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Developmental Semester 2 > The Brain, Cognitive, and Moral Development > Flashcards

The Brain, Cognitive, and Moral Development Flashcards

1
Q

Name the 3 basic units of a neuron and their functions

A

cell body - provides energy and maintains structure

dendrites - receive info from other cells and relays it to cell body

axons - carry info away from cell body to other cells

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2
Q

Why does white matter increase during adolescence?

A

there is an increase in myelination and in axon diameter

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3
Q

What neurotransmitter is associated with reward seeking?

What does its increase result in?

A

dopamine

increase in dopamine results in increased risk taking and use of addictive drugs

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4
Q

What are the most important structural changes in the brain during adolescence? (3)

A
  • corpus callosum fibers thicken to process info between the 2 hemispheres more effectively
  • prefrontal cortex begins to develop
  • amygdala develops
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5
Q

Explain sexual dimorphism of the corpus callosum (CC) (2)

A

Cross sectional area of CC is larger in females

therefore, female hemispheres are more extensively interconnected

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6
Q

Distinguish between synaptogenesis and neurogenesis

A

Synaptogenesis - increase in connections between neurons (synapses)

Neurogenesis - process by which new neurons are formed in the brain

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7
Q

Explain acute ethanol inhibition of neurogenesis (3)

A

binge alcohol exposure disrupts neurogenesis by:

  • decreasing the number of proliferating cells
  • increasing cell death
  • reducing new cell survival in the dentate gyrus of the hippocampus
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8
Q

Define neuroplasticity

A

the ability of the nervous system to form and reorganize its structure, functions, or connections after damage or learning experience

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9
Q

Define pruning

Name its benefits (2)

A

Pruning is the elimination of unnecessary synaptic connections

  • strengthens neurons
  • increases coordination and efficiency between neurons
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10
Q

How does the generation of new brain cells change after adolescence?

A

it decreases in the transition to adulthood

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11
Q

In which brain areas does neurogenesis occur?

A

Hippocampus
Olfactory bulb

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12
Q

What does the acronym ESSENCE stand for? (4)

A

ES - emotional spark
SE - social engagement
N - novelty
CE - creative exploration

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13
Q

What type of theory was Piaget’s theory of cognitive development?

A

Constructivist - knowledge is not ready made, we are continually creating our own knowledge and organizing what we know

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14
Q

What is Piaget’s theory? (4)

A

The Stage Theory - our mind develops through 4 stages of thinking:

  1. Sensorimotor stage (0-2 years)
  2. Preoperational stage (2-7 years)
  3. Concrete operational stage (7-11 years)
  4. Formal operational stage (11-15 years)

the sequence of stages is invariant - cannot be changed or skipped

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15
Q

What is a schema?

A

a concept/framework that exists in the individual’s mind to organize and interpret info

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16
Q

Explain the processes of Assimilation, Accommodation, and Equilibration (3)

A

Assimilation: incorporation of new info into existing knowledge

Accommodation: adjustment to new info, causing the schema to change

Equilibration: resolving of cognitive conflict to reach a balance

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17
Q

What are the most important components of the formal operational stage? (6)

A
  • Conception of possibilities
  • Hypothetical deductive reasoning
  • Interpropositional thinking
  • Problem solving ability
  • Meta cognition
  • Systemic/combinatorial thinking
18
Q

Explain systematic/combinatorial thinking (2)

A

a technique for getting situation-wide insights into complex problems

combines analytical thinking and synthetical thinking

19
Q

What is metacognition?

A

thinking about one’s own thinking processes and understanding of how to regulate those processes to maximize learning

20
Q

What cognitive changes occur in adulthood? (3)

A

Possible 5th postformal stage characterized by
- realistic/pragmatic thinking
- reflective/relativistic thinking

21
Q

What approach does Vygotsky’s theory take?

A

social constructivist approach - emphasis on social interaction in learning

22
Q

What tasks fall in the Zone of Proximal Development?

