Final SG 2

Final SG 2 - 1 STUDY GUIDE FOR EXAM 5, continued Cognitive...

Info iconThis preview shows pages 1–2. Sign up to view the full content.

View Full Document Right Arrow Icon
1 STUDY GUIDE FOR EXAM 5, continued Cognitive Development in Adolescence Lecture: Nov 22 : lecture outline Nov 29 : TA portion of lecture and Powerpoints Readings : Boyd and Bee, chapter 14 Exam 5 will have 4 short answer questions and 11 multiple choice on cognitive development Write down and/or explain to a study buddy the answers to the following questions (any section of the lecture or book for which there is no question is skipped): 1. Explain how concrete and formal operational thinkers approach the pendulum problem (as an first, mentally generates hypothesis (I think string length matters but not weight). Then, deduces what will happen if hypothesis is true (deductive thinking, Long string will work the same with two different weights; short string will oscillate faster than long string with same weight). Finally, tests hypotheses, gathers data, and draws conclusions 2. Define and give an example of hypothetico-deductive reasoning (you can use the pendulum the ability to derive conclusions from hypothetical premises; “If all people are equal, you and I must be equal”; generating a hypothesis then generating a deduction from the hypothesis 3. What were the results of Martarano’s (1977) study of formal operational reasoning? (B & B + lecture) during adolescence there’s improvement, but it doesn’t even reach 80%; more likely to be formal operation if you have training in one discipline 4. Are formal operations universal? The capability is, but not necessarily the achievement. What seems to be necessary in order for formal operations to develop? Not universal; formal operations occur only with specialized training, need experience and a push from someone other than child himself 5. What are heuristics and why are they a widely used alternative to formal operations? (lecture) [SKIP the section on Formal Operational thinking in everyday life – the research on the personal fable and the imaginary audience has recently not been replicated] heuristic: strategy used instead of formal operations, quickest way to solve a problem, consulting memory, really skilled people like doctors and mechanics will use heuristics, narrow down symptoms because of memory and then go formal operational (do blood test to confirm he’s right) 6. Remember our discussion of the functions of the prefrontal cortex and how they mature in adolescence – what are the main aspects of executive processing described in the book that develop in adolescence? (pp. 425-426) attending to information that is relevant to accomplishing a goal; response inhibition (the ability to control responses to stimuli; these refer to carefully considering your answer before marking it); advances in metamemory 7. Describe three aspects of academic learning that reflect advances in executive processes. (B & B) 1: executive processes help decide which strategies work best, evaluating yourself, which study
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Image of page 2
This is the end of the preview. Sign up to access the rest of the document.

Page1 / 4

Final SG 2 - 1 STUDY GUIDE FOR EXAM 5, continued Cognitive...

This preview shows document pages 1 - 2. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online