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Lifespan Development > Chapter 9; Physical and Cognitive Development in Adolescence > Flashcards

Chapter 9; Physical and Cognitive Development in Adolescence Flashcards

1
Q

what are the approximate ages during the adolescent period

A

10 to 12 and exits at about 18 to 22

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2
Q

why is it important to view adolescents as heterogeneous (something that is made up of different or varied elements)

A

because different portraits of adolescents emerge, depending on the particular set of adolescents being described

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3
Q

what is G. Stanley Halls view called the “storm and stress”

A

that adolescence is a turbulent time charged with conflict and mood sings

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4
Q

what did Daniel Offer and his colleagues find when they studied the self images of adolescents that went against G. Stanleys “storm and stress view”

A

that at least 73 percent of the adolescents displayed a healthy self image rather than attitudes of storm and stress

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5
Q

do the young people of every generation have the same matters of taste and manners

A

no, very different

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6
Q

acting out and boundary testing are […] […] ways in which adolescents move toward […], rather than […], parental values

A

time honored
accepting
rejecting

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7
Q

is it correct or an error to confuse adolescents enthusiasm for trying on new identities and enjoying moderate amounts of outrages behavior with hostility toward parental and societal standards

A

error
in simpler terms;
It would be a big mistake to confuse teenagers’ excitement about exploring new identities and having some fun with rebellious behavior for actual hostility toward their parents and society’s rules.

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8
Q

what have researchers found about majority of adolescents in the way they they feel about transitioning from childhood through adolescence to adulthood

A

in a positive way
side note;
been a call for adults to have a more positive attitude toward youth and emphasize their positive development

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9
Q

what races where characterized more positively even during their most vulnerable times

A

non Latino White and African American 12 - 20 year olds in the US
side note;
engagement in healthy behaviors, supportive relationships with parents and friends, and positive self perceptions were much stronger than their angry and depressed feelings

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10
Q

what is the accurate vision of adolescence

A

as a time of
evaluation
decision making
commitment

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11
Q

what factors influence the actual life trajectory of each adolescent since too large of a group does not mature successfully in the path to adults

A

ethnic, cultural, gender, socioeconomic, age, lifestyle differences

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12
Q

what do adolescents who do not become competent adults not receive

A

adequate opportunities and support

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13
Q

Peter Benson and his colleagues have argued that the US focus on adolescents is a […] social policy for youth where
focus on the […] development deficits (esp health compromising behaviors; drug use and delinquency), and not enough on the […], strength based approaches

A

Fragmented
Negative
Positive

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14
Q

according to Peter Benson and his colleagues q strength based approach to social policy for youth is adopting a […] perspective. Emphasizing on the existence of […] conditions , expands concept of health to include the skills and competencies needed to […] in employment, education, and life

A

Healthy
Succeed
in other words;
argue for the prominent of well being

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15
Q

what do adolescents face …

A
  • biological changes
  • new experiences
  • new developmental tasks
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16
Q

does the youth benefit when they have caring adults in their lives in addition to parents or guardians

A

yes.
e.gs. ;
* Role models, confidants, advocates, and resources
* Coaches
* Neighbors
* Teachers
* Mentors
* After-school leaders

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17
Q

are puberty and adolescence the same thing

A

no,
for some;
puberty can end long before adolescence does
(most important marker of the beginning of adolescence)

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18
Q

what is puberty

A

period of rapid physical maturation, occurring
primarily in early adolescence, that involves hormonal and bodily changes

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19
Q

what are the most noticeable changes that a boy or girl are going through puberty

A
  • sexual maturation and increase in height and weight
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20
Q

what is true of the process of puberty development

A
  • not a single, sudden event
  • pinpointing beginning and end is difficult
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21
Q

what is the male pubertal characteristics in order of development in puberty

A
  1. increase in penis and testicle size
  2. appearance of straight pubic hair
  3. minor voice change
  4. first ejaculation (usually occurs through masturbation or a wet dream)
  5. appearance of kinky pubic hair
  6. onset of maximum growth in height and weight
  7. growth of hair in armpits
  8. more detectable voice changes
  9. growth of facial hair
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22
Q

what is the order of physical changes in females in puberty

A
  1. either the breasts enlarge or pubic hair appears
  2. hair appear in the armpit
    as these changes occur
  3. the female grows in height and hips become wider than her shoulders
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23
Q

menarche is a girls first […]. Comes rather late in the pubertal cycle

A

menstruation

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24
Q

do girls always outweigh boys

A

no,
during early adolescence girls tend to outweigh boys, but by about age 14 boys begin to surprass girls

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25
Q

are girls always taller than boys

A

at the beginning of the adolescent period, girls tend to be as tall or taller than boys of their age. by the end of the middle school years most boys have caught up, or in many cases, surprised girls in height

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26
Q

how much earlier does the growth spurt occur for girls than boys

A

two years earlier
side note;
mean age for girls
9 y/o
mean age for boys
11 y/o

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27
Q

what is the peak rate of the growth spurt during pubertal change occur in girls and boys

A

girls - 11 1/2 y/o
boys - 13 1/2 y/o

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28
Q

how much do girls and boys increase in height per year

A

girls - 3 1/2 in.
boys - 4 in.

