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Adolescents Development > Class 1, 2, 3, 4 - Orientation to Adolescence > Flashcards

Class 1, 2, 3, 4 - Orientation to Adolescence Flashcards

1
Q

Reminiscence bump

A

disproportionate memories of adolescents

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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

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3
Q

imprint hypothesis

A

major historical events impact shape generation
part of one gen carry around basket of chartarsitics of that generation

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4
Q

false hypothesis

A

new gen bringing new ideas themselves
imprint hypoth may be looking at a small slice and over generalizing it

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5
Q

silent generation

A

60’s “activism” not really - the pulse of youth culture is coming from older people

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6
Q

consulting industry and teenagers

A

want to sell things so create youth culture
teens - large consumer base

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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

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8
Q

generation used to __

A

re inventing youth culture - vehicle to market things

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9
Q

David Yeager

A

ND grad ‘04 - four developmental tasks

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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

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11
Q

To stand out

A

Develop “identity” & pursue autonomy
way to be in world that distinctive
answer who am I

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12
Q

To fit in

A

Comfortable affiliations & peer acceptance
find group of friends

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13
Q

To measure up

A

Develop competence & find ways to achieve

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14
Q

To take hold

A

Make commitments to goals, beliefs, activities

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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

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16
Q

roots of transformaiton of adolsent brains

A

acient biological roots

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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

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18
Q

Commonalities in Mammalian Adolescence might make possible __

A

Predator inspection - other species are “predator naïve”

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19
Q

Puberty is an

A

ancient process of physical transformation

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20
Q

“adolescence” is required to produce

A

mature adults

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21
Q

Quest for maturity through experience is

A

the universal purpose of adolescence in nature

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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

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23
Q

brain change in adolescence (memory)

A

Storing away huge number of memories

“reminiscence bump” - dispaportante numer of memores of adolsence

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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

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25
Q

Brains and behavior of other animals also going through massive transformation (features)

A

Risk-taking
Novelty
Sociality

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26
Q

4 life skills

A

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

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27
Q

coming of age stories

A

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
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28
Q

To become experienced, one must

A

have experiences

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29
Q

at some point in development spices go from predator ___ to predator ___

A

predator naïve to
predator aware

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30
Q

predator inspection

A

Gazelle Not knowing what a cheetah smells like or how it moves - gets too close one time and learns

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31
Q

Are adolescent humans “predator naïve”

A

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”

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32
Q

To become safe you must

A

take risks (A paradox)

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33
Q

One cannot remain “predator naïve” and

A

survive

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34
Q

taking risk

A

any time engage in behavior where outcome is unclear
helps us grow up, in end helps us grow up

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35
Q

when protective parents are too nearby

A

Some risks can’t be taken, and lessons learned

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36
Q

Yeager Four Developmental Challenges vs “Wildhood” Four Core Life Skills

A

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

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37
Q

___ fold increase in speed of neural transmission

A

3,000 (Brain Maturation)
from 1) neurons becoming increasingly myelinated (faster transmission) and 2) resting period is diminished

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38
Q

Brain Maturation

A

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

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39
Q

Functional change in “limbic system” around puberty (Neurotransmitters)

A

Neurotransmitters dopamine (Experience of “reward”) and serotonin (Experience of “moods”) with respect to how they are handled

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40
Q

change in dopamine result in

A

Reward-seeking
Sensation-seeking

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41
Q

change in serotonin result in

A

More emotional
Reactive to stress

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42
Q

Maturation of the limbic system is thought to increase vulnerability

A

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

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43
Q

limbic system changes occur ___ in adolescence

A

early

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44
Q

Maturation of prefrontal cortex occurs

A

later

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45
Q

___ Not fully mature until age 25

A

Cognitive control, decision- making, impulse control

And these are later than emotion centers of limbic system

46
Q

increase in depression during beginning of depression

A

4 fold

47
Q

Maturation of limbic system in early adolescence is the

A

the gas (inc. Novelty, reward, stimulation)

48
Q

Maturation of PFC in late adolescence is

A

the breaks (inc. Judgment, Decision-making, Executive control)

49
Q

In emotionally-arousing situations the limbic system is ____ And often wins out

A

accelerating (the gass)
the braking systems of the pre-frontal cortex

50
Q

But brain maturation is not all peril

A

Vast expansion of cognitive abilities
Intellectual development
Including decision-making competence

51
Q

adolescents and perceiving risks or consequences

A

No evidence that adolescents are worse than
adults at perceiving risks or consequences

52
Q

Educating adolescents to make “better
decisions”

A

not likely to work

53
Q

Mature Decision-Making

A

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
Q

Presence of peers increases risk-taking by

A

enhancing brain’s reward circuitry

55
Q

Teens prefer more immediate rewards in

A

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
Q

The presence of age-mates increases individual’s
sensitivity to

A

potential rewards in their immediate
environment

57
Q

Adolescents took more risks and expressed stronger preference for immediate reward when

A

When grouped with 3 same-age, v. alone

58
Q

When 1 adolescent was replaced with someone slightly older (25-30)

A

adolescent’s decisions and reward processing resembled results when tested alone

59
Q

Adding a young adult to a work team of adolescents may improve

A

decision making

60
Q

Hormonal changes sculpts a

A

new body (puerty)

