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Developmental Psychology > Adolesence > Flashcards

Adolesence Flashcards

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1
Q

Initiation

A

Many non-Western cultures practice initiation.
Transform children into higher status social members. Transmit cultural and religious knowledge. Complete cessation of childhood experience.
Pg. 1

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2
Q

Pubertal developement

A

Significant changes in body require adjustment.
Physical changes: secondary sexual characteristics, height and weight.
Females >2 years ahead of males

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3
Q

Impact of body change

A

Body dissatisfaction peaks during adolescence

Self perceived weight: risk for eating disorders and unhealthy weight control, depression, anxiety, self-esteem

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4
Q

Life-cycle surprises: early maturing boys

A

Self-assured
Attractive and better groomed
Poised and well-mannered
Out-going and more popular

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5
Q

Life-cycle surprises

A

Psychological impact of being off schedule

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6
Q

Life-cycle surprises: late maturing boys

A

Nervous and socially awkward
Bossy, unattractive and less popular
Seen as immature and irresponsible by adults

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7
Q

Life-cycle surprises: early maturing girls

A

High levels of substance abuse
More hot image worries
Higher levels of anxiety and depression
More often apprehended for delinquent & aggressive acts

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8
Q

Life-cycle surprises: late maturing girls

A

Higher body satisfaction

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9
Q

Lifespans consequences: early maturing men

A

More rigid
More conforming
Less capable of coping with stress
Socially active

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10
Q

Lifespan consequences: late maturing men

A

Derive greater satisfaction from intimate relationships
Seen as more understanding & considerate
Less likely to be divorced

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11
Q

Lifespan consequences: early maturing women

A

More responsible, self-directed, socially poised & realistic
Less rigid in thinking
Less willing to give up in the face of adversity

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12
Q

Lifespan consequences: late maturing women

A

Later to gain experience later in life

Less skilled in coping with adversity

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13
Q

Neurocognitive development (adolescence)

A

Rapid neurocognitive growth and organisation
Neurobiology is distinct from that of a child and adult
Significant differences compared to childhood and adulthood in function and structure (prefrontal cortex, basal ganglia, subcortical regions)

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14
Q

Piaget adolescent theory of cognition

A

Formal operational thought.

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15
Q

Formal operational thought

A 
Final stage of cognitive maturity reached at end of adolescence. 
Age 11-15
Logical reasoning
Abstract problems
Hypotheticals
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16
Q

Transitions on cognition

A

Testing approaches to determine where cognitive ability is at.
Concrete operational will use trial and error, difficult to repeat
Formal operational will use systematic testing with record keeping. Can understand effects of unobservable forces.

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17
Q

Revisions of formal operational thought

A

Research in Australia suggest continued concrete operations at age 15.
Age 17 & 18 provide best evidence of formal thought

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18
Q

Changes to Piaget’s theory of formal operational thought

A

Not necessarily a universal stage of development.
Environmental causality: educational differences & cultural influence
Genetic causality: inter-individual differences in ability
Nature-nurture interaction-cognitive specialisation: achieves formal operation only in area of interest

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19
Q

Kuhn view of formal operational thought

A

Not present by age 15

Once present, is not consistently apparent and may only be evident in areas of interest and specialisations

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20
Q

Kuhn support for original theory

A

Formal operations begin to develop in adolescence

Second-order thinking (metacognition) emerges first

21
Q

Costs of formal thought

A

With limited experience, capacity to think abstractly can have negative results
‘Imaginary audience’ and narcissism

22
Q

‘Imaginary audience’ and narcissism

A

Ability to imagine what other are thinking, but lack ‘reality check’
Delusions of invulnerability and personal uniqueness can lead to feelings of immunity from present harm and consequences.

