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Developmental Psychology Preliminary Exam > Adolescence > Flashcards

Adolescence Flashcards

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1
Q

Period of rapid physical maturation involving hormonal and bodily changes that occurs primarily during early adolescence.

A. Puberty
B. Precocious Puberty
C. Menarche
D. Spermarche

A

A. Puberty

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2
Q

the term used to describe the very early onset and rapid progression of puberty.

A. Puberty
B. Precocious Puberty
C. Menarche
D. Spermarche

A

B. Precocious Pubert

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3
Q

A girl’s first menstruation and sometimes comes rather late in the pubertal cycle.

A. Puberty
B. Precocious Puberty
C. Menarche
D. Spermarche

A

C. Menarche

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4
Q

First spontaneous ejaculation of sperm

A. Puberty
B. Precocious Puberty
C. Menarche
D. Spermarche

A

D. Spermarche

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5
Q

The seat of emotions such as anger and matures earlier than the prefrontal cortex.

A. Amygdala
B. Corpus Callosum
C. Hippocampus

A

A. Amygdala

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6
Q

Where fibers connect the brain’s left and right hemispheres, thickens in adolescence, and this improves adolescents’ ability to process information.

A. Amygdala
B. Corpus Callosum
C. Hippocampus

A

B. Corpus Callosum

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7
Q

Is more abstract than concrete operational thought. Adolescents are no longer limited to actual, concrete experiences as anchors for thought. They can conjure up make believe situations, abstract propositions, and events that are purely hypothetical, and can try to reason logically about them.

A. Formal Operations Thought
B. Hypothetical-Deductive Reasoning

A

A. Formal Operations Thought

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8
Q

Involves creating a hypothesis and deducing its implications, steps that provide ways to test the hypothesis.

A. Formal Operations Thought
B. Hypothetical-Deductive Reasoning

A

B. Hypothetical-Deductive Reasoning

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9
Q

This is the heightened self-consciousness of adolescents.

A. Adolescent Egocentrism
B. Dual-Process Model
C. Top-Dog Phenomenon

A

A. Adolescent Egocentrism

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10
Q

States that decision making is influenced by two systems—one analytical and one experiential, which compete with each other; in this model, it is the experiential system—monitoring and managing actual experiences—that benefits adolescent decision making.

A. Adolescent Egocentrism
B. Dual-Process Model
C. Top-Dog Phenomenon

A

B. Dual-Process Model

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11
Q

Moving from being the oldest, biggest, and most powerful students in elementary school to being the youngest, smallest, and least powerful students in the middle or junior high.

A. Adolescent Egocentrism
B. Dual-Process Model
C. Top-Dog Phenomenon

A

C. Top-Dog Phenomenon

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12
Q

is adolescents’ belief that others are as interested in them as they themselves are, as well as attention-getting behavior—attempts to be noticed, visible, and “on stage.”

A. Imaginary Audience
B. Personal Fable

A

A. Imaginary Audience

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13
Q

is the part of adolescent egocentrism involving a sense of uniqueness and invincibility (or invulnerability).

A. Imaginary Audience
B. Personal Fable

A

B. Personal Fable

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14
Q

Defined as a period of identity development during which the individual is exploring alternatives.

A. Crisis
B. Commitment
C. Ethic Identity

A

A. Crisis

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15
Q

is personal investment in identity.

A. Crisis
B. Commitment
C. Ethic Identity

A

B. Commitment

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16
Q

is an enduring aspect of the self that includes a sense of membership in an ethnic group, along with the attitudes and feelings.

A. Crisis
B. Commitment
C. Ethic Identity

A

C. Ethic Identity

17
Q

The status of individuals who have not yet experienced a crisis or made any commitments. Not only are they undecided about occupational and ideological choices, they are also likely to show little interest in such matters

A. Identity Diffusion
B. Identity Foreclosure
C. Identity Moratorium
D. Identity Achievement

A

A. Identity Diffusion

18
Q

The status of individuals who have made a commitment but not experienced a crisis. This occurs most often when parents hand down commitments to their adolescents, usually in an authoritarian way, before adolescents have had a chance to explore different approaches, ideologies, and vocations on their own.

A. Identity Diffusion
B. Identity Foreclosure
C. Identity Moratorium
D. Identity Achievement

A

B. Identity Foreclosure

19
Q

the status of individuals who are amid a crisis but whose commitments are either absent or are only vaguely defined.

A. Identity Diffusion
B. Identity Foreclosure
C. Identity Moratorium
D. Identity Achievement

A

C. Identity Moratorium

20
Q

The status of individuals who have undergone a crisis and made a commitment.

A. Identity Diffusion
B. Identity Foreclosure
C. Identity Moratorium
D. Identity Achievement

A

D. Identity Achievement

21
Q

Moral reasoning is based on society’s norms. The aim is to win the approval of other people by behaving as “good boys” and “good girls.”

A. Stage 3: Conventional Level
B. Stage 4: Social System Morality
C. Stage 4: Post-conventional Level

A

A. Stage 3: Conventional Level

22
Q

Moral reasoning is based on maintenance of order in society.

A. Stage 3: Conventional Level
B. Stage 4: Social System Morality
C. Stage 4: Post-conventional Level

A

B. Stage 4: Social System Morality

23
Q

Morality is based on a personal moral code. Adolescents and adults believe that social roles, expectations, and laws exist to maintain order within society and to promote the good of all people.

A. Stage 3: Conventional Level
B. Stage 4: Social System Morality
C. Stage 4: Post-conventional Level

A

C. Stage 4: Post-conventional Level

24
Q

Adolescents use their emerging identity as a source of ideas about careers.

A. Crystallization
B. Specifications
C. Implementation

A

A. Crystallization

25
Q

Second phase in career, in which adolescents learn more about specific lines of work and begin training

A. Crystallization
B. Specifications
C. Implementation

A

B. Specifications

26
Q

Third phase in career development, in which individuals enter the workforce.

A. Crystallization
B. Specifications
C. Implementation

A

C. Implementation

27
Q

When adolescents commit illegal acts that are destructive to themselves or others.

A. Juvenile Delinquency
B. Status Offense
C. Index Offense
D. Adolescent-Limited Antisocial Behavior
E. Life-Course Persistent Antisocial Behavior

A

A. Juvenile Delinquency

28
Q

An act that is not a crime if committed by an adult, such as truancy or running away from home.

A. Juvenile Delinquency
B. Status Offense
C. Index Offense
D. Adolescent-Limited Antisocial Behavior
E. Life-Course Persistent Antisocial Behavior

A

B. Status Offense

29
Q

Acts that are illegal regardless of the perpetrator’s age.

A. Juvenile Delinquency
B. Status Offense
C. Index Offense
D. Adolescent-Limited Antisocial Behavior
E. Life-Course Persistent Antisocial Behavior

A

C. Index Offense

30
Q

The behavior of youth who engage in relatively minor criminal acts but are not consistently antisocial.

A. Juvenile Delinquency
B. Status Offense
C. Index Offense
D. Adolescent-Limited Antisocial Behavior
E. Life-Course Persistent Antisocial Behavior

A

D. Adolescent-Limited Antisocial Behavior

31
Q

Antisocial behavior that emerges at an early age and continues throughout life.

A. Juvenile Delinquency
B. Status Offense
C. Index Offense
D. Adolescent-Limited Antisocial Behavior
E. Life-Course Persistent Antisocial Behavior

A

E. Life-Course Persistent Antisocial Behavior

Developmental Psychology Preliminary Exam (14 decks)

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