extended response gizmo

• Lobes of the cortex


  • Frontal lobe
  • Parietal lobe
  • Temporal lobe
  • Occipital lobe
• Frontal lobe


  • Controlling voluntary movement
  • Planning and decision making
  • Problem solving
  • Reasoning abilities
  • Personality
  • Recognition of emotions
  • Impulse control
• Parietal lobe


  • Processing sensory information of temperature/pain/pressure/touch
  • Spatial awareness
  • Proprioception
  • Integration of sensory information
• Temporal lobe


  • Understanding speech
  • Interpreting auditory information
  • Processing sense of smell
  • Facial recognition
  • Processing body language
• Occipital lobe


  • Visual perception
  • Visual processing
  • Perception of depth and distance
• Still images


  Static, two-dimensional
• Dynamic images


  Change in real time, three-dimensional
• Computed Tomography


  1. X-ray beam revolves in a circle around patient's body

  2. The X-rays forms images as tissues/structures of greater density have less X-ray photons pass through them
• Magnetic Resonance Imaging


  1. A strong magnetic field lines up protons in hydrogen atoms (of body tissue) and then short bursts of radio waves move protons out of alignment

  2. As protons realign they release radio signals and different tissues/structures produce different signals
• MRI produces more detailed images of soft tissue found in brain
• Structured interview


  Uses a set of pre-established questions that cannot be deviated from
• Semi-structured interview


  Uses a set of pre-established questions but permits asking participant follow up questions on responses they give
• Strength of structured interview


  • Standardisation of questions asked means less bias from researcher/differences between interviewers
  • Does not rely on reading ability of participant
• Limitation of structured interview


  • Depth of data limited as no follow up questions permitted
  • Difficult to draw conclusions as data can be difficult to analyse
• Qualitative interview question


  • What do you think about individuals who choose to wear helmets when riding bikes?
  • What protection do you believe wearing a helmet provides an individual with?
  • Why do you choose to not wear a helmet when engaging in activities like skateboarding?
• Quantitative interview question


  • How many times have you been skateboarding without a helmet?
  • Do you own a helmet?
  • Wearing a helmet is a good way to prevent head injuries when skateboarding. 1 - Strongly agree, 3 - Neutral, 5 - Strongly disagree
• Researcher


  Consciously or unconsciously influencing participants
• Use a standardised procedure


  To prevent the researcher inadvertently giving clues/feedback to participants
• Description


  Data was able to be statistically analysed / a statistical technique was applied to the data
• Outline the physical, cognitive, social and emotional changes during adolescence

  • Physical drastic period of change, reach final height, body hair growth, sexual maturation (breasts, menstruation, etc), male vocal change, increased fine motor skills, development of muscles and increased gross motor skills
  • Cognitive increased language comprehension and ability to communicate, can comprehend more abstract concepts and language, increase in vocabulary, ability to rationalise
  • Social-focus shift from family to friends, introduction of romantic and sexual relationships (new form of relating to others), begin to organise own social engagements, start to socialise without the 'safety' of guardians, increased self-concept
  • Emotional moods become unpredictable, can be erratic, uncontrollable mood swings, highly emotional
• Brain plasticity


  The growth and reorganisation ability of neural connections
• Effects of brain plasticity in adolescent development

  • Volume of grey matter is at its maximum and synaptic pruning continues which increases brain efficiency
  • Connections undergo myelination later meaning that connections are still being made more slowly and sometimes misfire
  • Full abilities to plan, control impulses and give attention are not consistent until brain plasticity in adolescence (myelination)
• Effects of changes in two brain structures on behaviour and emotion

  • Cerebellum: Behaviour - muscle coordination, speech muscle coordination, balance; Emotion - struggle to process emotions, ability to use facial expressions
  • Amygdala: Behaviour - decision making, hypervigilance; Emotion - mood swings, difficulty regulating fear emotions
  • Corpus callosum: Behaviour - muscle coordination, facial muscle movement; Emotion - mood swings, recognition of emotion in others
  • Frontal lobe: Behaviour - problem solving, impulse control, personality, reasoning, logical decision making; Emotion - apathy, personality, recognition of emotion in others
• Schema


  The way in which people categorise information to help them interpret the world around them/a mental idea or concept of experiences
• Process of schema formation for each child

  • Mia has a basic schema of what school involves, believing it is about wearing a uniform only
  • Lulu has assimilated her understanding, incorporating new information into an existing understanding/schema (initially thought school was about wearing a uniform but has assimilated that playing games at recess and lunch and being creative is also associated with school)
  • Max has demonstrated accommodation in his schema for school since starting high school, changing his schema for school and taking in new information to conclude that school is more than just playing; it is a place that helps determine what you want to do when you grow up
• Four stages of cognitive development theory

  • Sensorimotor
  • Pre-operational (Mia is in this stage)
  • Concrete operational (Lulu is in this stage)
  • Formal operational (Max is in this stage)
• Characteristics each child is likely to demonstrate in their current stage

  • Mia - egocentrism, animism, symbolic thinking, centration, seriation
  • Lulu - conservation
  • Max - abstract thinking
• Three mountains task (to test Mia's development)


  1. A child sits on one side of a 3d mountain/mountain model, and a toy/person sits on the opposite side. The child is asked what they see in front of them, followed by the child being asked what the toy/person sees in front of them.

  2. Mia is likely to suggest that the toy/person sees the same as her, demonstrating egocentrism.
• Conservation task (to test Lulu's development)

  Piaget conducted a number of tasks that test whether a child can understand that something stays the same in quantity even if it changes its appearance (in mass, length, number or volume). Such as the volume task where he poured liquid into two similar sized containers, then poured one into a taller and thinner container and asked if the containers had the same amount of liquid. It is likely that Lulu can conserve volume and will say that the containers contain the same amount of liquid.
• Pendulum problem (to test Max's development)


  This task involves a string and set of weights and requires the child to assess which variable affects the swing rate of the pendulum. The child needs to apply scientific reasoning to systematically test the different variables. It is likely that Max can demonstrate abstract thinking by scientifically testing each variable in logical order.
• Strength of cognitive development theory

  • Cross-cultural research suggests development occurs in the same order suggesting cognitive development is a biological process, as Piaget suggested.
• Limitation of cognitive development theory

  • While the order of development is universal, the age at which these stages occur is dependent on social and cultural influences.