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Adolescence: lecture 2 + 3
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- 1When does adolescence start and when does it end?It starts hen biological changes start to happen, ushc as pubertal hormones, growth spurt, sleep-wake cycle
It ends when you figure out who you are, and you are an individual person (cultural construct) - 2What is typical behavior for adolescence?- Risky and impulsive behavior (200% increase in mortality rate)
- Shift from parents to peers
- Fitting in a group, standing out within a group
- Moral development and prosocial behavior ( advanced moral reasoning)
- Onset of psychiatric disorders - 32 changes in brain matterWhite matter: myelin increases the speed to the axon potential traveling down the axon, similar regional differences in development of white matter pathways (experience independent)
Gray matter: many of the new synapses will be eliminated based on fine tuning of functioning networks (experience dependent)
Higher cognitive functions develop last (visual/auditory cortex first) - 4What are the cognitive control/self-regulation brain regions?Lateral parietal cortex
Lateral prefrontal cortex
Anterior cingulate cortex - 5What are the valuation/emotion brain regions?Amygdala
Ventral striatum
Ventro-medial prefrontal cortex - 6What are the social cognition brain regions?Medial prefrontal cortex (mental state attribution, guilt, self-focus)
Posterior sts (face recognition, biological motion)
Temporal-parietal junction (shifting attention to others, perspective taking) - 7Affect and regulation in adolescenceThere is an imbalance between emotional development and regulation development -> more emotion than regulation
- 8Go no-go task with happy and neutral facesPress button when neutral face, not when happy face
- Adolescence make more mistakes when they can't press when they see a happy face, emotional stimuli makes the brain go imbalanced
- Seen in ventral striatum
Press button when fearful face, not when neutral face
- Adolescents do this worse as well
- Seen in amygdala - 9Social evaluation in adolescenceEmbarrassment peaks in adolescence
- medial prefrontal cortex: increases self-directed thought in early adolescence
- More thinking about what others are thinking about them
- "will this person like you" "no" - 10Cyberball taskThrow around the and at some point you don't get the ball anymore
- Only adolescents show dip in mood after ostracism
- Activation in social brain regions (MPFC) -> more activation in MPFC, less resistant to peer influence (more value on what others think) - 11Stoplight taskDriving game where you can keep on driving (green light or where you can stop (red light). When the light is orange, you can take a risk. The goal is to get as fast as you can to the other side
- Adolescents take more rist and crash more often when in the presence of peers
- Ventral striatum shows increased activation for adolescents when peers are present (more rewarding, thus more peer influence) - 12Instagram paradigmAdolescents were more likely to like a photo if that photo has received more like from peers
- Even when the picture is portraying risky behavior, such as smoking marijuana or drinking alcohol - 13Developmental models on cooperative behavior in adolescenceDevelopmental model suggest that the shift to cooperative behavior is part, or consequence, of the development of:
- increased empathetic concern
- advanced perspective taking
- cognitive control - 14Empathy study with painPain matrix is activated when experiencing and when observing others in pain
- social brain regions are activation when harm is intentionally conflicted by someone else - 15Define social perspective takingThe ability to infer others' thoughts, intentions, motives, and attitudes
- 16Define role takingThe ability to assume another person's perspective and understand his or her intentions, thoughts, feelings, and behaviors
- 17Ultimatum game2 people play a game, proposer gets money and can offer how to split the money with the responder. The responder can say 'no' and then both get nothing.
- Unfair offers: responders rather have nothing - 18The mini-ultimatum gameGroup 1: You can either give a fair alternative (5-5) or unfair alternative (8-2)
Group 2: you can only do unfair alternative (8-2)
- Intentions become more important with age because of increased activity in TPJ -> more perspective taking - 19Social reinforcement learning taks with 3 pictures of people- Positive feedback is generally motivating, regardless of source (family or stranger)
- When adolescents least expect positive feedback, it motivates the most
- Yet, negative feedback changes behavior more than positive feedback in adolescents - 20Developmental changes in social relationship during aodlescence- Increasing interest in the other-sex relationships
- Peer group as reference group (sense of identity)
- Definitions of peers changes from shared outside activities to shared mindsets and attitudes
- From playmates to self-disclosing soulmates
- Friendships become more stable with age - 21Differences between peers, friends, clique, and crowdsPeers: people who have aspects in common (status, ages)
Friends: valued, mutual relationships
Clique: a small group of friends, regular social group
Crowds: larger, reputationally based group, share similar norms, interests, and values but are not necessarily friends - 22Cultural differences in what friendship means to adolescentsWestern cultures: more towards peers and friends than family
Traditional cultures: rating family members higher and friends lower on companionship and enjoyment - 23Intimacy in adolescenceItmacy is the degree to which two people share personal knowledge, thoughts, and feelings
- Intensifying need in early adolescence
- Cognitive capability -> perspective taking and empathy
- Truly caring about friends instead of 'play mates' - 24Reciprocal influences of peers and friendsAdolescents' characteristics influence the choice of friends -> adolescents' friends influence characteristics ->
- 25The influence of pee pressureIt is a social effect adolescents experience
- The larger the group, the weaker the effect
- Friend's influence can be both positive and negative - 26The influence of social mediaSocial media influences how children and adolescents interact -> both positively and negatively
- Adolescence is a vulnerable period, because relatively low self-regulation - 27Cyberbullying in adolescenceRisk of social media: cyberbullying, online intimidation, privacy issues
- 23% prevalence of cyberbullying
- Robust relationship with risk of depression
- Children and adolescents don't have a good strategy to deal with it - 28Likes and socio-culturallearningA like is a social cue related to the cultural sphere of adolescents
Socio-cultural learning can be adaptive but also maladaptive
- Imitation of risky behavior - 29What are the reasons for adolescents to create romantic relationships?Recreation, intimacy, status, learning, companionship, courtship, being cared for
it involves more intense emotions:
- Positive: love, happiness
- Negative: anxiety, discomfort - 30Sternberg's theory of loveThree qualities of love:
- passion
- intimacy
- commitment
can be combined in different ways
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- (Problem 2) Adolescence Fichas sobre Adolescence: lecture 2 + 3, creado por Jessica van der Neut el 31/05/2022.
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- Jessica van der Neut · may 2022
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- 31 may 2022
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