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29
Q

what happens to boys and girls who are shorter or taller than their peers before adolescence happen during adolescence

A

likely to remain so during adolescence

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30
Q

what are hormones

A

powerful chemical substances secreted by the endocrine glands and carried throughout the body by the bloodstream

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31
Q

what are the hormones that increase during puberty

A

testosterone
estradiol

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32
Q

what is hypothalamus

A

a structure in the brain that monitors eating and sex

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33
Q

what is the endocrine systems role In puberty involving the interaction of

A

interaction of the hypothalamus, the pituitary gland, and the gonads

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34
Q

what is the pituitary gland

A

an important endocrine gland that controls growth and regulates other glands

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35
Q

what are gonads

A

the sex glands- the testes in males and ovaries in females

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36
Q

what is testosterone

A

hormone associated in boys with the development of genitals, an increase in height, and a change in voice

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37
Q

what is estradiol

A

type of estrogen, in girls it is associated with breast, uterine, and skeletal development

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38
Q

how much did testosterone increase in males and females during puberty

A

eight fold in boys
two fold in girls

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39
Q

how much did estradiol increase in females and males during puberty

A

eight fold in girls
two fold in boys

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40
Q

do men and woman have testosterone and estradiol

A

yes, both present in the hormonal makeup of both
girl more estradiol
boy dominated by testosterone

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41
Q

can changing testosterone levels during puberty link to mood and behavior in adolescent males

A

insufficient quality research to confirm
thus;
hormonal effects by themselves do not account for adolescent development

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42
Q

what can affect hormones

A

behavior and moods

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43
Q

what can
stress eating patterns
exercise
sexual activity
tension
and depression
do

A

activate or suppress various aspects of the hormonal system

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44
Q

what has happened regarding periods, since the mid 1800s to the girls who live in the US where they normally grow up bit faster than those in Europe

A

the average age when girls start their periods has gone down a lot

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45
Q

what have recent studies in Korea, Japan, China, and Saudi Arabia

A

pubertal onset has been occurring earlier in recent years
however,
good that its unlikely to see pubescent toddlers
possible reason;
likely result of improved nutrition and health

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46
Q

what effects does having higher weight, especially obesity link to

A

earlier pubertal development

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47
Q

since the basic genetic program is wired into the species what other environmental factors also affect puberty’s timing and makeup

A
  • nutrition
  • health
  • family stress
    • (heredity)
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48
Q

Is BMI associated with earlier pubertal onset

A

yes, when its high

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49
Q

can considerable stress and conflict cause early pubertal onset

A

yes, for boys and girls
e.g.
child sexual abuse

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50
Q

when may the puberal sequence for boys begin and end,
+
is it the same for all boys

A
  • may begin as early as 10 years and as late as 13 1/2
  • may end as early as 12 or as late as 17
  • not same for all boys, one might start when one might have ended
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51
Q

what is the normal age range for girls first menarche

A

9 and 15

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52
Q

a psychological aspect about physical change in puberty that is certain is Preoccupation with […] image is strong throughout adolescence

A

Body

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53
Q

what did the adolescents with the most positive body images engage in

A

in health-enhancing behavior, especially regular exercises

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54
Q

what does exposure to the Internet and social media increase of adolescents and emerging adults, especially females

A

body dissatisfaction

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55
Q

between boys and girls, who has the more negative body image throughout puberty

A

girls

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56
Q

what happens to boy and girl’s body image as they move from the beginning to the end of adolescence

A

become more positive

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57
Q

how do early maturing boys develop/view themselves

A

view themselves more positively and have more successful peer relations

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58
Q

how do late maturing boys develop/view themselves

A

when were in thirties, they had developed a stronger sense of identity than the early maturing boys had
reason;?
- more time to explore life’s options compared to early maturing boys who focus on advantageous physical status instead on career development and achievement

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59
Q

is it good for girls to mature early

A

no, it increases girls vulnerability to a number of problems

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60
Q

Which have researches confirmed that in adolescence for boys it is more beneficial to be an early or late maturing boy

A

early maturing boy

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61
Q

what are the vulnerabilities that early maturing girls are more likely to do

A
  • smoke, drink, be depressed, have fear disorders
  • eating disorder
  • Struggle for earlier independence
  • older friends
  • Have sexual intercourse earlier
  • Are more at risk for physical and verbal abuse in dating
  • Less likely to graduate from high school, may cohabit and marry earlier
    + Being physically mature doesn’t mean being mentally mature, and girls might engage in risky behaviors that can have lasting negative effects.
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62
Q

what has getting menarche before 11 years of age link to

A

higher incidence of
- distress disorders,
- fear disorders,
and
- externalizing disorders

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63
Q

why do early maturing girls have depression and antisocial behavior as middle aged adults

A

mainly because their difficulties began in adolescence and did not lessen over time

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64
Q

is the brain still changing during adolescence

A

yes

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65
Q

In adolescence what sequence does the brain mainly change

A

in a bottom up, top down sequence

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66
Q

what do researchers mainly focus on

A

contact induced plasticity of the brain over time

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67
Q

what does pruned mean

A

synaptic connections are strengthened and survive, while the unused ones are replaced by the pathways or disappear

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68
Q

what happens to the synaptic connections that were pruned by the end of adolescence

A

have “fewer more selective, more effective neuronal connections than they did as children”

