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Developmental Psychology > Adolescence > Flashcards

Adolescence Flashcards

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1
Q

process that leads to sexual maturity or fertility
o Adolescence offer opportunities for growth in cognitive and social competence, autonomy, self-esteem, and intimacy
o Psychologist believe the tendency to engage in risky behaviors may reflect the immaturity of the adolescent brain

A

o Puberty

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2
Q

adrenal glands secretes increasing androgens (Dehydroepiandrosterone) between ages 6-8 yrs old

A

a. Adrenarche

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3
Q

maturation of sex organs, which triggers the second burst of DHEA productions

A

Gonadarche

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4
Q

maturation of sex organs, which triggers the second burst of DHEA productions

A

o Gonadarche

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5
Q

organs necessary for reproduction (e.g., ovaries, vagina, testes, penis)

A

o Primary Sex Characteristics

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6
Q

physiological signs of sexual maturation that do not directly involve sex organs (e.g., changes in voice, breast enlargement, broad shoulders)

A

o Secondary Sex Characteristics

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7
Q

rapid increase in height, weight, and muscle and bone growth that occurs during puberty

A

Adolescence Growth Spurts

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8
Q

rapid increase in height, weight, and muscle and bone growth that occurs during puberty

A

o Adolescent Growth Spurt

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9
Q

first ejaculation; principal sign of sexual maturity in boys

A

o Spermarche

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10
Q

– first menstruation (monthly shedding of tissues from the lining of the womb)

A

o Menarche

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11
Q

children may be starting puberty earlier but spending more time to reach full sexual maturity

A

o Secular Trend
 May be due to higher standard of living, undernutrition, health, exposure to endocrine-disrupting chemicals
 May also because they were firstborn, being born to a single mother and harsh maternal parenting practices

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12
Q

disorder causing acne, irregular periods, excess hair growth, and the growth of cysts on ovaries

A

Polycystic Ovarian Syndrome (PCOS

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13
Q

one’s perception, thoughts, and feelings about one’s body

A

o Body Image
 Girls tend to express the highest level of body satisfaction when underweight, some dissatisfaction when average weight, and the most dissatisfaction when overweight

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14
Q

distorted body image, severely underweight, may be withdrawn or depressed, and afraid of losing control and becoming overweight

A

 Anorexia Nervosa

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15
Q

distorted body image, severely underweight, may be withdrawn or depressed, and afraid of losing control and becoming overweight

A

 Anorexia Nervosa

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16
Q

short-lived binge eating and then purging by self-induced vomiting, strict dieting, excessive exercise, etc.

A

 Bulimia Nervosa

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17
Q

– binging without purging of food

A

 Binge-eating disorder

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18
Q

consuming five or more drinks on one occasion

A

o Binge Drinking

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19
Q

o Adolescents enter what Piaget called the highest level of cognitive development

A

Formal Operations

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20
Q

methodical, scientific approach to problem solving, and it characterizes formal operations thinking

A

o Hypothetical-Deductive Reasoning
 Involves ability to develop, consider, and test hypotheses
 Piaget attributed it to a combination of brain maturation and expanding environmental opportunities

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21
Q

adolescents can think about thinking – their own and the other people’s

A

o Self-Consciousness

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22
Q

– a conceptualized “observer” who is concerned with a young person’s thoughts and behavior as he or she is

A

o Imaginary Audience

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23
Q

belief that they are special, their experience is unique, and they are not subject to the rules that govern the rest of the world

A

o Personal Fable
 Underlies much risky, self-destructive behavior
 Brain immaturity biases adolescent toward risky decision making

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24
Q

decision making is influenced by two cognitive systems: verbatim analytical and gist-intuitional, which operate in parallel

A

o Fuzzy-Trace Theory Dual-Process Model

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25
Q

– the cancer patient and the greedy drug dealer, most famous example of Lawrence Kohlberg’s approach to studying moral development

A

o Heinz’s Dilemma

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26
Q

The child/individual is good to AVOID PUNISHMENT because punishment equates, they must have done something wrong

“What will happen to me if I do this?”

A

Level I: Preconventional Morality (3-7 yrs old)
Stage 1: Obedience and Punishment Orientation

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27
Q

Children recognize that there is not just one right view that is handed down by authorities. They conform to rules out of self-interest and consideration what others can do for them.

“You scratch my back, I’ll scratch yours.”

A

Level I: Preconventional Morality (3-7 yrs old)
Stage 2: Individualism and Exchange

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28
Q

The child is good in order to be seen as a good person by others. Approval of others is important.

e.g., Donating to the victims of the recent typhoon and posting it on social media so everyone knows they did something good.

A

Level II: Conventional Morality (Morality of Conventional Role Conformity) (8-13 yrs old)
Stage 3: Good Interpersonal Relationship

29
Q

The child becomes aware of the rules of the society, so judgement concern obeying the rules to uphold the law and avoid guilt.
e.g., Crossing the pedestrian crossing or going on a full stop when the traffic light turned red.

A

Stage 4: Maintaining Social Order

30
Q

Child becomes aware that while rules might exist for the betterment of everyone, there are times you have to bend the law for self-interests.

e.g., Some lawyers study the law so in case they need it, they can find a loophole so they won’t be convicted.

