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Flashcards

Adolescence: lecture 2 + 3

Jessica van der Neut Adolescence English 30 cards

Cards in this deck (30)

  1. 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)
  2. 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
  3. 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)
  4. 4What are the cognitive control/self-regulation brain regions?Lateral parietal cortex
    Lateral prefrontal cortex
    Anterior cingulate cortex
  5. 5What are the valuation/emotion brain regions?Amygdala
    Ventral striatum
    Ventro-medial prefrontal cortex
  6. 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)
  7. 7Affect and regulation in adolescenceThere is an imbalance between emotional development and regulation development -> more emotion than regulation
  8. 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
  9. 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"
  10. 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)
  11. 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)
  12. 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
  13. 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
  14. 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
  15. 15Define social perspective takingThe ability to infer others' thoughts, intentions, motives, and attitudes
  16. 16Define role takingThe ability to assume another person's perspective and understand his or her intentions, thoughts, feelings, and behaviors
  17. 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
  18. 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
  19. 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
  20. 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
  21. 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
  22. 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
  23. 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'
  24. 24Reciprocal influences of peers and friendsAdolescents' characteristics influence the choice of friends -> adolescents' friends influence characteristics ->
  25. 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
  26. 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
  27. 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
  28. 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
  29. 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
  30. 30Sternberg's theory of loveThree qualities of love:
    - passion
    - intimacy
    - commitment
    can be combined in different ways

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Adolescence (Problem 2) Flashcards on Adolescence: lecture 2 + 3, created by Jessica van der Neut on 31/05/2022.
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Jessica van der Neut · May 2022
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May 31, 2022
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