Class 1, 2, 3, 4 - Orientation to Adolescence Flashcards
1
Q
Reminiscence bump
A
disproportionate memories of adolescents
2
Q
self reference effect
A
so may changes crucial to self during adolescence maybe why reminiscence bump, the tendency for people to better remember information when it has been encoded in reference to the self
3
Q
imprint hypothesis
A
major historical events impact shape generation
part of one gen carry around basket of chartarsitics of that generation
4
Q
false hypothesis
A
new gen bringing new ideas themselves
imprint hypoth may be looking at a small slice and over generalizing it
5
Q
silent generation
A
60’s “activism” not really - the pulse of youth culture is coming from older people
6
Q
consulting industry and teenagers
A
want to sell things so create youth culture
teens - large consumer base
7
Q
why did consult industry happen
A
1910 most youth worked
Growth in HS attendance 1955- 85% high school aged in school
1069 college grew
8
Q
generation used to __
A
re inventing youth culture - vehicle to market things
9
Q
David Yeager
A
ND grad ‘04 - four developmental tasks
10
Q
Four Developmental Tasks
A
Summery of all of adolescent development
To stand out, fit in, measure up, take hold.
they synergize - all connect to each other
11
Q
To stand out
A
Develop “identity” & pursue autonomy
way to be in world that distinctive
answer who am I
12
Q
To fit in
A
Comfortable affiliations & peer acceptance
find group of friends
13
Q
To measure up
A
Develop competence & find ways to achieve
14
Q
To take hold
A
Make commitments to goals, beliefs, activities
15
Q
period of adolsent charge uniqe deviopmental challanges because
A
of way brain grows durring adolsence
these characteristics also seen in transitions in other mammalian species
16
Q
roots of transformaiton of adolsent brains
A
acient biological roots
17
Q
Commonalities in Mammalian Adolescence
A
Novelty seeking
Risk-taking
Sensation-seeking
Especially in males
increase focus on and time spent interacting with peers, Transient increase in fighting with parents in some species, Adolescence-typical shift in sleep patterns, Growth spurt and increased food consumption
18
Q
Commonalities in Mammalian Adolescence might make possible __
A
Predator inspection - other species are “predator naïve”
19
Q
Puberty is an
A
ancient process of physical transformation
20
Q
“adolescence” is required to produce
A
mature adults
21
Q
Quest for maturity through experience is
A
the universal purpose of adolescence in nature
22
Q
Wildhood
A
Quest for maturity through experience
Universality of 4 core life skills
Common biology
true for Fruit fly, lion on Serengeti, human
23
Q
brain change in adolescence (memory)
A
Storing away huge number of memories
“reminiscence bump” - dispaportante numer of memores of adolsence
24
Q
Features associated with brain maturation
A
impulsivity of adolescents
Drive to experiment, seek novelty
Immature decision-making
Preference for peers
Mood swings
Vulnerability to substance use
25
Brains and behavior of other animals also going through massive transformation (features)
Risk-taking
Novelty
Sociality
26
4 life skills
How to stay safe
How to navigate social hierarchies
How to communicate sexually
How to leave the nest and care for oneself
encouterded for first time during wildhood
27
coming of age stories
narrative arch
* Go on quests
* Kicked out of the house, escape after a conflict, or are orphaned
* Head to wide world unprepared, journey from home, facing predators, exploiters
* Meet friends, identify foes, falling love
* Learn to fend for themselves—find own home, food, forge new community
28
To become experienced, one must
have experiences
29
at some point in development spices go from predator ___ to predator \_\_\_
predator naïve to
predator aware
30
predator inspection
Gazelle Not knowing what a cheetah smells like or how it moves - gets too close one time and learns
31
Are adolescent humans “predator naïve”
yes
A teen off to a party...
Young adult moving to a new city...
Going off to college...
