Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Adolescent Psych > The Brain And Cognative Development Chapter 3 > Flashcards

The Brain And Cognative Development Chapter 3 Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards
1
Q

Developmental perspective in which biological processes and environmental conditions influence the brains development: the brain has plasticity and is context dependant: and cognitive develops is closely linked with brain development

A

Neuroconstructivist view

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Nerve cells, which are the nervous systems basic units

A

Neurons

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

The process by which the axon portion of the neuron becomes covered and insulated with a layer of fat cells, which increases the speed and efficiency of information processing in the nervous system

A

Myelination

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Gaps between neurons, where connections between the axon and dendrites occur

A

Synapses

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

A large bundle of axon fibers that connect the brains left and right hemispheres

A

Corpus collosum

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

The highest level of the brains frontal lobes that is involved in reasoning, decision making, and self control.

A

prefrontal cortex

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

A lower subcortial system in the brain that is the seat of emotions and experience reawrds

A

limbic systme

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

A portion of the brains limbic system that is the seat of emotions such as anger

A

Amygdala

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

A mental concept or framework that is useful in organising and interpreting information

A

Schema

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

The incorporation of new information into existing knowledge

A

assimilation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

An adjustment of a schema in response to new information

A

accomodation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

A mechanisim in Piagets theory that explains how individuals shift from one state of thought to the next. The shift occurs as individuals experience cognative conflict or disequalillbrium intrying to understand the world. Eventually, the individual resovles the conflict and reaches a balance or equalibrium of thought

A

Equalilbration

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

This “judgment” region reins in
intense emotions but doesn’t
finish developing until at least
emerging adulthood.

A

Prefrontal cortex

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

These nerve fibers connect the brain’s
two hemispheres; they thicken in
adolescence to process information
more effectively.

A

Corpus callosum

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Limbic system structure

especially involved in emotion.

A

Amygdala

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q 
A lower, subcortical system in the
brain that is the seat of emotions and
experience of rewards. This system is
almost completely developed by
early adolescence.
A

Limbic system

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

a recently developed field that focuses on
connections between development, socioemotional
factors, and neuroscience.

A

Developmental social neuroscience

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

the main architect of the field of

cognitive development, at age 27

A

Jean Piaget,

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q 
Infants gain knowledge of the
world from the physical actions
they perform on it. Infants
coordinate sensory experiences
with these physical actions. An
infant progresses from reflexive,
instinctual action at birth to the
beginning of symbolic thought
toward the end of the stage.
Birth to 2 Years of Age
A

Sensorimotor Stage

PIAGET’S FOUR STAGES OF COGNITIVE DEVELOPMENT

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q 
The child begins to use mental
representations to understand
the world. Symbolic thinking,
reflected in the use of words
and images, is used in this
mental representation, which
goes beyond the connection of
sensory information with
physical action. However, there
are some constraints on the
child’s thinking at this stage,
such as egocentrism and
centration.
2 to 7 Years of Age
A

Preoperational Stage

PIAGET’S FOUR STAGES OF COGNITIVE DEVELOPMENT

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q 
The child can now reason
logically about concrete events,
understands the concept of
conservation, organizes objects
into hierarchical classes
(classification), and places
objects in ordered series
(seriation).
7 to 11 Years of Age
A

Concrete Operational Stage

PIAGET’S FOUR STAGES OF COGNITIVE DEVELOPMENT

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q 
The adolescent reasons in more
abstract, idealistic, and logical
(hypothetical-deductive) ways.
11 Years of Age
Through Adulthood
A

Formal Operational Stage

PIAGET’S FOUR STAGES OF COGNITIVE DEVELOPMENT

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Piaget’s
term for adolescents’ ability, in the formal
operational stage, to develop hypotheses, or
best guesses, about ways to solve problems;
they then systematically deduce, or conclude,
the best path to follow in solving the problem.

A

hypothetical-deductive reasoning

24
Q

Theorists who argue that
Piaget got some things right but that his
theory needs considerable revision. In their
revision, they give more emphasis to
information processing that involves attention,
memory, and strategies; they also seek to
provide more precise explanations of
cognitive changes.

A

neo-Piagetians

25
Q

Thought that is reflective,
relativistic, and contextual; provisional; realistic;
and open to emotions and subjective

A

postformal thought

26
Q

Expert knowledge about the practical
aspects of life that permits excellent judgment
about important matters

A

wisdom

27
Q

Upper limit
Level of additional responsibility
child can accept with assistance
of an able instructor

Lower limit
Level of problem solving
reached on these tasks by
child working alone

A

Zone of proximal

development (ZPD)

28
Q

Vygotsky’s concept that refers to the range of
tasks that are too difficult for an individual to
master alone, but that can be mastered with
the guidance or assistance of adults or moreskilled
peers.

A

zone of proximal development (ZPD)

29
Q

Approach that
emphasizes the social contexts of learning
and the construction of knowledge through
social interaction.

A

social constructivist approach

30
Q

Concentration and focusing of
mental resources.

.

A

attention

31
Q

Focusing on a specific
aspect of experience that is relevant while
ignoring others that are irrelevant.