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69
Q

what does pruning indicate about the adolescents activities

A

the activities adolescents choose to engage and not to engage in influence which neural connections will be strengthened and which will disappear

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70
Q

how do scientists know brains undergo significant structural changes

A

using fMRI brain scans

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71
Q

corpus callous is when nerve fibers […] the brains left and right hemisphere. And they […] in adolescence to process information more effectively

A

Connect
thicken

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72
Q

when does the the prefrontal cortex (“the judgement” region reins in intense emotions) finish maturing

A

approximately 18 to 25 years of age - or later

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73
Q

what is the limbic system

A

a lower, subcortical level in the brain that is the seat of emotions and experience of rewards, this system is almost completely developed by early adolescence
in simpler terms;
a group of interconnected brain structures that help regulate your emotions and behavior

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74
Q

amygdala is the limbic system structure especially involved in […]

A

Emotion

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75
Q

what happens to the levels of neurotransmitters with the onset of puberty

A

change
e.g.
neurotransmitter dopamine increases in both the prefrontal cortex and the limbic system during adolescence

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76
Q

what has the neurotransmitter dopamine been linked to

A

increased risk taking and use of addictive drugs
+
reward seeking during adolescence

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77
Q

by the time individuals reach emerging adulthood, there are […] connections across brain areas

A

increased

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78
Q

the Prefrontal cortex, which is the highest level of frontal lobes, involved in

A

reasoning,
decision making,
and
self-control.

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79
Q

what is focal activation linked to

A

to synaptic pruning in a specific region

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80
Q

in middle and late childhood, while there is increased focal activation within a specific brain region such as the prefontal cortex, is there connections between distant brain regions

A

there are only limited connections
Side note;
By the time individuals reach emerging adulthood, there are increased connections across brain areas

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81
Q

the increased connectedness (referred to as brain networks) is especially […] across more distant brain regions

A

prevalent

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82
Q

As children and adolescents mature, greater efficiency and focal activation occurs in local areas of the brain, and simultaneously there is an …

A

Increase of brain networks across different brain regions

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83
Q

what does reduced connectivity between the brains frontal lobes and amygdala during adolescence link to

A

increased depression

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84
Q

what is the rapidly emerging field of developmental social neuroscience

A

which involves connections between development, the brain, and socioemotional process

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85
Q

what has researcher Charles Nelson’s viewed about adolescents being capable of very strong emotions

A

that their prefrontal cortex hasn’t adequately developed to the point at which they can control these passions
in other words;
as if their brains don’t have the brakes to slow down their emotions

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86
Q

who is likely to have diminished brain functioning at 25 years of age;
- adolescent that lives in poverty
- adolescent from poverty but family participates in supportive parenting intervention

A

the adolescent that lives in poverty conditions had diminished brain functioning

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87
Q

what happens to the prefrontal cortex and brain connectivity when adolescents resisted peer pressure

A

the prefrontal cortex thickened and more brain connections formed

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88
Q

Not only are adolescents characterized by substantial changes in physical growth and the development of the brain, but adolescence also is a bridge between the …

A

asexual child and the sexual adult
In other words;
Adolescents experience significant physical growth and brain development. This stage of life serves as a transition from being a child, who is typically asexual, to becoming a sexual adult.

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89
Q

what is adolescent sexuality a time of

A

sexual exploration and experimentation, of sexual fantasies and realities, of incorporating sexuality into ones identity

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90
Q

why is mastering emerging sexual feelings and forming a sense of sexual identity a multifaceted and lengthy process

A

involves learning to
- manage sexual feelings (arousal and attraction)
- developing new forms of intimacy
- learning the skills to regulate sexual behavior to avoid undesirable consequences

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91
Q

what do sexual identities include

A

activities,
interests
styles of behavior
indication of sexual orientation
e.g. some have high anxiety level about sex, others have low level
some are strongly aroused, others aren’t

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92
Q

Gay males and lesbians experience […] same-sex attractions.

A

early
Some experience same-sex attraction after adolescence

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93
Q

what have researchers found in about the majority of adolescents with same sex attractions to experience

A

some degree of other sex attractions

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94
Q

what do some claim of individuals who are attracted to their own sex and fall in love

A

that their same sex attractions are purely physical

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95
Q

do the majority of sexual minority (gay, lesbian, and bisexual) adolescents have competent and successful paths in development

A

yes, become healthy and productive adults

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96
Q

are sexual minority adolescents or heterosexual adolescents more likely to engage in health risk behaviors (greater drug use and sexual risk taking)

A

sexual minority

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97
Q

in a 2015 US national survey what is the percentage of 12th graders compared to 9th graders that reported having experienced sexual intercourse

A

(12th) 58 vs 24 (9th)

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98
Q

what is the age of US 20 year olds that reported having engaged in sexual intercourse

A

77 percent

99
Q

what are the percentages of 12th, 11th, 10th, and 9th graders that were currently active

A

12th - 46
11th - 33.5
10th - 25.5
9th - 16

100
Q

have the trends of adolescent sexual activity from 1991 to 2015 declined or increase in the context of;
ever having sexual intercourse, currently being sexually active, having had sexual intercourse before the age of 13, and having had sexual intercourse with four or more persons during their lifetime, and having had sexual intercourse with four or more persons during their lifetime