Also Face dangers no less lethal
Swerving pickup truck
Drunken hazing rituals
Depressive episode
Loaded gun
The SYR that got out of hand
Engage in high-risk behavior that looks very close to “Predator inspection”
32
To become safe you must
take risks (A paradox)
33
One cannot remain “predator naïve” and
survive
34
taking risk
any time engage in behavior where outcome is unclear
helps us grow up, in end helps us grow up
35
when protective parents are too nearby
Some risks can’t be taken, and lessons learned
36
Yeager Four Developmental Challenges vs “Wildhood” Four Core Life Skills
To stand out - How to stay safe
To fit in - How to navigate social hierarchies
To measure up - How to communicate sexually
To take hold - How to leave the nest and care for oneself
37
\_\_\_ fold increase in speed of neural transmission
3,000 (Brain Maturation)
from 1) neurons becoming increasingly myelinated (faster transmission) and 2) resting period is diminished
38
Brain Maturation
3,000 fold increase in speed of neural transmission
Increased connectivity among brain regions (ex. cognitive and emotion areas connected)
Greater integration of circuitry
Synaptic pruning
39
Functional change in “limbic system” around puberty (Neurotransmitters)
Neurotransmitters dopamine (Experience of “reward”) and serotonin (Experience of “moods”) with respect to how they are handled
40
change in dopamine result in
Reward-seeking
Sensation-seeking
41
change in serotonin result in
More emotional
Reactive to stress
42
Maturation of the limbic system is thought to increase vulnerability
Substance Use - Teens seek higher levels of sensation and reward
Depression - Increased vulnerability to stress
Mental Health Problems- Easily aroused emotions, including anger and sadness
43
limbic system changes occur ___ in adolescence
early
44
Maturation of prefrontal cortex occurs
later
45
\_\_\_ Not fully mature until age 25
Cognitive control, decision- making, impulse control
And these are later than emotion centers of limbic system
46
increase in depression during beginning of depression
4 fold
47
Maturation of limbic system in early adolescence is the
the gas (inc. Novelty, reward, stimulation)
48
Maturation of PFC in late adolescence is
the breaks (inc. Judgment, Decision-making, Executive control)
49
In emotionally-arousing situations the limbic system is ____ And often wins out
accelerating (the gass)
the braking systems of the pre-frontal cortex
50
But brain maturation is not all peril
Vast expansion of cognitive abilities
Intellectual development
Including decision-making competence
51
adolescents and perceiving risks or consequences
No evidence that adolescents are worse than
adults at perceiving risks or consequences
52
Educating adolescents to make “better
decisions”
not likely to work
53
Mature Decision-Making
Cognitive Abilities
(thinking logically)
Maturation complete age 16
Adolescent can think like adult
Psychosocial Factors
(Impulse control)
Improvement needed in impulse control, planning ahead
But behave immaturely
54
Presence of peers increases risk-taking by
enhancing brain’s reward circuitry
55
Teens prefer more immediate rewards in
presence of peers
Most risk behavior takes place when peers are present
(and not just human adolescents)
Peer effect on reward-seeking may reflect a hard-wired evolutionary process
56
The presence of age-mates increases individual’s
sensitivity to
potential rewards in their immediate
environment
57
Adolescents took more risks and expressed stronger preference for immediate reward when
When grouped with 3 same-age, v. alone
58
When 1 adolescent was replaced with someone slightly older (25-30)
adolescent's decisions and reward processing resembled results when tested alone
59
Adding a young adult to a work team of adolescents may improve
decision making
60
Hormonal changes sculpts a
new body (puerty)
61
Pubertal Maturation
Hormonal changes sculpt a new body
Integrate pubertal changes into new self-image
Coming into adulthood & sexuality
Accelerates drive to autonomy
62
context of pubertial maturation
Influence on family life
Timing effects & peers
Timing effects & schools
63
Testosterone is a __ hormone
status-relevant, when status is on the line get aggressive response
64
when Testosterone is high
More likely to focus on markers of status
And respond powerfully when status on the line
65
Timing effects of pubertial maturation for boys
better to be on time with everyone else better to be early mature than later mature - early more psychical social advantages
