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PSY 224 - Dev Psych > 2017-05-13 Exam 3 (Final) > Flashcards

2017-05-13 Exam 3 (Final) Flashcards

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1
Q

“raging hormones” idea

A
  • 1904: G Stanley Hall (Father of Study of Adolescence) thought teens were wild, but the factory town where he lived just had teens who made trouble
  • Claimed they were victims of “raging hormones” (Makes no sense in cross-cultural research
  • there are no new hormones, the levels get higher (peak 18-22)
  • little evidence that “raging hormones” account for behavioral changes
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2
Q

Effects of hormones on mood, behavior

A
  • hormones make us sexual beings
  • subtle effects (variability in mood, aggression)
  • cross-cultural research is important
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3
Q

pubertal timing

A
  • kids are treated differently for years, can have significant impact
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4
Q

Pubertal timing: boys - Early and Late

A
  • Early dev in boys: confident, delinquent adolescents, turn into responsible cooperative, conforming adults
  • Late dev in Boys: well behaved, immature, unpopular adolescents, assertive, insightful, creative impulsive adults
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5
Q

Pubertal timing: girls - Early and Late

A
  • Early dev in girls: depression, anxiety, eating disorders, sexual/romantic involvement
  • Late dev in girls: well-behaved adolescents, bell-educated adults
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6
Q

Maturation deviance hypothesis

A
  • it’s hard to be out-of-sync with peers of both genders (girls who mature early, boys who mature late)
  • explains that adolescents who are off time (earlier or later) in their pubertal development experience more stress than do on time adolescents
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7
Q

Marcia’s stages of identity development

A
  • ID achievement: exploration and commitment
  • ID moratorium: exploration, not commitment
  • ID foreclosure: no exploration, with commitment
  • ID diffusion: exploration, no commitment
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8
Q

Ethnic identity development

A
  • Multi-group ethnic identity measure (MEIM-R)
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9
Q

Cognitive competence and legal decision-making

A
  • courts trying children as adults, only if they can think analytic or not
  • could be argued that children should be tried as adults because they can think analytically and with concrete thought, but another view is that they should be tried as children because they still have the “invisibility fable” and the “personal fable”
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10
Q

Risk-taking (and neurological reasons) in adolescence

A
  • sensation seeking most consistent among adolescents 12-15 y/0
  • impulse control improves throughout adolescence and adulthood
  • impulse control improves throughout adolescence and adulthood
  • pre-frontal cortex is not fully developed, and also not caught up with the limbic system (emotions, adrenaline)
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11
Q

Bonnie and Scott Article

A
  • Asymmetries in timing of development of different brain regions contribute to risk taking and immature judgement in adolescence
  • Crimes are more rooted in transient development than antisocial values
  • Limbic system develops before prefrontal cortex (easier to press the gas and harder to press the breaks)
    Adolescents are sensation seeking-
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12
Q

Identity role vs confusion

A

(Erikson)

  • psychological conflict of adolescence
  • resolved positively when adolescents achieve an identity through process of exploration and inner soul searching
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13
Q

Experiences of LGBTQ youth

A
  • stigma creates unique challenges
  • contributes to health disparities (mental and physical)
  • most LGBTQ youth are healthy and well adjusted
  • supportive families and schools can help
  • Contextual factors: subgroup membership (lg or bt), SES, race/ethnicity, geography, cohort, religious identity, gender expression
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14
Q

Parental monitoring

A
  • parent’s ongoing awareness of what their children are doing, where and with who
  • too much or too little can be detrimental to the child, especially the parent-child relationship
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15
Q

Storm and stress

A
  • Phrase coined by Hall
  • Comprised of three key elements
  • conflict with parents and authority figures
  • mood disruptions
  • risky behavior
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16
Q

Adolescent parenthood

A
  • US teen pregnancy is a social problem (correlation ≠ causation)
  • teen birth just hit a new low (giving birth, not getting pregnant)
  • US teen pregnancy and birth and abortion rates reached historic lows in 2011
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17
Q

sexual education

A
  • improved contraceptive use is probably driving declines in teen pregnancy
  • more people are using 1+ contraceptive at their last sexual encounter
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18
Q

sexual attraction in adolescence

A
  • North American attitudes toward sexually active adolescents is fairly restrictive
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19
Q

sleep

A
  • delayed phase preference (always needing extra half hour of sleep) (makes us feel like we’re always jet-lagged)
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20
Q

cliques

A

groups of 5-7 who are friends, similar in family background, attitudes and values