A

declined

101
Q

what does sexual initiation vary by?
what group

A

ethinic groups . in the United States

102
Q

what has become a common occurrence among U.S. adolescents regarding sex

A

oral sex

103
Q

can the way that adolescents initiate their sex lives have a positive or negative consequence for their sexual health

A

YES

104
Q

what is the oral sex rate/percentages that were reported among adolescents

A
  • 51% 15- to 19-year-old boys
  • 47% of 15- to 19-year-old girls
105
Q

since many adolescents are not emotionally prepared to handle sexual experiences, especially early in adolescence, what is associated with having sexual intercourse before the age of 13

A

sexual risk taking, substance use, violent victimization, suicidual thoughts/attempts in both sexual minority and heterosexual youth

106
Q

what was found of adolescents sexual initiation in Latino families that have difficulties and disagreements linked to

A

early sexual initiation

107
Q

what of parents was linked to a lower level of sexual behavior

A
  • deportation of greater parental knowledge of their whereabouts and more family rules about dating
  • supportive parenting
108
Q

what is linked with higher sexual activity in adolescents

A
  • low income areas of inner cities
  • associated with more deviant peers in early adolescence
  • adolescent males who play sports
  • having low or moderate importance of religion
109
Q

what is linked with lower sexual activity for adolescents

A
  • school connectedness
  • better academic achievement
  • adolescent females who play sports
  • considering religion very or extremely important to them
110
Q

sexual activity brings considerable risks if […] safeguards are not taken

A

appropriate

111
Q

what are two kinds of risks that youth encounter when being sexually active

A
  • unintended, unwanted pregnancy
  • sexually transmitted infections
112
Q

how can sexual risks be reduced

A

if condoms are used

113
Q

what is contraceptive use

A

Emphasis on the importance of contraceptive knowledge and access to prevent unintended pregnancies and sexually transmitted infections (STIs)

114
Q

who is less likely to use condoms . US or Europeans adolescents

A

US adolescents

115
Q

do many sexually active adolescents use contraceptives

A
  • still do not use contraceptives,
  • use inconsistently
  • contraceptive methods that are less effective than others
116
Q

what do some leading medical organizations and experts recommend that adolescents use

A

long acting reversible contraception (LARC)

117
Q

what are the medical organization and experts that recommend adolescents to use long acting reversible contraceptions

A
  • Society for Adolescent Health and Medicine
  • American Academy of Pediatrics
  • American College of Obstetrics and Gynecology
  • World Health Organization
118
Q

what does LARC consist of

A

the use of intrauterine devices (IUDs) and contraceptive implants,
which have lower rate of unwanted pregnancy than birth control pills and condoms

119
Q

what are STIs

A

Sexually transmitted infections are contracted primarily through sexual contact, including oral genital and anal genital contact

120
Q

do some forms of contraception, such as birth control pills or implants protect against sexually transmitted infections, or STIs

A

no

121
Q

what are the risks of infection in a single act of unprotected sex

A
  • 1 percent HIV
  • 30 percent genital herpes
  • 50 percent gonorrhea
    others are
  • chlamydia
  • Human papillomavirus (HPV)
122
Q

adolescent pregnancy is a problematic outcome of sexuality in adolescence that requires […] efforts to reduce its occurrence

A

major

123
Q

which country has one of the highest teen pregnancy and birth rates in the industrialized world

A

the US

side note;
considerable decline in the 1990s

124
Q

what are possible reason for the decline in adolescent pregnancies across ethnic groups in recent years

A
  • school/community health classes
  • increased contraceptive use
  • fear of sexually transmitted infections such as AIDS
125
Q

what is a special concern of adolescent pregnancy

A

repeated adolescent pregnancy
- depression and a history of abortions linked to higher percentage
- LARC helps reduce the rate of both

126
Q

what type of risks does adolescent pregnancy do for both the baby and the mother

A

health risks

127
Q

what are the results of adolescent pregnancy in a baby

A
  • low birth weight
  • neurological problems
  • childhood illness
128
Q

what happened to 32 year old African American urban youth who had been teenage mothers

A
  • unemployed
  • live in poverty
  • depend on welfare
  • not have completed college
    than women who had not been teenage mothers
129
Q

what are adolescent mothers more likely to do

A

drop out of school. and never catch up economically = depression

130
Q

what happened to men of 32 years of age, who were teenage fathers

A

more likely to be unemployed
than their counterparts

131
Q

do all adolescent mothers live a life of poverty and low achievement

A

no,
some can do well in school and have positive outcomes

132
Q

what life skills do family and consumer science educators teach

A

effective decision making, to adolescents
e.g.s
- having students care for an automated baby

133
Q

what are the four programs that Girls Inc. offers that are intended to increase adolescents girls’ motivation to avoid pregnancy until they are responsible decisions about motherhood

A
  • Growing together
    = series of five two hour workshops for adolescent girls and their mothers
  • Will Power/Won’t Power
    = a series of six two hour sessions that focus on assertiveness training (12-14y/o)
  • Taking Care of Business (older adolescent girls)
    = nine sessions that emphasize career planning and provide information about sexuality, reproduction, and contraception
  • Health Bridge
    = coordinates health and educational services- girls can participate in this program as one of their Girls Inc. club activates
    girls who participated were less likely to get preggo
134
Q

what does AOUM stand for

A

abstinence-only-until-marriage
side note;
the programs do not delay the initiation of sexual intercourse and do not reduce the HIV risk behaviors
- ineffective program