66
Timing effects of pubertial maturation for girls
better to be later than earlier - girls already 2years ahead of boys - if early now 4 years/ way ahead
67
Testosterone predicts aggression when
friends are deviant
68
Testosterone predicts leadership when
friends are not deviant
69
Psychological Complexity in adolescences
Interiority, introspective, moody
hard to reach, touchy, self- absorbed
Loyalty & devotion, idealistic, volunteering, social causes;
Deeply in touch with inner lives
70
school transition, menarche (period), and dating within same year
more likely to experience body issues
overlaping stressers overtax ability of adolsent gilrs to cope
71
girls vs boys onset of adolescence
more likely to report depressive symptoms
72
A loosening of executive self control in the\_\_\_ can allow free flow of associations that can generate creative imagination
PFC
shows Deep interior life fueling creativity might have a neuroscience component
maybe because the PFC is already not fully mature in early adolescence
73
Write poetry, songs, keep diaries, journals shows
shows in touch with inner life
74
Brain has two kinds of conscious states
Default Brain Network (DBN)
Task Positive Network (TPN)
75
Task Positive Network (TPN)
Focused attention, goal-directed activities, e.g., solving problems, playing chess, baiting a hook
Peripheral brain regions: lateral PFC, anterior cingulate cortex (ACC), insula, somatosensory cortex
76
Default Brain Network (DBN)
Brain phase when we stop attending to specific tasks
Mind-wandering, daydreaming, introspection
Goal-irrelevant state of mind
Medial brain regions: Medial PFC, posterior cingulate cortex (PCC), hippocampus, amygdala
potential souse of adolescents creativity
77
What Drives Psychological Complexity
Cognitive Development - “Scientific” reasoning
Individuation - Autonomous selfhood
Identity - "Who am I?”
78
cognative devolopment promice & peril
Promice: scientific reasoning, idealism
Peril: imagine ideal socites, critisize current ways, crushed, self-consiousness, maby too much introspection, adolescent egocentrism (lack of ability to think about others)
79
adolescent egocentrism
think peole are as concerned about you as you are
two constructions
1) imagenary audiences (mabey cause for Class clown”, exotic presentation, Self-consciousness, Shame, shyness, embarrassment)
2) personal fables (invulndrebilites, uniqueness, omnipotence)
80
Individuation is
A bid for psychological autonomy, individuated self, separate from parents
balance between agency and communion (not always at eqlibrium)
81
normally occoring adaptive narsicism
young use narcissism to cope with events
82
Individuation goal
to become agentic but not isolated
attached but not smothered (has relationship but not becomes the relationship)
83
perils of individuation
```
peer conformity (way to say I'm like my peers so I'm not like my parents) but it in itself will feel smothering
family tolerance for individuation
```
84
Identity answers question __
feels like \_\_
who am I
sense of continuity (child, now and future)
social acknowledgement
fidelity (what are you willing to keep faith with)
relation to intimacy (need to determine idenity before intimacy)
85
Promise and peril of
brain maturation
puberty
cogntion
idenity
Individuation
c
86
Peril of idenity
importatant devolopmental chalange, sometimes cheet work, prematrue closure on identificaitons
87
Native idenity
chosing life option opposite of what expect
88
anthropolgical perspective
adlosence looks like period of status acqusition
89
rites of passage
Occurs at puberty
Signals eligibility for marriage & reproduction
Taking on adult responsibilities
Gender segregation
Mutilations & scarring
Tests of achievement or endurance
Ritualistic exclusion from group
90
emerging adut hood is NOT __ but rather \_\_\_
Not role transitions
e.g., turning 18, getting married, finishing education
But rather
Sense of equality with parents
financial independence,
deciding own beliefs, accepting responsibility
91
rites of passage in west
drivers lisence
first job
HS graduation
college
barmtcfa, conformation
fist kiss
92
mabey what makes gangs attractive
because they provide to acheve trapings of adulthood when others seem to far (idealized path seems unatanable)
gang life includes mutalations scaring and tests of achiveent or edurance
93
crieteria for adulthood
```
Role transitions (finantal independent. etc.)
