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Psychobiology: Y2 LCRS 2: Brain and Behaviour

Biology4 CardsCreated 18 days ago

This deck covers key concepts in psychobiology related to language development, critical periods for language acquisition, executive functioning, and dysexecutive syndrome.

What are the main influences on language development?

Genetic factors – some mutations lead to severe language problems –gene expression realises basic neural mechanisms for language. Condition e.g. autism, ADD, developmental verbal dyspraxia
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Key Terms

Term
Definition
What are the main influences on language development?
Genetic factors – some mutations lead to severe language problems –gene expression realises basic neural mechanisms for language. Condition e.g. autis...
What is the critical period for language acquisition?
As age increases from birth, ease of learning language decreases from age 3-8. Past the age of 10, ease of learning language is much lower than earlie...
What is executive functioning?
The executive system processes novel situations outside the domain of some of our automatic psychological processes

State some common characteristics of dysexecutive syndrome.

Impulsivity
Disinhibition
Emotional bluntness
Attention problems
Perseveration
Inability to plan/manage goal-directed behaviour
C...

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TermDefinition
What are the main influences on language development?
Genetic factors – some mutations lead to severe language problems –gene expression realises basic neural mechanisms for language. Condition e.g. autism, ADD, developmental verbal dyspraxia
What is the critical period for language acquisition?
As age increases from birth, ease of learning language decreases from age 3-8. Past the age of 10, ease of learning language is much lower than earlier in life
What is executive functioning?
The executive system processes novel situations outside the domain of some of our automatic psychological processes

State some common characteristics of dysexecutive syndrome.

Impulsivity
Disinhibition
Emotional bluntness
Attention problems
Perseveration
Inability to plan/manage goal-directed behaviour
Copes with written instruction and structure but not with unstructured tasks
Difficulty grasping complex or abstract ideas