61
Q

Pubertal Maturation

A

Hormonal changes sculpt a new body
Integrate pubertal changes into new self-image
Coming into adulthood & sexuality
Accelerates drive to autonomy

62
Q

context of pubertial maturation

A

Influence on family life
Timing effects & peers
Timing effects & schools

63
Q

Testosterone is a __ hormone

A

status-relevant, when status is on the line get aggressive response

64
Q

when Testosterone is high

A

More likely to focus on markers of status
And respond powerfully when status on the line

65
Q

Timing effects of pubertial maturation for boys

A

better to be on time with everyone else better to be early mature than later mature - early more psychical social advantages

66
Q

Timing effects of pubertial maturation for girls

A

better to be later than earlier - girls already 2years ahead of boys - if early now 4 years/ way ahead

67
Q

Testosterone predicts aggression when

A

friends are deviant

68
Q

Testosterone predicts leadership when

A

friends are not deviant

69
Q

Psychological Complexity in adolescences

A

Interiority, introspective, moody
hard to reach, touchy, self- absorbed
Loyalty & devotion, idealistic, volunteering, social causes;
Deeply in touch with inner lives

70
Q

school transition, menarche (period), and dating within same year

A

more likely to experience body issues
overlaping stressers overtax ability of adolsent gilrs to cope

71
Q

girls vs boys onset of adolescence

A

more likely to report depressive symptoms

72
Q

A loosening of executive self control in the___ can allow free flow of associations that can generate creative imagination

A

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
Q

Write poetry, songs, keep diaries, journals shows

A

shows in touch with inner life

74
Q

Brain has two kinds of conscious states

A

Default Brain Network (DBN)
Task Positive Network (TPN)

75
Q

Task Positive Network (TPN)

A

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
Q

Default Brain Network (DBN)

A

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
Q

What Drives Psychological Complexity

A

Cognitive Development - “Scientific” reasoning
Individuation - Autonomous selfhood
Identity - “Who am I?”

78
Q

cognative devolopment promice & peril

A

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
Q

adolescent egocentrism

A

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
Q

Individuation is

A

A bid for psychological autonomy, individuated self, separate from parents
balance between agency and communion (not always at eqlibrium)

81
Q

normally occoring adaptive narsicism

A

young use narcissism to cope with events

82
Q

Individuation goal

A

to become agentic but not isolated
attached but not smothered (has relationship but not becomes the relationship)

83
Q

perils of individuation

A 
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
Q

Identity answers question __
feels like __

A

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
Q

Promise and peril of
brain maturation
puberty
cogntion
idenity
Individuation

A

c

86
Q

Peril of idenity

A

importatant devolopmental chalange, sometimes cheet work, prematrue closure on identificaitons

87
Q

Native idenity

A

chosing life option opposite of what expect

88
Q

anthropolgical perspective

A

adlosence looks like period of status acqusition

89
Q

rites of passage

A

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
Q

emerging adut hood is NOT __ but rather ___

A

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
Q

rites of passage in west

A

drivers lisence

first job

HS graduation

college

barmtcfa, conformation

fist kiss

92
Q

mabey what makes gangs attractive

A

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
Q

crieteria for adulthood

A 
Role transitions (finantal independent. etc.)
Norm compliance (avoid drugs, etc.)

biological age/transition

family capapbilites

relational maturity

94
Q

Do parents and EAs share the same criteria for adulthood?

A

Yes: Relational maturity as most essential criteria (vs. events e.g., marriage)
No: Disagreement in valuation of some criteria

95
Q

Consensus in viewing emerging adulthood as a distinct phase
seen by parents viewing

A

Parents viewed children as adults in some ways, but not others

96
Q

diaagreaments between parents and EAs on criteria to be adult

A

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
Q

Gender Differences in criteria for adulthood

A

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
Q

Promic and Peril: Anthropological

A

Promice Slower apprenticeship in “status acquisition”

Peril Extended “emerging adulthood”

99
Q

Socio-Historical Perspective

A

did adolesence emerge in history? is it a sociocultural formation?

two perspectives

Universalist View
Inventionist View

100
Q

Universalist View

A

Adolescence is a universal feature of the human lifespan in evolutionary and cultural history & cross-cultures

101
Q

Inventionist View

A

Adolescence is a product of modern industrial culture that emerges in history - between 1980 and 1920 change - new phase of lifespan emerged

102
Q

Universalist Thesis

A

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
Q

Barry & Schlegel (1991)

A

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
Q

In both societies

(west vs tratdional )

A

Universality tied to puberty
Adolescence a period of status acquisition
Sexual experimentation and peer group activity

105
Q

Differences between west and traditional societies

A

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
Q

Socio-Historical Perspective

A

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
Q

Inventionist Thesis

A

“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
Q

G. Stanley Hall

A

adolsence is a normal stage of storm-and-stress

justifies restrains on youth

109
Q

The behavior we associate with adolescents has little to do with puberty, but with

A

dependency

in the curious new conflict between biological maturity and cultural childhood that 19th-century society inflicted upon its youth”

110
Q

some teanagerd just wont be turned into adolsence

A

rebel without a cause

dropout etc.

111
Q

Univeritalist vs Intervetionists

Common gound

A

Picture

Common: Adolescence cannot be understood without reference to a broader socio-cultural context, including generational and historical factors

Adolescents Development (9 decks)

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