135
Q

what has there been an increase in some sex education programs and in government funding in sex educational programs

A

abstinence instruction

136
Q

what does adolescent health link to behaviors that are linked to adulthood

A

behaviors linked to both good and poor health habits during adulthood begin during adolescence

137
Q

what are the type of early formation of healthy behavior patterns that have immediate health benefits but helps in adulthood to delay or prevent disability and mortality from heart disease, stroke, diabetes, and cancer

A

regular exercise and a preference for food low in fat and cholesterol

138
Q

concerns are […] abut adolescents’ nutrition and exercise habits

A

growing

139
Q

the eating habits of many adolescents are […], and an increasing number of adolescents have an […] disorder

A

health compromising
eating

140
Q

are obese adolescents more likely to develop severe obesity in emerging adulthood than were overweight or normal weight adolescents

A

yes

141
Q

do individuals become more or less active as they reach and progress through adolescence

A

less active

142
Q

what is the federal governments exercise recommendations of the minimum number of moderate to vigorous exercise per day

A

60 minutes

143
Q

were adolescents boys or girls much less likely to engage in 60 minutes or more of vigorous exercise per day in five of the last seven days

A

girls than boys (61 percent)

144
Q

do ethnicity and gender have an effect in exercise participation rates

A

yes
e.g.
- Non-latino white boys exercised the most
- African American and latino girls the least

145
Q

what does regular exercise have a positive effect on adolescents

A
  • weight status
  • reduced triglyceride levels
  • lower blood pressure
  • a lower incidence of type II diabetes
146
Q

what have studies shown that exercise improves

A
  • sleep patterns of obese adolescents
  • lower depressive symptoms of major depressive disorder (MDD)
  • fewer emotional and peer problems
    More exercise linked to better cognitive functioning (memory)
147
Q

what are adolescents’ exercise levels increasingly being found to be associated with

A

parenting
e.g. family meals
peer relationships (influence physical activity),
and screen based activity (less exercise)

148
Q

what comes of adolescents who spent more time on electronic communication devices and screens (social media, Internet), and less time on onscreen activities (social interaction, sports/exercise)

A

lower psychological well being

149
Q

what happened to students that sacrificed sleep time to study more than usual

A

difficulty understanding what was taught in class and were more likely to struggle with class assignments the next day

150
Q

adolescents who get less than 7.7 hours of sleep per night on average have more […] and […] related problems, [higher or lower] anxiety, and a [higher or lower] level of suicidal ideation

A

Emotional
Peer
Higher x2

151
Q

what was found in more than 10,000 13-18 y/o who had later weeknight bedtime, shorter week night sleep duration, greater weekend bedtime delay, and both short and long periods of weekend oversleep link to

A

increased rates of anxiety, mood, substance abuse, and behavioral disorders

152
Q

what did adolescents who got inadequate sleep (less than eight hours) on school nights more likely to feel

A
  • tired, cranky, and, irritable
  • fall asleep in school
  • be in a depressed mood
  • drink caffeinated beverages than their counterparts - - - who got optimal sleep (nine or more hours)
153
Q

when given the opportunity adolescents sleep an average of 9 hours and 25 min since during the week they may get considerably less than 9 hours of sleep, what does this shortfall create

A

a sleep deficit

154
Q

[…] adolescents tend to be sleepier during the day than […] adolescents are

A

older
younger
why?
- adolescents biological clocks undergo a shift as they get older, delaying their period of wakefulness by about one hour
what does this refer to ?
- delay in the nightly release of the sleep-inducing hormone melatonin, which is produced in the brains pineal gland, seems to underlie this shift.
around when ?
- melatonin is secreted at about 9:30 p.m. in younger adolescents and approx an hour late in older adolescents

155
Q

what does Carskadon conclude about early school starting times causing

A
  • grogginess,
  • inattention in class
  • poor performance on tests
    e.g. Minnesota start classes at 8:30 rather than 7:25
    what did it cause
  • fewer referrals for discipline problems
  • number of students who reported being ill or depressed has decreased
  • test scores have improved for high school students but not for middle school
156
Q

Carskadons suspicion for early start times for older adolescents is likely to be more […] compared to younger adolescents

A

Stressful

157
Q

what was a 30 minute delay in school start time link to improvement in

A

adolescents sleep, alertness, mood, and heath

158
Q

what was early school start times linked to with adolescent drivers

A
  • higher vehicle crash rate in adolescent drivers
159
Q

what had the American Academy of Pediatrics recommend school institutes to start school times

A

from 8:30 to 9:30 to improve adolescents academic performance and quality of life

160
Q

what is the percentage of college students who were categorized as poor quality sleepers

A

more than 60%

161
Q

how different were the rise time and wake time of first year college students than those of seniors in high school

A

1 hour and 15 minutes later
- more than third and fourth year college students
- reverse shift in the timing of bedtimes and rise times occur (20 to 22 years of age)

162
Q

what was low sleep duration in college students associated with that had less effectiveness the next day + higher level of messaging