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21
Q

crowds

A
  • several cliques with similar values that form a large, more loosely organized group
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22
Q

gender roles

A
  • a social construct
  • Gender intensification: increased gender stereotyping of attitudes and behavior, and movement toward a more traditional gender identity
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23
Q

gender and mental health

A

For LGBTQ youth: -
Contextual factors: subgroup membership (lg or bt), SES, race/ethnicity, geography, cohort, religious identity, gender expression

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24
Q

Rites of passage into emerging adulthood

A
  • bar/bat mitzvah
  • sweet sixteen, quincineara, confirmation
  • graduation
  • first driver’s license
  • legal age of majority
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25
Q

Adolescent to adult- social status changes

A
  • Adults: take you more seriously, hold you more responsible for your actions
  • might support and care for your family: the one you come from, or the one you create
  • better self regulation
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26
Q

emerging adulthood vs extended adolescence

A
  • Emerging Adulthood: a unique developmental period

- Extended Adolescence: dragging on as we require more education, training for adulthood

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27
Q

Conley, et al. Article

A
  • Sexual stereotypes debunked!!
  • Men think about sex more than women because they are thinking about basic needs more.
    Women are “choosier” because men come to them.
  • When it’s reversed, males are “choosier.”
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28
Q

Sexual behavior and attitudes in early adulthood

A
  • most adults are less sexually active than people assume
  • display wider range of sexual choices/actions that earlier generations
  • book says people lean towards homosexual or heterosexual
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29
Q

Intimacy vs Isolation

A

(Erikson)

  • psychological conflict of early adulthood
  • reflected in individual’s thoughts and feelings about making a permanent commitment to an intimate partner
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30
Q

effects of college education

A

cultural shifts that created emerging adulthood:

  • entry-level positions require more education
  • longer lifespan → less need for youth labor
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31
Q

cognitive development in college

A
  • considered “developmental testing ground”

- can devote time to exploring alternative values, roles, and behaviors

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32
Q

Health risk in early adulthood

A 
- Drug abuse
Unprotected sex
- Driving without a seat-belt
- carrying a loaded gun
- addictive gambling 
- extreme sports 
-- Done partly for adrenaline rush
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33
Q

cohabitation

A
  • unmarried couples who have intimate relationships and live together
34
Q

Myths about millennials

A
  • not that different from other cohorts/generations, just different because it’s a different time (and also technology)
  • not lazy, just want jobs that help with skillset and get them to a higher job, want to have close relationships with their managers
  • (correlation ≠ causation)
35
Q

alcoholism

A
  • contributes are both biological and environmental

- 1/3 of heavy drinkers suffer from alcoholism

36
Q

Identity development (early adulthood)

A
  • During the college years, young people refine their approach to constructing an identity. Besides exploring in breadth (weighing multiple possibilities), they also explore in depth (evaluating existing commitments).
  • College students who move toward exploration in depth and certainty of commitment are higher in self-esteem, psychological well-being, and academic, emotional, and social adjustment.
  • Those who spend much time exploring in breadth without making commitments, or who are identity diffused (engaging in no exploration) tend to be poorly adjusted.
37
Q

Social Clock (adolescence)

A
  • age-graded expectations for major life events (first job, getting married, birth of a first child, retiring)
38
Q

Sternberg’s Triangular Theory of Love

A
  • intimacy, passion, and commitment
  • relationships move from passionate love (intense sexual attraction) toward companionate love (warm, trusting, affection and care-giving)
39
Q

Divorce (early adulthood)

A

Contributions to divorce:

  • younger age of marriage,
  • family history of divorce
  • poverty
  • American individualism
40
Q

diverse family structures

A
  • gay and lesbian families

- inter generational household (grandparents and parents too)

41
Q

transition to parenthood and couple relationships (Maria and Tiffany)

A

Maria and Tiffany:
- not any expectation for “imaginary kids”
- vows to each other, kids, community (Maria)
- J and R individuals at a young age, brought others into their family, pushed ideas of family for Maria and Tiffany
Day-to-day life changes:
- never enough sleep, no sleeping in
- constantly being behind, always more to do

42
Q

Nelson article

A
  • Having a kid there is more joy
  • Three studies, but conflicting findings.
  • Dads tend to experience even more joyful than moms during parenting
43
Q

Generativity vs Stagnation

A

(Erikson)