Norm compliance (avoid drugs, etc.)
```
biological age/transition
family capapbilites
relational maturity
94
Do parents and EAs share the same criteria for adulthood?
Yes: Relational maturity as most essential criteria (vs. events e.g., marriage)
No: Disagreement in valuation of some criteria
95
Consensus in viewing emerging adulthood as a distinct phase
seen by parents viewing
Parents viewed children as adults in some ways, but not others
96
diaagreaments between parents and EAs on criteria to be adult
Parents
Rated norm compliance as more important for adulthood than did EAs
Emering Adults
Rated family capacity higher than norm compliance vs. parents
Rated role transitions & biological age transitions to be more important than did parents
97
Gender Differences in criteria for adulthood
Fathers favored norm compliance as more important (vs. mothers)
Mothers favored family capacity and relational capacity as more important (vs. fathers)
EA women rated relational maturity & norm compliance as more important than did EA men
Fathers of sons rated relational maturity more highly than did fathers of daughters
98
Promic and Peril: Anthropological
Promice Slower apprenticeship in “status acquisition”
Peril Extended “emerging adulthood”
99
Socio-Historical Perspective
did adolesence emerge in history? is it a sociocultural formation?
two perspectives
Universalist View
Inventionist View
100
Universalist View
Adolescence is a universal feature of the human lifespan in evolutionary and cultural history & cross-cultures
101
Inventionist View
Adolescence is a product of modern industrial culture that emerges in history - between 1980 and 1920 change - new phase of lifespan emerged
102
Universalist Thesis
Rests on two supports:
* *(1) Universality of puberty
(2) Universality of status acquisition**
Cross-cultural evidence:
Schlegel & Barry (1991) looked at 349 pre-industrial (foraging and horticultural societies)
**Key issue identified**: how societies cope with teens who can sexually reproduce before full adult social status? - marrage (younger)
Puberty has *social* significance - alerts the community
103
Barry & Schlegel (1991)
say Rite-of-passage into adolescence (status acquisition)
- Public community ritual in 70% of societies
- Themes of fertility and productivity
**End of adolescence: Marriage**
Boys: 16-18 (4 years after 1st ejaculation)
Girls: 14-15 (2 years after menarche)
Adolescence is **notably short**
104
In both societies
| (west vs tratdional )
Universality tied to *puberty*
Adolescence a period of *status acquisition*
Sexual experimentation and peer group activity
105
Differences between west and traditional societies
Adolescence does not seem to end with marriage or social role transitions in the West.
What to do about unmated biologically mature boys and girls?
Early marriage? Gender segregation?
Role of adolescents in community? (west dont aks to do much)
106
Socio-Historical Perspective
role of **status deprivation** important not sataus aqusition
rise of *adolescence-creating* institutions
“invention” - progesisly excluding young from adult roles
adolescence cannot be understood apart from its socio-historical context
“emerging adulthood”
107
Inventionist Thesis
“Adolescence” is a social status that is not universal
Coming-of-age has changed
* **Age mixture to age segregation**
* **Changes in youth economic function**
* **“child-saving” legslation - child labor laws - compusary education**
* **Institutional barriers erected by 1920 (need deploma)**
* **Pediatrics, juvenile justice,**
Justifications
G. Stanley Hall’s storm-and-stress
Hall’s theory justifies restraints on youth
* Status deprivation, not status acquisition*
* Teenagers turned into “adolescents”*
* Adolescence as institutionalized dependency*
108
G. Stanley Hall
adolsence is a normal stage of storm-and-stress
## Footnote
*justifies restrains on youth*
109
The behavior we associate with adolescents has little to do with puberty, but with
**dependency**
in the curious new conflict between biological maturity and cultural childhood that 19th-century society *inflicted upon its youth”*
110
some teanagerd just wont be turned into adolsence
rebel without a cause
dropout etc.
111
Univeritalist vs Intervetionists
Common gound
Picture
Common: Adolescence cannot be understood without reference to a broader socio-cultural context, including generational and historical factors
