CH13 - PhyCogDev EmergingAdulthood Flashcards
(17 cards)
this type of influence refers to the act of consuming more than 14 drinks a week or 4 drinks on any single day for men, and more than 7 drinks a week or 3drinks on any single day for women.
risky drinking
Chronic disease involving dependence on use of alcohol, causing interference with normal functioning and fulfillment of obligations.
alcoholism
Disorder-producing symptoms of physical discomfort and emotional
tension for up to 2 weeks before a menstrual period.
premenstrual syndrome (PMS)
this term refers to the inability to conceive a child after
12months of sexual intercourse without the use of birth control.
infertility
Type of logical thinking that becomes
more prominent in adulthood, involving
continuous, active evaluation of
information and beliefs in the light
of evidence and implications.
reflective thinking
this type of influence refers to a mature type of thinking that relies on subjective experience and intuition as well as logic and allows room for ambiguity, uncertainty, inconsistency, contradiction, imperfection, and compromise.
postformal thought
in this stage of SCHAIE’s lifespan model of cognitive development, children and adolescents acquire information and skills mainly for their own sake or as preparation for participation in society. For example, a child might read about dinosaurs out of pure interest in
the topic.
Acquisitive stage (childhood and adolescence).
in this stage of SCHAIE’s lifespan model of cognitive development, young adults no longer acquire knowledge merely for its own sake; they use what they know to pursue goals, such as career and family. For example, a young adult might take a college class as preparation for a career in a particular area.
Achieving stage (late teens or early twenties to early thirties).
in this stage of SCHAIE’s lifespan model of cognitive development, middle-age people use their minds to solve practical problems associated with responsibilities to others, such as family members or employees. For example, an adult might figure out a more efficient way to complete a task at work.
Responsible stage (late thirties to early sixties).
in this stage of SCHAIE’s lifespan model of cognitive development, people in this stage are responsible for societal systems (such as governmental or business organizations) or social movements. They deal with complex relationships on multiple levels. For example, an adult might mediate a disagreement between two coworkers so the office runs more smoothly.
Executive stage (thirties or forties through middle age).
in this stage of SCHAIE’s lifespan model of cognitive development, people who enter retirement reorganize their lives and intellectual energies around meaningful pursuits that take the place of paid work. A retired adult, for example, might decide to volunteer at a local botanical garden.
Reorganizational stage (end of middle age, beginning of late adulthood)
in this stage of SCHAIE’s lifespan model of cognitive development, older adults may be experiencing biological and cognitive changes and tend to be more selective about what tasks they expend effort on. They focus on the purpose of what they do and concentrate on tasks that have the most meaning for them. For example, a person feeling the effects of age on her joints might decide to take a daily walk rather than a run for health.
Reintegrative stage (late adulthood)
in this stage of SCHAIE’s lifespan model of cognitive development near the end of life, once reintegration has been completed (or along with it), older people may create instructions for the disposition of prized possessions, make funeral arrangements, provide oral histories, or write their life stories as a legacy for their loved ones. An older adult might, for instance, complete an advance directive and distribute that to his children.
Legacy-creating stage (advanced old age)
Sternberg’s term for information is
not formally taught but is necessary to
get ahead.
tacit knowledge
Salovey and Mayer’s term for the ability
to understand and regulate emotions;
an important component of effective,
intelligent behavior.
emotional intelligence (EI)
this term refers to the degree to which a person’s work
requires thought and independent judgment.
substantive complexity
this term refers to a hypothesis that assumes there is a carryover of cognitive gains from work to leisure that explains the positive relationship between activities in the quality of intellectual functioning.
spillover hypothesis