A

attention

163
Q

what are the three leading causes of death in adolescence

A
  • unintentional injuries
    e.g. motor vehicle accidents; speeding, tailgating, under influence. die as pedestrians, using recreational vehicles
  • homicide (second leading cause)
  • suicide (#’s tripled)
164
Q

what drug is the most used by adolescents

A

marijuana

165
Q

why are youth more likely to have easier access to the drug and usage rates among adolescents that are expected to increase in the future

A

increased legalization of marijuana

166
Q

what country has the highest rates of adolescent drug use

A

the US

167
Q

Adolescent illicit drug, alcohol, and cigarette use […] in recent
years

A

declined
side note;
vaping increased

168
Q

what do early onset of drinking link to an increase of

A
  • heavy + dependence of alcohol
  • substance abuse (alcohol, marijuana, substance use)
169
Q

do parents have a role in preventing adolescent drugs

A

absolutely
- parental monitoring = lower incidence of problem behavior & substance abuse
- support
- involvement = less alcohol misuse
- family dinners
- authoritative parenting

170
Q

what was linked to adolescents being more likely to abuse substances

A
  • parent adolescent conflict
  • peers and friends using drugs
  • friend influence stronger than parents
    side note;
    educational success is strong buffer against drug, alcohol, smoking, and illicit drug abuse
171
Q

what is anorexia nervosa

A

eating disorder that involves the relentless pursuit of being thinner through starvation
serious disorder, can lead to death

172
Q

how thin are anorexia nervosa individuals

A

Weight less than 85% of what is considered normal for a person’s age and
height

173
Q

what are the psychiatric classification system’s, DSM-5, of anorexia nervosa

A
  1. restriction in energy intake leading to significantly low body weight
  2. a presence of intense fear of gaining weight or becoming fat or a persistent behavior that interferes with gaining weight
  3. disturbance in how body weight or shape s experienced or lack of recognition of how serious the current low weight is
174
Q

what is linked to anorexia nervosa

A

obsessive weight and compulsive exercise
e.g.
even when extremely thin, individuals with anorexia nervosa see themselves as too fat

175
Q

when does anorexia nervosa typically begin

A
  • early to middle adolescent years
  • often following an episode of dieting and some type of life stress
  • 10x more likely in females than males, those who due similar symptoms reported by females
176
Q

what do individuals with anorexia nervosa obsessively do

A

weigh themselves frequently
take body measurements
gaze critically at themselves in the mirror
side note;
most are non-Latina White adolescent or well educated, middle and upper income families and are competitive and high achieving

177
Q

what is the risk of anorexia nervosa offspring

A

becoming anorexic themselves

178
Q

how might individuals with anorexia nervosa have developed the disorder

A
  • set high standards
  • stressed from not being able to reach them
  • concerned about how others perceive them
  • turn to something they can control - their weight
179
Q

how is biology and culture involved in anorexia nervosa

A

biology - genes
- physical effects of dieting may change neural networks and thus sustain the disordered pattern
side note; have Amenorrhea (bsence of menstruation in women of reproductive age.)
culture - US perception that thinness is fashionable
media

180
Q

what is bulimia nervosa

A

eating disorder in which the individual consistently follows a bing and purge pattern, periodically overeating and then engaging in self induced vomiting or use of laxatives

181
Q

according to the DSM-5 classification system, what is the bulimia nervosa characterized by

A
  1. eating in a specific amount of time (such as within a 2 hour time frame) an amount of food that is larger than what most people would eat in a similar period in similar circumstances
  2. a lack of control over eating during an episode
    considered serious bulimic disorder if the episodes occur at least twice a week for three months
182
Q

what are most people with bulimia preoccupied with

A
  • food,
  • strong fear of becoming overweight,
  • are depressed or anxious,
  • distorted body image
183
Q

what is hard for bulimics

A
  • difficulty controlling their emotions
  • typically fall within a normal weight range, makes difficult to detect
    side note; 90 percent are women
184
Q

when does bulimia nervosa typically begin in

A

late adolescence or early adulthood
- develop bulimia nervosa were somewhat overweight before the onset of the disorder, and the bing eating often began during an episode of dieting

185
Q

do individuals who develop bulimia nervosa eventually recover from the disorder

A

Yes , 70 percent

186
Q

like anorexics, bulimics are highly […]

A

perfectionistic

187
Q

what has been effective in treating bulimia nervosa

A

drug therapy and psychotherapy and cognitive behavior therapy

188
Q

what did Piaget propose of children that are around 7 years of age according to his theory

A

enter the concrete operational stage of cognitive development
- reason logically about concrete events and objects, make gains in their ability to classify objects and to reason about the relationships between classes of objects

189
Q

what did Piaget propose of children around age 11 according to Piaget

A

the fourth and final stage of cognitive development- the formal operational stage - begins

190
Q

why is formal operational thought more abstract than concrete operational thought

A

no longer limited actual, concrete experiences as anchors for thought
in simpler terms;
Not just relying on personal experiences to guide our thinking.