A

Level III: Postconventional Morality (Morality of Autonomous Moral Principles) (14-older yrs old)
Stage 5: Social Contract and Individual Rights

31
Q

People developed their own set of moral guidelines, which may or may not fit the law. The principles apply to everyone. They do what they think is right regardless of legal restrictions or opinion of others.

e.g., LGBTQIA++ community are still being discriminated and just tolerated by the society, but certain someone thinks that they deserve better. Thus, they do everything to recognize the rights of the people of the minority.

A

Stage 6: Universal Principles

32
Q

people consider the effect of their actions not only on other people but on the universe as a whole

A

o Cosmic Stage

33
Q

offers opportunities to learn info, master new skills, and sharpen old skills

A

Educational and Vocational Issues

34
Q

form of education that promotes social responsibility and service to the community

A

o Service Learning

35
Q

 Low teacher expectations
 Differential treatment
 Less teacher support
 Perceived irrelevance of the curriculum to culturally under-represented groups

A

o Dropout reasons

36
Q

coherent conception of the self, made up of goals, values, and beliefs to which the person is solidly committed

A

Identity

37
Q

o Adolescence is a time-out period which is the ideal for the development of identity, allowing young people the opportunity to search for commitments to which they could be faithful

A

Psychosocial Moratorium

38
Q

sustained loyalty, faith, or a sense of belonging to a loved one, friends or companions

A

o Fidelity
 Identification with a set of values, an ideology, a religion, a political movement, or an ethnic group
 Inability to develop fidelity may have an unstable sense of self, insecure, and fail to plan for themselves and the future

39
Q

a period of conscious decision-making

A

o Crisis

40
Q

a personal investment in an occupation or ideology

A

o Commitment

41
Q

– believes that his “ways” are the only ways

A

o Maladaptive Tendency: Fanaticism

42
Q

repudiate their membership in the world of adults and, even more, they repudiate their need for an identity

A

o Malignant Tendency: Repudiation

43
Q

o 4 types of Identity status

A
  1. Identity Achievement: crisis leading to commitment
  2. Foreclosure: commitment without crisis
     Result of exploring choices but accepting someone else’s plans for her life
     Uncritically accepted others’ opinions
  3. Moratorium: crisis with no commitment yet
     Actively grappling with his identity and trying to decide the path he wants his life to take
     Exploration
  4. Identity Diffusion: no commitment, no crisis
44
Q

crisis leading to commitment

A
  1. Identity Achievement
45
Q

commitment without crisis
 Result of exploring choices but accepting someone else’s plans for her life
 Uncritically accepted others’ opinions

A
  1. Foreclosure
46
Q

crisis with no commitment yet
 Actively grappling with his identity and trying to decide the path he wants his life to take
 Exploration

A
  1. Moratorium
47
Q

no commitment, no crisis

A
48
Q

no commitment, no crisis

A
  1. Identity Diffusion
49
Q

– includes practices that teach children about their racial or ethnic heritage, promote cultural customs and traditions, and foster racial/ethnic and cultural pride

A
50
Q

– includes practices that teach children about their racial or ethnic heritage, promote cultural customs and traditions, and foster racial/ethnic and cultural pride

A

o Cultural Socialization

51
Q

seeing oneself as a sexual being, recognizing one’s sexual orientation, and forming romantic or sexual attachments

A

o Sexual Identity

52
Q

whether the person is attracted to person of other sex (Heterosexual), same sex (Bisexual), or of both sexes (Bisexual)

A

o Sexual Orientation

53
Q

– biological sex at birth and gender identity are not the same

A

o Transgender

54
Q

– people who seek medical assistance to permanently transition to their preferred gender

A

o Transsexual

55
Q

– diseases spread by sexual contact

A

o Sexually Transmitted Infections

56
Q

leading cause of cervical cancer in women

A

 Human Papilloma Virus (HPV) or Genital

57
Q

 Most curable STIs are Chlamydia and Gonorrhea T or F?

A

True bakit?

58
Q

chronic, recurring, often painful, and highly contagious disease

A

 Genital Herpes

59
Q

affects the liver causing both acute and chronic issues that can lead to cirrhosis, liver cancer or death

A

 Hepatitis B

60
Q

parasitic infection

A

 Trichomoniasis

61
Q

– causes acquired immunodeficiency syndrome (AIDS), transmitted thru bodily fluids

A

 Human Immunodeficiency Virus

62
Q

caused by bacterium Neisseria gonorrhoeae, spread by contact between infected moist membranes, characterized by discharge from penis or vagina and painful urination

A

 Gonorrhea

63
Q

appearance of a sore where syphilis enter the body

A

 Syphilis

64
Q

– listening to different music from parents, dressed differently, and felt it was reasonable to keep private things from parents
 Involves the struggle for autonomy and differentiation, or personal identity

A

o Individuation

65
Q

o Three levels of peer groupings:

A

1) Dyadic – one-to-one
2) Cliques – structured group of friends who do things together
3) Crowd – based on personal interactions but on reputation, image, or identity

66
Q

one-to-one

A

1) Dyadic –

67
Q

structured group of friends who do things together

A

2) Cliques

68
Q

based on personal interactions but on reputation, image, or identity

A

based on personal interactions but on reputation, image, or identity

69
Q

– adolescent who breaks the law or engages in behavior considered as illegal

A

o Juvenile Delinquency

Developmental Psychology (9 decks)

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