- generativity involves reaching out to others in ways to give to and guide the next generation

44
Q

Infertility in midlife

A
  • Definition: the inability to conceive a child after trying for a year
  • Men: low sperm count, motility (how fast the sperm are), behavior in the past 75 days, pollution, stress, STIs
  • Women: diseas. smoking, extreme dieting, obesity
  • Solutions could be assisted reproductive technology, adoption
45
Q

childlessness (midlife)

A
  • rates doubled between 1970-2000 in the US (rates of marriage before 40 y/o is about the same)
  • less distress than parents of young children
  • similar well-being as parents of adult children
  • higher levels of social activity, education
46
Q

child freedom (midlife)

A
  • childlessness as voluntary, fulfilling choice
  • often higher SES
  • 6% of U.S. woman (ages 15-44)
    • rate involuntary childlessness are increasing (U.S.: 15-44), voluntary the same
47
Q

“You’ll Change Your Mind” (childlessness and childfreedome in midlife)

A
  • representative study: Americans aged 19-39
    • 6% changed their mind or because they became parents after 6 yrs
    • 7% were consistent about childfreedom
    • 13% changed their minds to the opposite way
48
Q

Regrets? (childlessness and childfreedom in midlife)

A
  • no difference in number of regrets
  • child-related regrets: least likely for voluntary childfreedom
  • involuntary childless women regretted not having children (reasons such as infertility or other external/environmental factors)
49
Q

pathways to parenthood outside of conventional approach (midlife)

A
  • fertility help

- adoption: public adoption, foster-to-adoption

50
Q

improvements in mental and physical health (midlife)

A
  • Memory declines at 60-65, not 40 (Confirmation bias)
  • Harder to see things near to you
  • Cognitive processing slows down
  • Hair loss
  • Hearing loss (mostly after 65)
  • Thinking skills benefit from experience
    • Major cognitive deficits rare before 65
    • IQ increases with age, then declines
  • Nearsightedness may disappear
51
Q

declines in mental and physical health in midlife

A
  • Longer reaction time
  • Senses less acute
  • Skin gets drier, rougher
  • Less, muscle, more fat, worse posture, - shorter, bones less dense, less ability
  • Decline is sex hormones
52
Q

Big Five Personality Traits

A
  • Neuroticism: (HIGH: worrying, tempermental, self pitying, self-conscious, emotional, vulnerable; LOW: calm, even-tempered, self-content, comfortable, unemotional, hardy)
  • Extroversion: (HIGH: affectionate, talkative, active, fun-loving, passionate; LOW: reserved, quiet, passive, sober, emotionally unreactive)
  • Opennes to experience: (HIGH: imaginative, creative, original, curious, liberal; LOW: down-to-earth, uncreative, conventional, incurious, conservative)
  • Agreeableness: (HIGH: soft-hearted, trusting, generous, acquiescent, lenient, good-natured; LOW: ruthless, suspicious, stigny, antagonistic, critical, irritable)
  • Conscientiousness: (HIGH: conscientious, hard-working, well-organized, punctual, ambitious, persevering; LOW: negligent, lazy, disorganized, late, aimless, nonpersistent)
53
Q

Empty nest

A
  • feelings of depression, sadness, and/or grief experienced by parents/caregivers after their children come of age and leave their childhood homes
54
Q

Midlife crisis

A
  • an emotional crisis of identity and self confidence that can occur in early middle age
  • psychologist Vaillant saw few examples of crisis, but rather, slow and steady change. These contrasting findings raise the questions of how much personal upheaval actually accompanies entry to midlife
55
Q

relationship between adults and parents (middle age)

A
  • percentage of middle-aged Americans with living parents has risen dramatically
  • Middle age is a time when adults reassess relationships with their parents. Many adult children become more appreciative of their parents’ strengths and generosity and mention positive changes in the quality of the relationship
56
Q

Assisted reproductive technology

A
  • basic lifestyle changes, visiting IVF facility, intrauterine insemination
  • IVF (test tube baby, egg surgically removed, sperm added, then embryo placed back into uterus)
    • $10k-20k, depends on quality of egg, not effect on child development
57
Q

stress and coping

A
  • Research has found that an early- to mid-adulthood plateau in frequency of daily stressors, followed by a decline as work and family responsibilities ease and leisure time increases
  • Midlife brings an increase in effective coping strategies. Middle-aged individuals are more likely to identify the positive side of difficult situations situations, postpone action to permit evaluation of alternatives, anticipate and plan ways to handle future discomforts, and use humor to express ideas and feelings without offending others. Notice how these efforts flexibly draw on both problem-centered and emotion-centered strategies
58
Q

crystallized inteligence

A
  • refers to skills that depend on accumulated knowledge and experience, good judgement, and master of social conventions
    • abilities acquired because they’re valued by the individual’s culture
59
Q

fluid inteligence

A
  • depends on basic information-processing skills

- - ability to detect relationships among visual stimuli, speed of analyzing information, and capacity working memory

