Results for "prefrontal cortex"

Prefrontal cortex

Prefrontal Cortex Divisions

Here’s a set of flashcards based on the material you’ve shared. The questions (front) are followed by answers (back). You can use these for study purposes. Flashcard Set: Developmental Psychology and Psychopathology Flashcard 1 Q: What are reflexes in newborns, and why are they important? A: Reflexes are unlearned responses triggered by specific stimuli. Some have survival value (e.g., rooting, sucking), while others, like stepping, are developmental precursors to later motor skills. Reflexes also reflect the health of the nervous system. Flashcard 2 Q: What is the Apgar score, and what do its levels indicate? A: The Apgar score assesses a newborn’s physical condition based on five factors (breathing, heartbeat, muscle tone, reflexes, skin tone). • 7+: Good condition. • 4–6: Needs special attention. • 3 or less: Life-threatening condition. Flashcard 3 Q: Define temperament and describe Rothbart’s three dimensions. A: Temperament refers to consistent behavioral patterns in infants. 1. Surgency/extroversion: Active, happy, seeks stimulation. 2. Negative affect: Angry, fearful, not easily soothed. 3. Effortful control: Focused, not easily distracted. Flashcard 4 Q: What is sudden infant death syndrome (SIDS), and what are its risk factors? A: SIDS is the sudden death of a healthy baby. Risk factors include: • Premature birth/low weight. • Sleeping on the stomach. • Parental smoking. • Overheating. Flashcard 5 Q: What is Erikson’s psychosocial theory, and name its first three stages. A: Erikson’s theory focuses on resolving conflicts across eight life stages. 1. Trust vs. Mistrust (birth–1 year): Develop trust in caregivers. 2. Autonomy vs. Shame (1–3 years): Develop independence. 3. Initiative vs. Guilt (3–6 years): Explore and try new things. Flashcard 6 Q: What are the main types of intelligence in Gardner’s theory of multiple intelligences? A: Gardner proposed eight intelligences: 1. Linguistic 2. Logical-mathematical 3. Musical 4. Spatial 5. Bodily-kinesthetic 6. Interpersonal 7. Intrapersonal 8. Naturalist Flashcard 7 Q: What are fluid and crystallized intelligence? How do they change with age? A: • Fluid intelligence: Problem-solving and adaptability (declines with age). • Crystallized intelligence: Knowledge from experience (improves with age). Flashcard 8 Q: What is Sternberg’s triarchic theory of intelligence? A: Sternberg’s theory includes: 1. Practical intelligence: Adapting to environment. 2. Creative intelligence: Dealing with novel tasks. 3. Analytic intelligence: Problem-solving and critical thinking. Flashcard 9 Q: How does emotional intelligence (EI) contribute to well-being? A: EI involves recognizing, differentiating, and managing emotions in oneself and others. It increases with age and improves decision-making, relationships, and subjective well-being. Flashcard 10 Q: Describe the Flynn Effect. A: The Flynn Effect is the observed rise in average IQ scores over decades, likely due to better education, improved nutrition, and enhanced living conditions. Flashcard 11 Q: What is the cumulative-deficit hypothesis? A: This hypothesis suggests that impoverished environments inhibit intellectual growth, with the negative effects compounding over time. Flashcard 12 Q: What are the main goals of early intervention in developmental psychopathology? A: Early intervention aims to: 1. Stabilize symptoms. 2. Treat co-occurring problems. 3. Provide social and educational support. Flashcard 13 Q: How do infants perceive depth, and what experiment demonstrates this ability? A: Infants develop depth perception by around 6–7 months, as shown in the visual cliff experiment. Crawling infants avoid the “cliff,” demonstrating fear of depth. Flashcard 14 Q: What is resilience, and how can it protect against psychopathology? A: Resilience is the ability to adapt and thrive despite adversity. Protective factors include supportive relationships, problem-solving skills, and positive school environments. Flashcard 15 Q: What are primary and secondary control beliefs? A: • Primary control: Acting on the external world to achieve goals. • Secondary control: Adapting one’s internal perspective to align with external circumstances. Flashcard 16 Q: Define “edgework” in emerging adulthood. A: Edgework refers to behaviors that involve risk-taking and pushing boundaries, common among emerging adults due to an underdeveloped prefrontal cortex. Flashcard 17 Q: What are some factors that foster creativity? A: • Freedom to explore ideas. • Supportive and stimulating environments. • Encouraging divergent thinking in schools. Flashcard 18 Q: What is the relationship between IQ and occupational success? A: Higher IQs are associated with professional success, health, and longer life spans. IQ predicts complex problem-solving abilities necessary for advanced work roles. Flashcard 19 Q: How does cognitive development progress in adulthood? A: • Postformal thought: Combines logic with emotion, pragmatism, and subjective factors. • Reflective reasoning matures, enabling nuanced decision-making. Flashcard 20 Q: What are role transitions, and how do they mark adulthood? A: Role transitions, like starting full-time work, voting, or marriage, signify the movement into adulthood, though the criteria vary across cultures.

