatly see than social conventions help cordinate interactions amound pepole

Question 68

conveptions of laws civl liberties and rights

Answer 68

better able to step outside of themselves and see from other vantage points beter able to see socal ruls folow are not ablsoute and up for questioning devolop more differantage iunderstanding of social norms

Question 69

behavior decision therory

Answer 69

all behaviors, including risky ones, can be analyzed as the outcome of a process involving five steps: (1) identifying alternative choices, (2) identifying the consequences that might follow from each choice, (3) evaluating the costs and benefits of each possible consequence, (4) assessing the likelihood of each possible consequence, and (5) combining all this information according to some decision rule diferences in valuses and priories - more risk taking,sencation seeking - adults have more inution (gut level feeling)