23
Q

Moral development in adolescence

A

Formal operational thought allows for moral and philosophical thought:
Values and beliefs, ethical dilemmas

24
Q

Moral development: Kohlberg

A

Heinz dilemma
Scoring based on argument used to support opinion
6 stages of moral reasoning
Progression through stages is gradual, no skipping, rare to revert to previous stage

25
Q

6 stages of moral reasoning

A

Pre-conventional
Conventional
Post-conventional
(Each has 2 stages)

26
Q

Stage 1: punishment and obedience

A

Good and bad determined by physical consequences
Moral reasoning based on avoidance of punishment
No consideration of internalised morality

27
Q

Stage 2: instrumental relativist

A

Understand that one problem may have several solutions
Right and wrong are relative to ones own interests.
Often uses others (ie makes deals)
‘You scratch my back I’ll scratch yours’

28
Q

Stage 3: interpersonal concordance

A

Good and bad is based on intention (ie motives)
Place importance on being a good person - do unto others…
Because society approves of consciousness, not for abstract/ethical reasons

29
Q

Stage 4: law and order

A

Moral reasoning is based on maintaining the social order

Showing respect for authority and doing ones duty

30
Q

Stage 5: social-contract legalistic

A

Morality still focussed on law and order
Personal values and opinion are also considered - conflicts between legal and humanistic/ethical viewpoints
Adherence to a social-contract (rights and standards that have been agreed upon by society)

31
Q

Stage 6: universal ethical-principle

A

Morality is not based on concrete rules

Moral decision making is guided by ones conscience and self-selected ethical principles

32
Q

Adjustment to Kohlberg’s theory

A

Omission of stage 6. Reasons:
No participants demonstrated reasoning at stage 6 level
Standard dilemmas did not seem to differentiate between stages 5 & 6

33
Q

Gender and moral reasoning

A

Kohlberg only used males, so not representative of both genders.
Females thought to reason through altruism, nurturance and sensitivity to others.
Differences in experiences of males and females in life influence moral development.

34
Q 
Personality development (adolescence)
Identity crisis
A

Erikson: identity vs role confusion
A sense of personal identity is a key developmental conflict occurring in adolescence.
This conflict influences decision about study, social acceptant and plans for future.
Identity is never fully formed- constantly evolving.

35
Q

Identity status

A

Conflict/crisis is good and important for a stable and well-formed identity
Combination of confrontation and commitment to the identity produce 4 outcomes to the search for an identity

36
Q

Identity achievement

A

Active confrontation of the identity conflict, including a consideration of the identity options.
Following period of conflict, a clear sense of self emerges with high identity certainty

37
Q

Identity moratorium

A

Prolonged period of identity crisis (extended period of feeling lost and confused)
Results in a clear sense of self which reflects personal values and interests

38
Q

Identity foreclosure

A

Identity is adopted without period of conflict/crisis
Identity lacks depth and complexity
Does not reflect interests and values of individual
Identity decision often comes from external sources (family, culture, society)

39
Q

Identity diffusion

A

Do not actively confront identity crisis
Make no decision regarding identity
Do not commit to internal or external sources of identity
Results in disengagement from social activities and poor mental health (anxiety & depression)

40
Q

Emancipation

A

Seeking independence from parent-child bond
Ideal outcomes is to re-make relationship, not dispense with it
Resolution is usually reached after conflict
Decreased closeness between parent and child

41
Q

Emerging role of peers

A

Often act as temporary attachments to allow for the severing of parental dependency

42
Q

Parenting style

A

Subtle differences from middle childhood to adolescence

Best outcomes from authoritative-democratic parenting style

43
Q

Effects of parenting style: issue of causality

A

Neglectful parenting styles appear to be related to drug use in teens.
But is neglectful parenting causing drug use, or is drug use causing neglectful parenting?

44
Q

Friendships

A

Same sex friendships
Represent complex relationships across several interactive platforms
Attachments seem to replicate attachment styles made with parents
Influence of peer-pressure appears to be contextual

45
Q

Relational aggression

A

Purposeful manipulation or damage to peer relationships with the intent to cause harm.
Most prevalent and effective in girls due to the increased importance placed on social networks.

46
Q

What is adolesence?

A

Transition starting age 13. ‘Teenager’
Changes in: demands and privileges, physical growth, cognition, education, sexuality, social relationships
Pg. 1

47
Q

Bullying

A

Aggression which intends to hard, is repeated over time, and includes an imbalance of power

48
Q

Internal working model (Bowlby)

A

A cognitive framework comprising mental representations for understanding the world, self and others.
The primary caregiver acts as a prototype for future relationships via the internal working model.

Developmental Psychology (6 decks)

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