A

tasks too difficult for adolescents to master alone but can be mastered with guidance

23
Q

What learning concepts fall under Vygotsky’s theory? (5)

Explain each one

A

Scaffolding - changing level of support over course of teaching

Cognitive Apprenticeship - expert supports learner’s understanding

Tutoring - similar to cognitive apprenticeship, not necessarily with an expert

Cooperative learning - students learning in small groups

Reciprocal teaching - students lead a small group

24
Q

Explain the information processing view

A

Information processing refers to how info gets absorbed, stored, and retrieved in an adolescent’s mind

25
Q

What are the basic concepts of the information processing view? (4)

A
  • Cognitive resources - capacity of speed and processing
  • Attention and memory - selective/divided/sustained/executive
  • Cognitive control - controlling attention, reducing interfering thoughts
  • Executive functioning - higher order, complex cognitive processes
26
Q

What is social cognition?

A

how individuals conceptualize and reason about the social world they interact with

27
Q

Explain adolescent egocentrism (3)

A
  • heightened self-consciousness
  • attention-seeking behaviour
  • personal fable: sense of uniqueness and belief that nobody understands how they feel
28
Q

Explain perspective taking

A

ability to assume another person’s perspective and understand their feelings

29
Q

What are the 5 stages of perspective taking?

Explain each one

A
  1. egocentrism - fails to distinguish between self’s and others’ perspectives
  2. social informational - aware that others have social perspective
  3. self-reflective - aware that people know others have social perspective
  4. mutual - can view interaction from a 3rd person perspective
  5. social/conventional - realizes that mutual perspective doesn’t always mean understanding
30
Q

Explain the implicit personality theory

A

adolescents:
- consider previous and current info
- detect situational variability
- look for deeper hidden causes of personality

31
Q

Explain Piaget’s view on the Cognitive Disequilibrium theory (2)

A

2 types of morality:

  • Heteronomous morality - consequences are used for judgement and rules cannot be changed
  • Autonomous morality - rules can be changed and intentions need to be considered for judgement
32
Q

Explain Hoffman’s view on the cognitive disequilibrium theory (2)

A

during adolescence, individuals recognize that:
- their set of beliefs is one of many
- there is considerable debate about what’s right/wrong

33
Q

What are Kohlberg’s 3 levels of moral reasoning?

A
  1. Pre-conventional morality
  2. Conventional morality
  3. Post conventional morality
34
Q

What are Kohlberg’s 6 stages of moral reasoning? (within the 3 levels) (PI-GL-SU)

A
  1. Punishment-obedience orientation
  2. Instrumental relativist orientation
  3. Good-boy-nice-girl orientation
  4. Law and order orientation
  5. Social contract orientation
  6. Universal ethical principle orientation
35
Q

Name and describe Kohlberg’s 1st stage of moral reasoning

A

Punishment-obedience orientation

Children see rules as fixed and absolute. Obeying the rules is important as it is a means to avoid punishment

36
Q

Name and describe Kohlberg’s 2nd stage of moral reasoning

A

Instrumental relativist orientation

Rules are followed because they benefit the individual, hence they are obeyed because one receives rewards

37
Q

Name and describe Kohlberg’s 3rd stage of moral reasoning

A

Good-boy-nice-girl orientation

Children are focused on living up to social expectations and roles. There is an emphasis on conformity, being nice, and on consideration of how choices influence relationships

38
Q

Name and describe Kohlberg’s 4th stage of moral reasoning

A

Law and order orientation

People begin to consider society as a whole when making judgements. The focus is on maintaining law and order by following rules, doing one’s duty, and respecting authority

39
Q

Name and describe Kohlberg’s 5th stage of moral reasoning

A

Social contract orientation

The laws of society are seen an instrument for ensuring respect of people’s right. A law may be unfair and need to be changed to ensure justice.

40
Q

Name and describe Kohlberg’s 6th stage of moral reasoning

A

Universal ethical principle orientation

The morality of an action is judged according to universal ethical principles. Hence, laws that violate such principles are disobeyed. Judgement is according to one’s individual conscience

Developmental Semester 2 (7 decks)

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