The Brain And Cognative Development Chapter 3

Question 1

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

Answer 1

Neuroconstructivist view

Question 2

Nerve cells, which are the nervous systems basic units

Answer 2

Neurons

Question 3

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

Answer 3

Myelination

Question 4

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

Answer 4

Synapses

Question 5

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

Answer 5

Corpus collosum

Question 6

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

Answer 6

prefrontal cortex

Question 7

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

Answer 7

limbic systme

Question 8

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

Answer 8

Amygdala

Question 9

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

Answer 9

Schema

Question 10

The incorporation of new information into existing knowledge

Answer 10

assimilation

Question 11

An adjustment of a schema in response to new information

Answer 11

accomodation

Question 12

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

Answer 12

Equalilbration

Question 13

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

Answer 13

Prefrontal cortex

Question 14

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

Answer 14

Corpus callosum

Question 15

Limbic system structure

especially involved in emotion.

Answer 15

Amygdala

Question 16

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.

Answer 16

Limbic system

Question 17

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

Answer 17

Developmental social neuroscience

Question 18

the main architect of the field of

cognitive development, at age 27

Answer 18

Jean Piaget,

Question 19

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

Answer 19

Sensorimotor Stage

PIAGET’S FOUR STAGES OF COGNITIVE DEVELOPMENT

Question 20

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

Answer 20

Preoperational Stage

PIAGET’S FOUR STAGES OF COGNITIVE DEVELOPMENT

Question 21

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

Answer 21

Concrete Operational Stage

PIAGET’S FOUR STAGES OF COGNITIVE DEVELOPMENT

Question 22

The adolescent reasons in more
abstract, idealistic, and logical
(hypothetical-deductive) ways.
11 Years of Age
Through Adulthood

Answer 22

Formal Operational Stage

PIAGET’S FOUR STAGES OF COGNITIVE DEVELOPMENT

Question 23

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.

Answer 23

hypothetical-deductive reasoning

Question 24

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.

Answer 24

neo-Piagetians

Question 25

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

Answer 25

postformal thought

Question 26

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

Answer 26

wisdom

Question 27

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

Answer 27

Zone of proximal | development (ZPD)

Question 28

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.

Answer 28

zone of proximal development (ZPD)

Question 29

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

Answer 29

social constructivist approach

Question 30

Concentration and focusing of mental resources. .

Answer 30

attention

Question 31

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

Answer 31

selective attention

Question 32

``` 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. ```

Answer 32

divided attention

Question 33

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

Answer 33

executive attention

Question 34

The retention of information over time.

Answer 34

memory

Question 35

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

Answer 35

Baddeley’s working memory model,

Question 36

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.

Answer 36

executive function

Question 37

The capacity to control | attention, reduce interfering thoughts, and be cognitively flexible.

Answer 37

cognitive control

Question 38

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.

Answer 38

fuzzy-trace theory dual-process model

Question 39

Thinking reflectively and | productively and evaluating the evidence.

Answer 39

critical thinking

Question 40

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

Answer 40

creativity

Question 41

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

Answer 41

convergent thinking

Question 42

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

Answer 42

divergent thinking

Question 43

Cognition about cognition, or | “knowing about knowing.”

Answer 43

metacognition

Question 44

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

Answer 44

Alfred Binet

Question 45

``` created the concept of intelligence quotient (IQ), ```

Answer 45

William Stern

Question 46

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.

Answer 46

psychometric/intelligence view

Question 47

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

Answer 47

intelligence

Question 48

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

Answer 48

mental age (MA)

Question 49

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

Answer 49

intelligent quotient (IQ)

Question 50

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.

Answer 50

normal distribution

Question 51

who developed the | triarchic theory of intelligence.

Answer 51

Robert J. Sternberg,

Question 52

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

Answer 52

triarchic theory of intelligence

Question 53

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

Answer 53

Howard Gardner

Question 54

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)

Answer 54

Gardner’s Eight Frames of Mind

Question 55

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.

Answer 55

emotional intelligence: Daniel Goleman

Question 56

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.

Answer 56

social cognition

Question 57

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.

Answer 57

adolescent egocentrism