Child Development Final Exam | Most Recent Exam 2026 Actual
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The extended development of the
human brain, particularly the
prefrontal cortex, which continues to
mature and reconfigure into the mid-
Prolonged Maturation
to-late 20s or even early 30s, rather
than finishing at age 18- 15.
- prolonged maturation means
adolescents struggle with:
- inhibition, impulse control, planning
Limbic System: subcortical regions of
the brain
- emotional/social brain
Brain Development (Adolescence): - when emotions are high limbic
Limbic System system is galvanized to seek
pleasure and reward Fully
developed; overactive
- Limbic system responds more to
reward during adolescents compared
to childhood and adulthood
Overactivated limbic system (i.e.,
The Adolescent Brain reward system) Under-development
of prefrontal cortex (i.e., control
system)
, Prefrontal Cortex
- planning mechanism
- impulse control
- organization of emotional reactions
- decision making
- the adult of your
Prefrontal Cortex and Limbic System
brain Limbic
System
- keeps you alive
- wants to feel good
- dislikes pain
- the child of your brain
Abstract Thinking
- logic and reasoning-mentally
manipulate ideas and reflect on
situations that are not real or
Piaget's Theory of Cognitive tangible
Development: Formal Operational Stage Propositional Thought
- ability to determine if a set of
propositions are logical based on
wording of the statement, without
having to experience the situation
firsthand
- evaluating the logic of verbal
statements without needing
concrete, real-world examples
, A systematic, scientific approach to
problem solving in which they test
hypotheses about variables that
might influences an outcome to
arrive at (deduce) a conclusion
- e.g., Combination of liquids task
- participants are given several clear
liquids (1-4 or 1-5) and told that a
specific combination of them will
Hypothetical-Deductive Reasoning
produce a specific color change (e.g.,
yellow) when mixed with a special
agent ("g'")
- objective: to find the correct mixture
of liquids that produces the color
change
- problem: the solution requires
systematic, exhaustive testing of
all potential combinations (e.g.,
1+3+g, 1+2+4+g, etc)
- 12-16 yr old tend to be able to do this
- must formulate a hypothesis (
thinking of all potential
combinations) and deductive (test
the hypotheses systematically)
Continues to improve in adolescents:
- inhibitory control
- task switching
- working memory
- processing speed (how well
someone encodes information/
Executive Functioning (Adolescence)
solved a problem, typically measured
by reaction time)
- memory strategies
(chucking/rehearsal/organization
become faster and more accurate)
- metacognition (adolescents
understand their own minds)
, Adolescents (relative to children)
greater performance on 1st and 2nd
order Theory of Mind Tasks
- Point of View Tasks: illustrate
teens' improved ability to take the
Social Cognition (Adolescence) perspective of others
- e.g., "your not allowed to go to party,
how do you feel" and "a girl is not
allowed to go to a party, how do you
feel"
- adolescent difference in reaction
time of the two times of questions
decreases
Cognitive Theory of Mind:
understanding mental states, beliefs,
thoughts, and intentions of others;
Social Cognition (Adolescence): children are competent,
Cognitive Theory of Mind & Affective understanding other perspectives
Theory of Mind Affective Theory of Mind:
understanding the motions of others,
ability to understand, infer, and react
to the emotional states and feeling of
others; emerges in adolescence and
adulthood
Complete Real Exam Questions And Correct Answers (Verified
Answers) Already Graded A+ | Guaranteed Success!! Newest
Exam
The extended development of the
human brain, particularly the
prefrontal cortex, which continues to
mature and reconfigure into the mid-
Prolonged Maturation
to-late 20s or even early 30s, rather
than finishing at age 18- 15.
- prolonged maturation means
adolescents struggle with:
- inhibition, impulse control, planning
Limbic System: subcortical regions of
the brain
- emotional/social brain
Brain Development (Adolescence): - when emotions are high limbic
Limbic System system is galvanized to seek
pleasure and reward Fully
developed; overactive
- Limbic system responds more to
reward during adolescents compared
to childhood and adulthood
Overactivated limbic system (i.e.,
The Adolescent Brain reward system) Under-development
of prefrontal cortex (i.e., control
system)
, Prefrontal Cortex
- planning mechanism
- impulse control
- organization of emotional reactions
- decision making
- the adult of your
Prefrontal Cortex and Limbic System
brain Limbic
System
- keeps you alive
- wants to feel good
- dislikes pain
- the child of your brain
Abstract Thinking
- logic and reasoning-mentally
manipulate ideas and reflect on
situations that are not real or
Piaget's Theory of Cognitive tangible
Development: Formal Operational Stage Propositional Thought
- ability to determine if a set of
propositions are logical based on
wording of the statement, without
having to experience the situation
firsthand
- evaluating the logic of verbal
statements without needing
concrete, real-world examples
, A systematic, scientific approach to
problem solving in which they test
hypotheses about variables that
might influences an outcome to
arrive at (deduce) a conclusion
- e.g., Combination of liquids task
- participants are given several clear
liquids (1-4 or 1-5) and told that a
specific combination of them will
Hypothetical-Deductive Reasoning
produce a specific color change (e.g.,
yellow) when mixed with a special
agent ("g'")
- objective: to find the correct mixture
of liquids that produces the color
change
- problem: the solution requires
systematic, exhaustive testing of
all potential combinations (e.g.,
1+3+g, 1+2+4+g, etc)
- 12-16 yr old tend to be able to do this
- must formulate a hypothesis (
thinking of all potential
combinations) and deductive (test
the hypotheses systematically)
Continues to improve in adolescents:
- inhibitory control
- task switching
- working memory
- processing speed (how well
someone encodes information/
Executive Functioning (Adolescence)
solved a problem, typically measured
by reaction time)
- memory strategies
(chucking/rehearsal/organization
become faster and more accurate)
- metacognition (adolescents
understand their own minds)
, Adolescents (relative to children)
greater performance on 1st and 2nd
order Theory of Mind Tasks
- Point of View Tasks: illustrate
teens' improved ability to take the
Social Cognition (Adolescence) perspective of others
- e.g., "your not allowed to go to party,
how do you feel" and "a girl is not
allowed to go to a party, how do you
feel"
- adolescent difference in reaction
time of the two times of questions
decreases
Cognitive Theory of Mind:
understanding mental states, beliefs,
thoughts, and intentions of others;
Social Cognition (Adolescence): children are competent,
Cognitive Theory of Mind & Affective understanding other perspectives
Theory of Mind Affective Theory of Mind:
understanding the motions of others,
ability to understand, infer, and react
to the emotional states and feeling of
others; emerges in adolescence and
adulthood
