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Adolescent Psych C2
Cognitive change
| Question | Answer |
|---|---|
| A typical Neuronal Cell | carry info by transmitting electrical changes across the body and brain by neurotransmitters |
| Synapse | The tiny gap between each neuron are the connections between neurons |
| Neurotransmitters | when the electrical charge travels through a neuron, it stimulates the release of |
| Tools to study the brain | Functional Magnetic Resonance Imaging (fMRI), DTI,EEG, |
| Functional Magnetic Resonance Imaging (fMRI) | examines patterns of activity (through increased blood flow) in various regions of the brain while individuals perform a variety of tasks |
| Diffusion Tensor Imaging (DTI) | tracks diffusion f material (water) and so helps identify the ways in which various regions of the brain are connected. Used to compare how patterns of interconnections might differ among people at different stages. |
| Electroencephalography (EEG) | measures electrical activity at different locations on the scalp. Can be used to examine changes in the electrical activity in relation to different stimulations |
| Synaptic Pruning | those connections that get used will stay, those that don't will get eliminated happens throughout life begins shortly after birth |
| Plasticity | adolescence is heightened brain is able to be moulded |
| Synaptic Pruning = | development or improvements in functioning in associated regions (visual abilities) |
| Myelination | a process where neurons develop a white fatty tissue called myelin around the areas that connect neurons Increases the speed of electrical impulses and communication between neurons |
| Myelinations begins... | in the prenatal period |
| Enhanced myelination... | corresponds to improvements in cognitive functioning as communication between neurons become faster |
| Cerebrum Lobes (4) | Occipital, Parietal, Temporal, Frontal |
| Prefrontal Cortex | planning, thinking ahead, intuitive decision making , weighing risks and rewards, and controlling impulses |
| Parietal Cortex | working memory |
| Temporal Cortex | memory and social cognition |
| Dorsolateral prefrontal Cortex | important for planning ahead |
| Ventromedial prefrontal cortex | important for gut- feeling, intuitive decision making |
| Orbitofrontal Cortex | important for evaluating risks and rewards |
| The Prefrontal cortex is not fully developed until... | mid-20s |
| More efficient connections within the prefrontal cortex= | self control improvements |
| More efficient connections between the prefrontal cortex and other regions of the brain like the limbic system | used for coordination between thinking and feeling |
| Functional connectivity | stimulates recruitment or use of multiple parts of the brain in everyday functioning increases interconnections between brain regions |
| Limbic System | no agreement in terms of clear boundaries of this brain system Typically associated with the processing of emotional info, ex. Hypothalamus, Thalamus, Amygdala Used for processing emotions,socialinfo, rewards and punishment |
| Greater connectivity with __________ helps emotion regulation and self control | prefrontal cortex |
| Neurotransmitters: Changes in Adolescence | enhanced "sensitivity" and changes in how the brain responds to neurotransmitters like: Serotonin and Dopamine |
| Serotonin | regulates our experiences of moods |
| Dopamine | regulates our experience of rewards |
| Adolescent brain is "primed" or more sensitive to rewards due to: | More dopamine after rewarding events More production of dopamine receptors in adolescence (than later pruning in adulthood |
| Impact of Neurotransmitters | Seeking new rewards/sensations (dopamine) Enhanced sensitivity to mood disorders (serotonin) |
| Limbic System (values) | reward valued over risk of decision or behavior |
| Prefrontal Cortex (values) | risk valued more in decision or behavior |
| Risk Taking | is common in adolescence, they overall appear to take more risks than children and adults |
| Age of cognitive control, logical thinking, matures | 15-16 |
| Self regulating (coordination of prefrontal/emotional system) takes much longer *age | 25 |
| Behavioral Decision theory | that decision making is rational and individuals try to maximize benefits of alternative courses of action and maximize costs This perspective helps to break down the reasons for behaviors, whether they outwardly seem risky or not |
| In one study, when participants were asked whether certain activities were bad ideas adolescents used brain regions associated with more... | deliberate thinking |
| the brain regions associated with "reward" appear to be heightened with.... | peer pressure |
| Compared to children, adolescents are more sophisticated in their ability to: | Think about possibilities (2) Think about abstract concepts (3) Think about thinking (metacognition) (4) Think in multiple dimensions (5) See knowledge as relative (relativism) |
| Thinking About Possibilities | Adolescent thinking is less restricted by the present or the here and now Adolescents are more able to generate alternative explanations and possibilities (that may or may not exist) |
| Deductive reasoning examples | All roses are red. This flower is a rose. Therefore it must be red. |
| Hypothetical thinking | Requires the ability to hold two different (or more) possibilities in your mind at once (If…then) Requires the ability to see two (or more) future consequences of particular possibilities |
| Thinking About Possibilities: Some Repercussions | Scientific thinking: comparing possible alternatives; testing possibilities Better arguers: anticipating possible counterarguments; visualizing different ways of doing things More argumentative? If you can see different possibilities, then ther |
| Thinking About Abstract Concepts | Ability to comprehend higher-order abstract logic: metaphors, and analogies Interest in such higher-order concepts as friendship (social relationships), faith (religion) , democracy (politics), honesty (morality), etc. |
| Metacognition: Thinking About Thinking | Monitoring one’s own cognitive activity during thinking Increased introspection: thinking about our own emotions and thoughts Increased self-consciousness: thinking that others are thinking about us |
| Egocentrism can result in 2 types of thinking that may be problematic: | Imaginary audience: Belief that everyone is watching and cares what they are doing; self-esteem based on what others think Personal fable: My experiences are unique; can’t relate with others because no one understands me; nothing bad can happen to me |
| Thinking in Multiple Dimensions | Ability to view things from more than one aspect at a time; to provide more than one answer or point of view on the same question More complex understanding of themselves and others (multidimensional understanding of self) Understand multiple mean |
| Adolescent Relativism | Ability to see things as relative rather than as absolute Less likely to see other’s assertions as facts (change from children) Skepticism becomes common |
| Piaget’s View | There are “stages” characterized by a particular type of thought Stages of cognitive change are universal, not culture-specific |
| Piaget’s View: Questioned | (Researchers now view development as being more continuous) (Researchers see how culture and environment impact cognitive changes |
| Piaget’s views on learning/ encountering new information | Assimilation, Accommodation |
| Assimilation | FIT the NEW information with currently held knowledge and thinking |
| Accommodation | CHANGE your thinking to fit the new information |
| Equilibrium | which new information has been accommodated |
| CONCRETE OPERATIONAL | -Conservation -Logical thinking (concrete) -Trial and error Age 7-11 |
| FORMAL OPERATIONS | Logical thinking (abstract) -Form hypotheses, test hypotheses (possibilities) Age 12+ |
| Conservation | Forms of matter remain constant in quantity |
| Horizontal decalage | cognitive development emerges in some domains sooner than others (e.g. numbers, mass volume) |
| Selective attention | focus on one task |
| Divided attention | multitasking |
| Working memory | ability to hold information for a short time, manipulate this information |
| Long term memory | ability to recall info from the past |
| Reminiscence bump: | The events and experiences from adolescence are remembered well as compared to other points in life |
| Information processing | The time it takes to analyse incoming information from the senses, formulate decisions, and respond |
Created by:
MeganCloet
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