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Adolescents Development > TB - Ch 2 > Flashcards

TB - Ch 2 Flashcards

1
Q

adolescent egocentrism

A

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

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2
Q

imaginary audience

A

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

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3
Q

personal fable

A

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

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4
Q

cognitive-developmental view

A

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

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5
Q

sensorimotor period

A

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

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6
Q

preoperational period

A

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

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7
Q

concrete operations

A

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

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8
Q

formal operations

A

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

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9
Q

information-processing perspective

A

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).

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10
Q

selective attention

A

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

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11
Q

divided attention

A

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

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12
Q

working memory

A

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

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13
Q

long-term memory

A

The ability to recall something from a long time ago.

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14
Q

autobiographical memory

A

The recall of personally meaningful past events.

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15
Q

reminiscence bump

A

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

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16
Q

functional magnetic resonance imaging (fMRI)

A

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

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17
Q

diffusion tensor imaging (DTI)

A

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

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18
Q

brain structure

A

The physical form and organization of the brain.

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19
Q

brain function

A

Patterns of brain activity

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20
Q

neurons

A

Nerve cells

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21
Q

synapse

A

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

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22
Q

neurotransmitters

A

Specialized chemicals that carry electrical impulses between neurons.

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23
Q

synaptic pruning

A

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

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24
Q

myelination

A

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

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25
Q

plasticity

A

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

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26
Q

developmental plasticity

A

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

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27
Q

adult plasticity

A

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

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28
Q

prefrontal cortex

A

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

29
Q

limbic system

A

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

30
Q

response inhibition

A

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

31
Q

executive function

A

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

32
Q

functional connectivity

A

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

33
Q

dopamine

A

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

34
Q

serotonin

A

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

35
Q

positive risk taking

A

Risk taking that promotes healthy psychological development

36
Q

zone of proximal development

A

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.

37
Q

scaffolding

A

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

38
Q

social cognition

A

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

39
Q

mentalizing

A

The ability to understand someone else’s mental state.

40
Q

theory of mind

A

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

41
Q

social conventions

A

The norms that govern everyday behavior in social situations.

42
Q

behavioral decision theory

A

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

43
Q

sensation seeking

A

The pursuit of experiences that are novel or exciting.

44
Q

compaired to children, adolesence are

A

• 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.

45
Q

Thinking about possibilites

A

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

46
Q

Thinking about abstracct concepts

A

growth of socal thinking directly liked to ability to think abstractly

47
Q

Thinking about thinking

A

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

48
Q

thinking in multible demtions

A

give much more complecated answers

49
Q

Adolsent relativsm

A

shift in seing thins in absolute terms to relative

50
Q

perspectives on adolsentent thinking

A

two viewpoints, piagetian perspective and indormation processing perspective

51
Q

Paigetian view

A

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).

52
Q

Information processing view

A

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

53
Q

Attention

A

selective vs divided

54
Q

Memory

A

autobographical,
reminsence bump
hypersensitive

55
Q

Speed

A

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

56
Q

organization

A

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

57
Q

by age 15

A

adolsences just as proficent as adults in basic cognative abilites

58
Q

Male brains are __ laeger than feemale

A

10%

59
Q

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

A

twice

60
Q

malubility of brain

A

durring first three years and another during adolsences

61
Q

adult plasticiry

A
  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)
62
Q

Changes in brain function during adolsences

A
  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)
63
Q

impulsivity is assocated with ___ but not ___

A

maladaptive
not postive risk taking

64
Q

social cognition in adolsence

A

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

65
Q

Theory of Mind

A

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

66
Q

socal reclationships

A

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

67
Q

social conventions

A

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

68
Q

conveptions of laws civl liberties and rights

A

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

69
Q

behavior decision therory

A

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)

Adolescents Development (9 decks)

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