191
Q

adolescents do in the formal operational stage can make make believe situations, abstract propositions, events that are purely hypothetical and can try to reason logically about them

A

yes

192
Q

through what is the abstract quality of thinking during the formal operational stage is evident in the adolescents …

A

verbal problem solving ability

193
Q

abstract quality is an adolescents increased tendency to think about […] itself. it is characterized by the adolescents enhanced focus on thought and its […] qualities

A

thought
abstract

194
Q

the abstract nature of formal operational thought is accompanied by the thought full of […] and […], especially at the beginning of the formal operational stage. It is also extended speculation about […] characteristics and in others

A

idealism

possibilities

ideal

195
Q

adolescents also think more log-

A

logically
- think more; devising plans to solve problems and systematically testing solutions (called hypothetical-deductive reasoning)
is it an upgrade?
- yes children solve problems through trial and error

196
Q

what does hypothetical deductive reasoning mean

A

involves creating a hypothesis and deducing its implications, which provides ways to test the hypothesis

197
Q

thus, formal operational thinkers develop hypotheses about ways to […] problems and then systematically […] the best path to follow to solve the problem

A

solve
deduce

198
Q

what are some evaluations of Piagets theory regarding the formal operational stage

A
  • much more individual variation than Piaget envisioned (many adults never become formal operational thinkers)
  • culture and education exert stronger influences on cognitive development than Piaget argued (education in the logic of science and mathematics promote the development of formal thinking)
  • cognitive development is not
    as stage-like as Piaget thought. (various aspects of a stage emerging at the same time)
  • trained to reason at a higher cognitive stage
  • some cognitive abilities emerge earlier than Piaget thought
199
Q

what is adolescent egocentrism

A

is the heightened self consciousness of adolescents

200
Q

what does David Elkind (1976) maintain about adolescents egocentrism having two key components

A

imaginary audience and personal fable

201
Q

what does imaginary audience mean according to David Elkinds egocentrism

A

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”
e.g. an eighth grade boy might walk into the classroom thinking that all eyes are riveted on his spotty complexion.
in other words;
feel the main character

202
Q

what does personal fable mean

A

the part of adolescent egocentrism involving a sense of uniqueness and invincibility (or invulnerability)
e.g. “no one understands me, particularly my parents. They have no idea of what I am feeling”
might craft a story about the self that is filled with fantasy in a world that is far removed form reality

203
Q

what does it mean when adolescents often show a sense of invincible

A

lead adolescents to believe that they are invulnerable to dangers and catastrophes that happen to other people .
engage in risky behaviors
e.g.
drag racing, drug use, unprotected sex

204
Q

what does it mean when adolescents often show a sense of vulnerability

A

tend to portray themselves as vulnerable to experiencing a premature death

205
Q

does Facebook increase self interest egocentrism, and does a greater use of social networking sites link to a higher level of narcissism

A

yes it increases self interest egocentrism
yes, higher level of narcissism

206
Q

what is cognitive control

A

effective control of thinking in a number of
areas
* Learn to control attention and reduce interfering thoughts
* Be cognitively flexible

207
Q

what did Deanna Kuhn discuss about information processing

A

some important characteristics of adolescents information processing and thinking
in her view;
later years of childhood and continuing adolescence, individuals approach cognitive levels that may or may not be achieved

208
Q

Did Deanna Kuhn believe that all adolescents achieve a universal cognitive level

A

no, there is considerable variation in cognitive functioning that is present across individuals

209
Q

that is, adolescents are […] likely than children to initiate changes in thinking rather than depend on others, such as parents and teachers to […] their thinking

A

more
direct

210
Q

what does Deanna Kuhn argue that is the most important cognitive change in adolescence that imporves

A

executive fucntion

211
Q

executive function is the umbrella-like concept that consists of a number of […]-level […] processes linked to the development of the prefrontal cortex

A

higher
cognitive

212
Q

executive function involve managing one’s thoughts to engage in […]-directed behavior and to exercise […] control

A

goal
self

213
Q

what does cognitive control involve effective control in

A

number of areas, including controlling attention, reducing interfering thoughts, and being cognitively flexible
- continues to increase in adolescence and emerging adulthood

214
Q

what are examples of situations where cognitive control is needed

A
  • making effort to stick with a task, avoiding interfering thoughts or environmental evens and instead doing what Is most effective
  • stopping and thinking before acting to avoid blurting out something that a minute or two later they will wish they hadn’t said
  • continuing to work on something that is important but boring when there is something a lot more fun to do, inhibiting their behavior and doing the boring but important task, saying to themselves, “I have to show the self discipline to finish this”
215
Q

when do most people make better decisions, when they are calm or when they are emotionally aroused

A

calm

216
Q

what context plays a key role in adolescent decision making

A

social
- likely to make risky decisions in contexts where substances and other temptations are readily available + peer presence + preference for immediate rewards

217
Q

a strategy for improving adolescent decision making is to provide more opportunities for them to engage in […] playing and peer group […] solving

A

Role
Problem

218
Q

how do seventh graders typically feel about school

A
  • less satisfied than 6th, elementary, highshcool
  • less committed to school
  • liked their teachers less
    regardless of academic success
219
Q

the drop in teacher warmth associated with [higher or lower] student math scores

A

lower

220
Q

when transitioning to middle or junior high school what changes are taking place

A
  • puberty and concern about body image
  • emergence of at least some aspects of formal operational thought (include changes in social cognition; increased responsibility and decreased dependency on parents; change to a larger, more impersonal school structure; change from one teacher to many teachers and from a small, homogeneous set of peers to larger, more heterogenous set; and an increased focus on achievement and performance. )
221
Q

what is the top dog phenomenon that students experience when making the transition to middle or junior high school

