CH11 Flashcards
quiz for ch11 and exam
Developmental transition between
childhood and adulthood entailing
major physical, cognitive, and
psychosocial changes.
Adolescence
Process by which a person attains
sexual maturity and the ability to
reproduce.
Pubterty
Organs directly related to reproduction,
which enlarge and mature during
adolescence.
Primary Sex Characteristics
Physiological signs of sexual maturation
(such as breast development and
growth of body hair) that do not involve
the sex organs.
Secondary Sex Characteristics
pigmented areas surrounding the
nipples
areolae
Sharp increase in height and weight
that precedes sexual maturity.
adolescent growth spurt
Boy’s first ejaculation.
spermarche
Girl’s first menstruation.
menarche
Trend that can be seen only by
observing several generations, such as
the trend toward earlier attainment of
adult height and sexual maturity, which
began a century ago in some countries.
secular trend
Descriptive and evaluative beliefs about
one’s appearance.
Body image
Eating disorder characterized by
self-starvation.
anorexia nervosa
Eating disorder in which a person
regularly eats huge quantities of food
and then purges the body by laxatives,
induced vomiting, fasting, or excessive
exercise.
bulimia nervosa
Eating disorder in which a person loses
control over eating and binges huge
quantities of food.
binge eating disorder
Repeated, harmful use of a substance,
usually alcohol or other drugs.
substance abuse
Addiction (physical, or psychological, or
both) to a harmful substance.
substance dependence
Consuming 5 or more drinks (for men)
or 4 or more drinks (for women)
on one occasion.
binge drinking
Piaget’s final stage of cognitive
development, characterized by the
ability to think abstractly
formal operations
Ability, believed by Piaget, to
accompany the stage of formal
operations, to develop, consider, and
test hypotheses.
hypothetical-deductive reasoning
First level of Kohlberg’s theory of moral
reasoning in which control is external
and rules are obeyed in order to gain
rewards or avoid punishment or out of
self-interest.
preconventional morality
Second level in Kohlberg’s theory of
moral reasoning in which standards of
authority figures are internalized.
conventional morality (or morality of
conventional role conformity)
Third level of Kohlberg’s theory of moral
reasoning, in which people follow
internally held moral principles and can
decide among conflicting moral
standards.
postconventional morality (or morality
of autonomous moral principles)
Children obey rules to avoid punishment. They ignore the motives of an act and focus on its physical form (such
as the size of a lie) or its consequences (for example, the amount of physical damage).
Stage 1: Orientation toward punishment and obedience.
You scratch my back, I’ll scratch yours.” Children
conform to rules out of self-interest and consideration for what others can do for them. They look at an act in terms of the human needs it meets and differentiate this value from the act’s physical form and consequences.
Stage 2: Instrumental purpose and exchange.
“Am I a good boy or
girl?” Children want to please and help others, can judge the intentions of others, and develop their
own ideas of what a good person is. They evaluate an act according to the motive behind it or the person performing it, and they take circumstances into account.
Stage 3: Maintaining mutual relations, approval of others, the golden rule.
What if everybody did it?” People are concerned with
doing their duty, showing respect for higher authority, and maintaining the social order. They
consider an act always wrong, regardless of motive or circumstances, if it violates a rule and harms
others.
Stage 4: Social concern and conscience. “
People think in rational terms, valuing the will of the majority and the welfare of society. They generally see these values as best supported by adherence to the law. While they recognize that there are times
when human need and the law conflict, they believe it is better for society in the long run if they
obey the law.
Stage 5: Morality of contract, of individual rights, and of democratically accepted law.
People do what they as individuals think is right,
regardless of legal restrictions or the opinions of others. They act in accordance with internalized
standards, knowing that they would condemn themselves if they did not.
Stage 6: Morality of universal ethical principles.
Boys benefit more from enriched neighborhoods and are hurt more by deprived neighborhoods.
Neighborhood influences:
Subtle differences in the way teachers treat boys and girls, especially in math and science classes, have been documented.
School influences
Across cultures, parents’ educational level correlates with their children’s math achievement. The amount of parental involvement in children’s education affects math performance. Parents’ gender attitudes and expectations also have an effect.
Home influences
Cross-cultural studies show that the size of gender differences in math performance varies among nations and becomes greater by the end of
secondary school. These differences correlate with the degree of gender equality in the society.
Cultural influences:
in society help shape girls’ and boys’ choices of courses
and occupations.
Women’s and men’s roles
two basic stages of puberty
adrenarch and gonadarche