60
Q

improvement of cognitive abilities (late adulthood)

A
  • extract essence of a message

- act quickly, decisively solve problems

61
Q

decline of cognitive abilities (late adulthood)

A
  • difficulty with recall, not recognition
    • slower cognitive processing - less retention
    • smaller working memory capacity
    • prospective memory: remembering something that’s coming up (doctor appointments, lunch plans, etc)
62
Q

maintenance of cognitive abilities (late adulthood)

A
  • recognition
  • implicit member (without thinking about it [driving home automatically])
  • language comprehension
  • wisdom
63
Q

strategies to compensate for declines (late adulthood)

A
  • rely on more external memory aids
  • word defining difficulties: speak more slowly (more time to think); simplify grammatical structure; use more sentences; focus on the gist, not the details
64
Q

dementia

A
  • not all dementia is Alzheimer’s.

- - physicians can diagnose dementia relatively easily (narrowing down cause/causes is harder)

65
Q

wisdom

A
  • Capacity made up of multiple cognitive and personality traits, combining breadth and depth of practical knowledge
  • Ability to reflect on and apply knowledge in ways that make life more bearable and worthwhile
  • Emotional maturity, including the ability to listen, evaluate and give advice
    Altruistic creativity, which involves contributing to humanity and enriching others’ lives
66
Q

experiments and how to determine causation

A
  • an experiment with set conditions and variables
  • independent variable: scientists are controlling this one
  • dependent variable: what is measured
67
Q

random assignment

A
  • individuals being tested have an equal sense of being in control and experimental groups, random assignment takes out confounded variables
68
Q

cross -ectional vs longitudinal research

A
  • Cross-sectional: different age groups at the same time, faster, cohort effect
  • longitudinal: same group over a long period (or short) period of time, takes a long time, might be more accurate, less change of the cohort effect
69
Q

sensitive periods

A
  • easier during this time
70
Q

Gawande article

A

idk

71
Q

breastfeeding

A

idk

72
Q

Sears “attachment parenting”

A
  • Sears 1993 book
    • baby wearing: baby will cry less
  • co-sleeping: most research against, can lead to death
  • breastfeeding on demand until the child stops: good idea until three months of age, then parent decides
    • no research to prove any of this creates secure attachment
    • sensitivity, responsibility matters more than specifics
73
Q

Person praise

A
  • Enforces fixed mindset
  • Challenging tasks →anxiety
  • failure→learned helplessness
    EX: “way to go smarty pants!”
74
Q

Process praise

A
  • Enforces growth mindset
  • Can improve, mastery orientation
  • failure→motivation to improve
    EX: “Your hard work really paid off!”
75
Q

Learning styles

A
  • they don’t exist
  • most material should be taught multiple ways, making it more meaningful
  • have preferences, but no actual affect on learning and processing
  • learning is more conceptual (in the classroom)
  • memory based on meaning
76
Q

Authoritarian Child-rearing style

A
  • possibly some rules, but rules used as justification
  • low acceptance and involvement, low autonomy granting; high in coercive control
    EX: when going to bed: very strict on bedtime, no explanation of rules
77
Q

Authoritative child-rearing style

A
  • more explanation with rules, parent-child relationship
  • high acceptance and involvement, appropriate autonomy granting, adaptive control
    EX: when going to bed: would come to an agreement on bedtime, let child be aware of consequences of staying up
78
Q

Permissive child-rearing style

A
  • warm and accepting, but uninvolved
  • either overindulgent or unattentive, therefore engage in little control
    EX: when going to bed: let kid stay up, no information of consequences, etc.
79
Q

Olson article

A

idk

80
Q

racial and ethnic identity development

A

idk

81
Q

Second-Language aquisition

A
  • sensitive period: becoming multilingual (no age cutoff, but younger = better)
  • infancy > early childhood > middle childhood > adolescence

PSY 224 - Dev Psych (2 decks)

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