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lifespan > Test 4 Final > Flashcards

Test 4 Final Flashcards

1
Q

The information processing approach shares what with Vygotsky and Piaget?

A
  • Focuses on how people think
  • Rejected Skinner’s behavioral approach
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2
Q

What processes are required for effective information processing?

A

Attention, Memory, and Thinking

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3
Q

What process gets information into memory?

A

Encoding

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4
Q

Metacognition?

A

Thinking about thinking or knowing about knowing

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5
Q

What three processes are required for memory?

A
  • Encoding: getting info into memory
  • Storage: retaining info over time
  • Retrieval: taking into out of storage
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6
Q

How does memory retrieval change information?

A

Because we fill in the gaps. We mold memories to fit information that already exists in our minds.

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7
Q

Schema Theory?

A

People mold memories to fit information that already exists in their minds

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8
Q

Infantile Amnesia?

A

Most adults can remember little, if anything from the first 3 years of life. Immaturity of the hippocampus and prefrontal cortex

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9
Q

What growing areas of the brain enable a 2 year old’s conscious memories to improve over their second year?

A
  • Hippocampus
  • Prefrontal cortex
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10
Q

Executive Function?

A

An umbrella like function that encompasses a number of higher level cognitive processes linked to the development of the brain’s prefrontal cortex.

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11
Q

What is mindfulness?

A

Being alert, mentally present, and cognitively flexible

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12
Q

Critical Thinking?

A

Thinking reflectively and productively and evaluating the evidence
deeper meaning of ideas, keeping open mind about different approaches and perspectives, and deciding for oneself what to believe or do

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13
Q

What areas impact an adolescent’s decisions to engage in risk taking behaviors?

A

In contexts where alcohol, drugs, and other temptations are readily available. Presence of peers increases likelihood of making risky decisions.

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14
Q

Concept of “use it or lose it”?

A

Changes in cognitive activity patterns might result in disuse and consequent atrophy of cognitive skills.

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15
Q

Strategies for improving cognitive skills in old age?

A
  • Reading books
  • Doing crosswords
  • Attending concerts/ lectures
  • Physical fitness can also improve cognitive functioning
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16
Q

Theory of Mind?

A

Awareness of one’s own mental processes and the mental processes of others

17
Q

Leading cause of death in children?

A

Accidents

18
Q

Impact of poor adolescent health and habits on later life?

A

Can cause early death

19
Q

Aerobic exercise?

A

Sustained activity that stimulates heart and lung functioning

20
Q

Benefits of gratitude on well being?

A
  • Better well being in school
  • Higher level of purpose
  • Satisfaction with one’s family, optimism, and prosocial behavior
  • Fewer depressive symptoms
  • Strong sense of meaning of life/ more satisfied with life
21
Q

Has adolescents’ alcohol use increased or decreased in recent years?

A

Sizeable declines in adolescent alcohol use

22
Q

Binge drinking risk?

A
  • Missed classes
  • Physical injuries
  • Troubles with police
  • Higher rise of sexual risk taking
23
Q

The “invisible epidemic”?

A

Substance use because it often goes undetected in older adults (risk rises for those taking multiple medications)

24
Q

Moderate alcohol consumption positive effects in adulthood?

A
  • Better physical and mental health
  • Increased longevity
  • More open to social contracts
25
Q

Components of a culture’s death system?

A
  • People
  • Places or context
  • Times
  • Objects
  • Symbols
26
Q

Types of advance care planning?

A
  • Advance directive: states preferences such as whether life-sustaining procedures may be used to prolong life
  • Living will: designed to complete while the individual can still think clearly
27
Q

Concepts of a “good death”?

A
  • Physical comfort
  • Support from loved ones
  • Acceptance
  • Appropriate medical care
28
Q

Palliative care

A
  • Reducing pain and suffering
  • Helping individuals die with dignity
29
Q

Hospice care

A

Program committed to making the end of life as free from pain, anxiety, and depression as possible

30
Q

Percentage of people who died in childhood 200 years ago?

A

Nearly half of all children died before the age of 10

31
Q

Recommendations for talking to kids about death?

A
  • Honesty is best policy
  • Preschool children may require less elaborate explanation than older kids
  • Being age appropriate
  • Sensitive and sympathetic
  • encourage kids to express own feelings
  • support programs for children and their caregivers
32
Q

Differences in attitudes about death between middle-aged and older adults?

A
  • middle age adults fear death more than younger and older adults
  • older adults think about death more and talk about it more in conversation than middle-age and young adults
33
Q

Kubler-Ross’ stages of grief?

A
  • Denial and isolation
  • anger
  • bargaining
  • depression
  • acceptance
34
Q

Importance of perceived control?

A

May work as an adaptive strategy for some older adults facing death. When people believe they can prolong their life, they become more alert and cheerful.

35
Q

Benefits of regular exercise?

A
  • positive weight status
  • low blood pressure
  • low risk diabetes
  • improved sleep pattern
  • fewer depressive symptoms
  • reduce risk obesity
36
Q

Benefits of regular exercise in later life?

A
  • more likely to live longer
  • improves outcome for many diseases
  • improved cellular function
  • reduced likelihood of mental health issues
  • ## improves brain and cognitive functions
37
Q

Nun’s study and what it told us about Alzheimer’s?

A
  • nuns donated their bodies and brains to science to help study Alzheimer’s. good candidates because of their healthy lifestyle
  • told us the importance of early childhood education
  • major contribution to how we understand risk factors

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