Prefrontal Cortex and Executive Function

Understanding the Prefrontal Cortex and Its Functions

Lateral prefrontal cortex: architectonic and functional organization

recognise that emotion occurs within the limbic system, amygdala and prefrontal cortex

Prefrontal Cortex and Executive Functions Overview

Prefrontal Cortex and Information

ECN 5: Executive Control: Prefrontal Cortex

Chapter 14: Motivation and Emotion

LIFESCI 3K03 Topic 6 Part I: Brain Control - Prefrontal Cortex

QUIZ FRIDAY (10/14): 104-111: Phineas Gage, Prefrontal Cortex, Brain Lobes, and Aphasias

* Personality = unique variation of human nature * Personality develops across one’s life course vs. * Human nature has developed through evolution and history Human nature’s beginning: humans were intelligent, bipedal, and lived together in social groups ## ^^The Evolution of Big Brains and Human Sociality^^ * Features of human nature that differentiate us from different species: * Tremendous cognitive power/ intelligence * Eg: language, reason, creativity, innovation, imagination, tool use, advances in science and technology * Social nature; we naturally group together * Eg: pair-bonding, family formation, group identification, cooperation, altruism, competition, warfare, religion, government, culture * Personality is expressed through behavior, thought, and feeling that occur in __social contexts__ * Big brains + intense social relationships go together * Eg: species with the biggest brains relative to body size tend to form monogamous pair-bond * Primates = big brains + the neocortex occupies a big part of their brain * Neocortex = responsible for governing conscious thought, planning, and decision making * The bigger the groups in which individuals live, the bigger their neocortex is Eg: humans live in the largest groups and our neocortex accounts for 80% of our whole brain * Eusociality: members of eusocial species live in coordinated and multigenerational groups using division of labor * Evolution: 1- Bipedalism: free hands - manipulate objects and food 2- Tools: use of tools 3- Meat: the harvesting of meat became one of many social tasks requiring coordination and cooperation → led to the formation of highly organized groups 4- Fire: learned to control fire - used to cook - led to social activity such as sharing cooked meals, which enhanced social bonding 5- Campsites: establishment of campsites created a greater division of labor and more complex organizations 6- Culture: the development of language led to human creativity 7- Agriculture: led to an increase in group size and eventually the creation of small towns and cities * Shared intentionality: sharing with others our intentions to work more efficiently to accomplish a joint task * The development of this trait led to the establishment of shared morality, ethical codes, religious sensibilities, and human government * Prefrontal cortex: complex decision-making + social behavior * Temporal lobes: language ## ^^It’s All About the Group^^ * Autrey’s story: he saved a man having a seizure from being crushed by a subway - selfless heroism * __Mother-infant attachment__: a bond of love that forms in the first year of the infant’s life to serve the evolutionary demand of protecting the helpless infant from predators and other dangers in the environment * __Kin selection__: individuals may show altruism toward those with whom they share a significant allotment of genes * __Reciprocal altruism__: helping other individual human beings in your group and expecting them to return the favor eventually * __Inclusive fitness__: someone’s survival and overall reproductive chances * People cooperate because group members cannot survive without each other * __Multilevel selection__: evolution works at many different levels * Eg: evolved tendencies that directly benefit groups may exist simultaneously with evolved tendencies that directly benefit selfish behavior within the group * Humans have a natural *need to belong* to all sorts of social groupings * Condition to belong to a group = prosocial behavior * __Group identification__: people naturally identify with social groups and experience the group’s triumphs and setbacks as if they were their own * __Minimal group paradigm__: people in a random group start to believe their group is superior to another opposing group and develop a prejudice against the “other” group * Eg: allegiance to sports teams * __Social identity__: someone’s own thoughts and feelings regarding how they fit into a group, their role, and function in the group, and what membership in the group means more generally for their life * Groups * In-groups: groups to which one belongs * Out-groups: groups that are in direct opposition to the groups to which you belong → Parents, teachers, and other socializers of a group teach children the group’s customs, traditions, moral codes, valued technologies, and history * Humans hold strong moral intuitions regarding: 1. physical harm 2. fairness and reciprocity 3. respect for legitimate authority 4. loyalty to in-groups 5. purity or sanctity * Religion: shared beliefs and feelings of kinship - leads to subordination * It has given motivation for some of the greatest achievements and acts of infamy ## ^^Exhibit A For a Eusocial Species: Charles Darwin, Himself^^ * __Natural selection__: theory of evolution * The problem of balance: how do humans achieve both social acceptance and social status? how to win both power and love in one’s group? how to get along with others while also getting ahead of them? ## ^^Getting Along And Getting Ahead^^ * These 2 challenges have been around for over 100,000 years ago * __Socioanalytic theory of personality__ (by Robert Hogan): human beings are biologically wired to live in social groups that are organized into status hierarchies * It is in human nature to seek social acceptance and social status * Group life = social performance * We are all actors playing our roles and trying to manage the impressions of other group members * Self-presentation + Impression management * Importance of reputation: how you are perceived by your group. It is mainly conveyed by gossip, which often promotes cooperation in groups * Personality begins with the different reputations that humans achieve in their social groups * The variations in personality mattered throughout evolution for getting along and getting ahead in social groups * __Personality__: depends on recognizable variation in social performance → Human beings can have social relationships with a maximum of 150 other human beings at a given time in their lives (beyond 150, we can’t keep track of who is who) * Personality: * Behavioral attributions that other people make about you as they observe your social performances * The attributions you make about yourself as you observe yourself in social action and as you observe others observing you