A

moving from being the oldest, biggest, and most powerful students in the elementary school to being the youngest, smallest, and least powerful students

222
Q

what is the positive aspect to the transition of the top dog phenomenon

A
  • feel grown up
  • more subjects from which to select
  • more challenged intellectually by academic work
  • more opportunities to spend time with peers and locate compatible friends
  • enjoy increased independence form direct parental monitoring
223
Q

what do educators and psychologists worry about junior high and middle schools have became

A

have become watered down versions of high schools, mimicking their curricular and extracurricular schedules

224
Q

what do critics argue that junior high and middle schools offer

A

activities that reflect a wide range of individual differences in biological and psychological development among young adolescents

225
Q

what did the Carnegie Council on Adolescent Development issue of the US middle schools

A

an extremely negative evaluation of US middle schools
what did it conclude?
- attendee massive, impersonal schools; were taught from irrelevatn curricula; trusted few adults in school; lacked access to health care and counseling

226
Q

what did the Carnegie Council on Adolescent Development recommend of US middle schools

A

develop smaller “communities” or “houses” to lessen the impersonal nature of large middle schools, maintain lower student to counselor rations, involve parents and community leaders in schools, develop new curricula, have teachers team teach in more flexibly designed curriculum blocks that integrate several disciplines, boost students health and fitness with more in school programs, and help students who need public health care to get it

227
Q

experts were still finding that middle schools throughout the nation would require a major […] to become effective in educating adolescents

A

redesign

228
Q

what is the percentage of US high school graduates that have the academic skills to succeed in college

A

25 percent
why?
- poorly prepared for college and for the demands of the modern, high performance workplace

229
Q

what are problems of transitioning to high school

A
  • often larger
  • more bureaucratic
  • more impersonal than middle schools are
  • isn’t much opportunity for students and teachers to get to know each other = lead to distrust
  • infrequently make content relevant to studens’ interest
    undermine the motivation to students
230
Q

what did Robert Crosneo’s book “Fitting In, Standing Out” highlight as another major problem with US high schools

A
  • how negative social aspects of adolescents lives undermine their academic achievement
  • for many youth it is more about navigating the social worlds of peer relations that may or may not value education and academic achievement
231
Q

according to Robert Crosneo what happened to adolescents in high school who failed to fit in, especially those who were obese or gay

A

become stigmatized
refers to;
treated with shame or disapproval by others because of a particular characteristic, behavior, or condition.

232
Q

what does Robert Crosneo recommened to improve high schools

A
  • increased school counseling services
  • expanded extracurricular activities (latinos who participate improve academic achievement and school engagement)
  • improved parental monitoring to reduce such problems
233
Q

are high school adolescents a concern about US high schools

A

yes (latinos highest percentage)
males more likely to dropout (rates have been narrowing in gender differences)

234
Q

are drop out rates of high school higher in which areas

A

low income areas
side note;
Dropping out: early intervention and mentoring helps

235
Q

Fuzzy-trace theory dual process model; is a way of understanding how we think and make decisions. It suggests that we have two different systems for processing information:

A
  1. Verbatim (Analytical) System: This system focuses on precise details and facts. It’s like when you carefully analyze all the information available, looking at the specifics and following logical steps to make a decision.
  2. Gist-based (Intuitive) System: This system relies on the general idea or overall meaning rather than the exact details. It’s more about intuition or gut feelings, where you make decisions based on what seems right or feels true, without focusing on every little detail.
236
Q

what are some reasons students drop out of school

A
  • not liking school
  • being expelled or suspended
  • economic reasons (40% latinos)
  • personal reasons, pregnancy or marriage (females)
237
Q

what do effective programs do to discourage dropping out of high school

A
  • provide early reading support,
  • tutoring
  • counseling
  • mention
  • engaging in positive ways
238
Q

service learning is form of education that promotes […] responsibility and […] to the community

A

social

service

e.g. tutoring, helping older adults, working in a hospital

239
Q

an important goal of service learning is to encourage adolescents to become [more or less] self centered and [more or less] strongly motivated to help others

A

Less
More

240
Q

when is service learning more encouraging for adolescents

A
  1. giving students some degree of choice in the service activities in which they participate
  2. providing students with opportunities to reflect about their participation

benefits the adolescent but also the recipient of their help

241
Q

what does service learning also benefit of adolescent development

A
  • including higher grades in school ,
  • increased goal setting
  • higher self estee
  • improved sense of being able to make a difference for tohers
  • increased likelihood that the adolescents will serve as volutneers in the future
    (girls more likely to participate than boys)
242
Q

the overall US high school dropout rate decline considerably in the last half of the twentieth century, but the dropout rates for Native Americans and Latino adolescents remain

A

very high

243
Q

“I Have a Dream” Foundation mentoring and programs nationwide

A

encourage success.

244
Q

What matures first as the brain and its linkages develops

A

sensory, appetitive (eating, drinking), sexual, sensation seeking, risk taking brain linkages maturing first, higher level brain linkages such as self control, planning and reasoning mature later

Lifespan Development (18 decks)

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