A

selective attention

32
Q 
Concentrating on more
than one activity at the same time.
sustained attention The ability to maintain
attention to a selected stimulus for a
prolonged period of time.
A

divided attention

33
Q

Type of attention that
involves planning actions, allocating attention
to goals, detecting and compensating for
errors, monitoring progress on tasks, and
dealing with novel or difficult circumstances

A

executive attention

34
Q

The retention of information over time.

A

memory

35
Q

working memory is like a mental workbench where a great deal of information
processing is carried out. Working memory consists of three main
components: the phonological loop and visuospatial working memory
serve as assistants, helping the central executive do its work. Input from
sensory memory goes to the phonological loop, where information about
speech is stored and rehearsal takes place, and to visuospatial working
memory, where visual and spatial information, including imagery, is
stored. Working memory is a limited-capacity system, and information
is stored there for only a brief time. Working memory interacts with
long-term memory, using information from long-term memory in its work
and transmitting information to long-term memory for longer storage

A

Baddeley’s working memory model,

36
Q

An umbrella-like concept
that involves higher-order, complex cognitive
processes that include exercising cognitive
control, making decisions, reasoning, thinking
critically, thinking creatively, and metacognition.

A

executive function

37
Q

The capacity to control

attention, reduce interfering thoughts, and be cognitively flexible.

A

cognitive control

38
Q

States that decision making is influenced by
two systems—“verbatim” analytical thinking
(literal and precise) and gist-based intuition
(simple, bottom-line meaning), which operate
in parallel; in this model, it is the gist-based
system that benefits adolescents’ decision
making most.

A

fuzzy-trace theory dual-process model

39
Q

Thinking reflectively and

productively and evaluating the evidence.

A

critical thinking

40
Q

The ability to think in novel and
unusual ways and discover unique solutions
to problems.

A

creativity

41
Q

A pattern of thinking in
which individuals produce one correct answer;
characteristic of the items on conventional
intelligence tests.

A

convergent thinking

42
Q

A pattern of thinking in
which individuals produce many answers to
the same question; more characteristic of
creativity than convergent thinking.

A

divergent thinking

43
Q

Cognition about cognition, or

“knowing about knowing.”

A

metacognition

44
Q

constructed the first intelligence test after being
asked to create a measure to determine which children
would benefit from instruction in France’s schools.

A

Alfred Binet

45
Q 
created the concept of
intelligence quotient (IQ),
A

William Stern

46
Q

A view that
emphasizes the importance of individual
differences in intelligence; many advocates of
this view also argue that intelligence should
be assessed with intelligence tests.

A

psychometric/intelligence view

47
Q

The ability to solve problems
and to adapt to and learn from everyday
experiences; not everyone agrees on what
constitutes intelligence.

A

intelligence

48
Q

An individual’s level of
mental development relative to others; a
concept developed by Binet.

A

mental age (MA)

49
Q

A person’s tested
mental age divided by chronological age,
multiplied by 100.

A

intelligent quotient (IQ)

50
Q

A symmetrical distribution
of values or scores, with a majority of scores
falling in the middle of the possible range of
scores and few scores appearing toward the
extremes of the range.

A

normal distribution

51
Q

who developed the

triarchic theory of intelligence.

A

Robert J. Sternberg,

52
Q

Sternberg’s
view that intelligence comes in three main
forms: analytical, creative, and practical.

A

triarchic theory of intelligence

53
Q

_________ suggests

there are eight types of intelligence, or “frames of mind.”

A

Howard Gardner

54
Q

Verbal. The ability to think in words and use language to express meaning (occupations:
authors, journalists, speakers)
· Mathematical. The ability to carry out mathematical operations (occupations: scientists,
engineers, accountants)
· Spatial. The ability to think three-dimensionally (occupations: architects, artists,
sailors)
· Bodily-kinesthetic. The ability to manipulate objects and be physically adept (occupations:
surgeons, craftspeople, dancers, athletes)
· Musical. A sensitivity to pitch, melody, rhythm, and tone (occupations: composers,
musicians).
· Interpersonal. The ability to understand and effectively interact with others (occupations:
successful teachers, mental health professionals)
· Intrapersonal. The ability to understand oneself (occupations: theologians, psychologists)
· Naturalist: The ability to observe patterns in nature and understand natural and
human-made systems (occupations: farmers, botanists, ecologists, landscapers)

A

Gardner’s Eight Frames of Mind

55
Q

The ability to
perceive and express emotion accurately
and adaptively, to understand emotion and
emotional knowledge, to use feelings to
facilitate thought, and to manage emotions in oneself and others.

A

emotional intelligence: Daniel Goleman

56
Q

The way individuals
conceptualize and reason about their social
worlds—the people they watch and interact
with, their relationships with those people, the
groups they participate in, and the way they
reason about themselves and others.

A

social cognition

57
Q

The heightened selfconsciousness
of adolescents, which is
reflected in their belief that others are as
interested in them as they themselves are,
and in their sense of personal uniqueness and invulnerability.

A

adolescent egocentrism

Adolescent Psych (13 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions