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Adolescent Psychology > Exam 1 > Flashcards

Exam 1 Flashcards

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1
Q

Children of Biblical Times

A

Children are seen to have little self-understanding and tend to misbehave, so they should be disciplined and punished to ensure they grow up well
- “discipline and punish”

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2
Q

Children of Ancient Greece

A

Kids are the future so they must be supported, behavior should be corrected but not fully directed so children genuinely learn
- “supervise and teach”
- Taught by a system like school, not parents
- 12th-9th century BCE

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3
Q

Children of Ancient Rome

A

Share views w/ Ancient Greece but focuses on male parent (head of house)
- “patriarchy and replenish”
- have more kids to replenish the earth

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4
Q

Medieval Children

A

Children are born innocent and are taught to misbehave, and they go from infancy to adulthood
- Once kids can walk, talk, and eat without help, infancy has ended

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5
Q

Renaissance-Tudor Children

A

At this point children are belittled, and seen as very forgetful, bad, untrustworthy people
- Education should occur in a formalized school
- New differences in money/class such as middle class

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6
Q

Children of New World

A

Start of American society
- Puritan: “instruction and guidance”
- Kids should have discipline and guidance/instruction
- You should behave how you want kids to
- Discipline kids when wrong
- Quaker: “age of reason”
- idea of moral development
- 4-8 is pre age of reason, after that is post age of reason and kids should know how to act

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7
Q

Children of the Republic

A
  • Early 19th Century: parental authority and obedience from children, while also recognizing parents must show kids love/affection
    - Kids have different behavior, so parenting styles should be different
  • Mid 19th Century: parents are responsible for how kids turn out therefore they should get help/info when raising kids
  • Late 19th Century: unscientific ideas surrounding kids and morality
    - different cultures and people view the way other parents raise their kids, and the way in which kids behave/grow up
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8
Q

Children of Science

A

Scientific information on how to raise kids
- Typically starts with the children of the scientists before moving to other subjects

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9
Q

Why did it take time for child psychology and research to become a field?

A
  • Studying children isn’t important, instead established adult personalities were emphasized
  • Focus was on experimental psych, but society wanted to shift focus to adolescent psych
  • Field grew out of relevance
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10
Q

What field did developmental psychology grow out of?

A

Embryology which is the biological discipline of how we go from a single cell to a complex system in utero
- What happens within

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11
Q

Preformism

A

The idea that the head of the stem has the parts of a human being and the egg allows it to grow
- Everything is formed early and simply grows
- Homunculus: head of sperm containing human parts

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12
Q

Biogenetic Laws

A
  • Ontogeny
  • Phylogeny
  • Recapitulation
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13
Q

Ontogeny

A

The way development happens/what processes happen in growth
- Individual development
- Specific

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14
Q

Phylogeny

A

The way we evolved from one organism to the other
- Species development
- History

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15
Q

Recapitulation

A

There are links between individual and species development
- Mirror each other

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16
Q

William Preyer (Observation)

A

Natural research done by observing the environment\
- Done by multiple individuals to ensure agreement
- Detailed focus
- Unobtrusive to ensure natural behavior

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17
Q

Alfred Binet (Memory and Intelligence)

A

Measures peoples abilities to see what they cognitively do
- Mainly focus on children/adolescents
- Wanted to see change

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18
Q

G. Stanley Hall (Questionnaire Method)

A

Asks people about thoughts, behavior, etc. through self-reflection
- recapitulation, not embryos but with lifespan
- credited as father of American Adolescent Psychology

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19
Q

Developmental Theories

A

Theories of general behavior and how we go through human developlment

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20
Q

Developmental Psychopathology

A

How do psychological disorders develop?
- Freud
- Developmental model
- Normal/abnormal development

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21
Q

Contributions to Developmental Psychology: Middle Period

A

1913-1940’s
Specific Areas Looking at Development
- Mental testing
- Physical growth
- Language
- Moral development (emphasis on right/wrong, how to raise good moral kids)
Longitudinal Methods
- Look in at one point and keep checking in thru development to study change

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22
Q

Contributions to Developmental Psychology: Modern Era

A

1950s-on
Attachment Theory
- Quality of the relation with a caregiver and how it influences development
- Increase in socioemotional development
Information Processing Approach
- New perspective that cognition = computer
- Memory from infant -> child -> adult

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23
Q

Self-Report

A

Response based on own ideas, thoughts, actions, etc.
- Think less about appropriateness when surveying adults as diff ages require diff phrasing

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24
Q

Others’ Report

A

Ask others about the behavior of an individual
- Parents, peers, teachers, etc.

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25
Q

Naturalistic Observation

A

Observing something in its natural environment

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26
Q

Issues in Developmental Data Collection

A

Consent
- Complex to get consent as children can’t give informed consent, therefore they must get the consent of parents and give their assent
- Child assent = form of consent
School Based
- Approval process such as site approval must be given for data collection
- Administrators must approve

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26
Q

Contrived Observation

A

Manipulate something to check results/create something to observe

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27
Q

Descriptive Design

A

Looking at one thing
- ex: general population rates (adopted vs. not adopted)

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28
Q

Correlational Design

A

How is x related to y, or how does x change as y changes
- Study both variables
- ex: personality variable (anxious and bullied)

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29
Q

Experimental Design

A

Manipulation of a variable
- Cannot ethically control certain things

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30
Q

Time-Span Design

A

Goal is to find age/developmental effects

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31
Q

Age/Developmental Effects

A

Does relationship change based on age group
- Time effect on outcome

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32
Q

Cohort Effects

A

Similar to age effect but impacted by different factors

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33
Q

Time of Measurement Effects

A

Based on what is socially/politically/historically happening in world

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34
Q

Cross-Sectional Design

A

Multiple cohorts with different ages, data is collected all at once
- Pros: collect data quick on a large age range
- Cons: very high potential for cohort effects, just developmental trend rather than info on differences, no individual development

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35
Q

Longitudinal Design

A

Repeated observation of the same group through an extended period of time
- Pros: allows individual development
- Cons: time of measurement effect, slow and costly, participant could move/be absent

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36
Q

Sequential Design

A

Mix of cross-sectional and longitudinal, takes several cohorts and tracks through time
- Pros: analyzes age changes and variations, separates impact of cohort experiences
- Cons: complex, expensive, time-consuming

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37
Q

Twin Studies

A

Monozygotic Twins
- One zygote that split, genetically identical/similar personalities
Dizygotic Twins
- Two diff ovum+sperm, planted + birthed at same time
- Not genetically identical
Genetic v. Environmental Influence
- Nature vs. Nurture

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38
Q

Ethnography (Qualitative Research)

A

In-depth study of a cultural group
- Not always geographical
- Focuses on a specific culture
- Focus on what they look like, customs, conventions, what they are like, etc.

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39
Q

Case Study (Qualitative Research)

A

In-depth study of person/small group
- Out of ordinary case
- Not often but helps gain insight surrounding something rare

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40
Q

Hobbes/Christianity

A

Idea of sin, children enter world evil/immoral

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41
Q

John Locke

A

Children are born good/helpful/prosocial
- Structure creates evil
- Society strays us

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42
Q

Jean-Jacques Rousseau

A

Not born good or evil, we have no will to power

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43
Q

Five Theories of Development

A
  • Passive v. Active Development
  • Continuous v. Discontinuos
  • Quantitative v. Qualitative Change
  • Universal v. Particularistic
  • Nature v. Nurture
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44
Q

Passive v. Active Development

A

We are passive in development vs. we participate in development

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45
Q

Continuous v. Discontinuos

A

No change noticed until big difference vs. things change rapidly then plateau until next time period change

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46
Q

Quantitative v. Qualitative Change

A

Numeric vs. not numeric

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47
Q

Universal v. Particularistic

A

Applies to everyone vs. a specific environment/factor influenced development

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48
Q

Nature v. Nurture

A

Things set by biology vs. how people/family set behavior

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49
Q

New Sixth Debate: Parents vs. Peers

A

Peers have a large influence and parents are starting to have less
- Judith Ruch Harris

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50
Q

Behaviorism

A
  • Passive role in development
  • Learn from direction of environment rather than authority/school
  • Behavior comes from training
  • Influenced by Locke
  • Includes Classical/Operant Conditioning
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51
Q

Classical Conditioning

A

Pairing previously unpaired stimuli

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52
Q

Operant Conditioning

A

Based on rewards/punishment

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53
Q

Social Cognitive Theory

A

We learn through imitation
- Bandura’s Theory
- Observational learning
- Bobo doll study

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54
Q

Ecological Theory

A

Relationship between individual and environmental systems
- Urie Bronfenbenner’s Theory
- Includes Microsystem, Mesosystem, Ecosystem, Macrosystem, and Chronosystem

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55
Q

Microsystem (Ecological Theory)

A

Immediate, day-to-day environment
- ex. family, neighbors, peers

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56
Q

Mesosystem (Ecological Theory)

A

Relationships between Microsystems
- ex. relationship between parent and a teacher

57
Q

Exosystem (Ecological Theory)

A

Not in day-to-day life, less direct influence
- ex. parents boss/job

58
Q

Macrosystem (Ecological Theory)

A

Things the characterize society as a whole
- ex. culture, beliefs, customs, laws

59
Q

Chronosystem (Ecological Theory)

A

Things embedded in history, experiences person has been through in life
- ex. family problems, historical events, life transitions

60
Q

Ethological Theory

A

Based on biology/evolution and environment
- Konrad Lorenz
- Survival of self
- Critical periods/time stamps when things happen
- Imprinting in geese, applied to human attachment
-Based on animal behavior research

61
Q

Evolutionary Theory

A

Long processes such as natural selection and adaptations
- Charles Darwin

62
Q

Piagets’ Cognitive Theory

A
  • Constructivism
  • Adaptation
  • Four staged Theory
63
Q

Constructivism

A

Constructing your own knowledge through experience

64
Q

Adaptation

A

Gain new info/insight which changes how you think about something

65
Q

Four staged Theory

A

You are limited by the stage you’re in, which changes over the years

66
Q

Vygotsky’s Sociocultural Theory

A

Social interactions with those who are more cognitively advanced/sophisticated
- Importance of culture

67
Q

Information Processing

A

Human cognition is similar to a computer
- Brain = hardware
- Strategies = software
Changes in
- Capacity
- Processing speed
- Organization

68
Q

Historical Time Periods of Adolescence

A
  • Ancient Greece - 1500’s: unknown
  • 1500-1890: “Apprenticeship”
  • 1700-1890: “Social Blight”
  • 1890-1920: “Adolescence Emerges”
69
Q

Plato & Aristotle

A
  • Infancy (birth-7)
  • Childhood (7-14)
  • Adulthood (14-21)
70
Q

Ancient Greece - 1500’s

A

Lack of writing so unknown

71
Q

1500s-1890s

A

“Apprenticeship”
- adult = land/married

72
Q

1700s-1890s

A

“Social Blight”
- YMCA/YWCA

73
Q

1890-1920s

A

“Adolescence Emerges”
- Industrial Revolution
- Child labor laws
- State laws for schooling
- G. Stanley Hall

74
Q

Social Construction Perspective

A

Adolescence was “invented”
- impact of Industrial Revolution
- Impact of “Protectionism” (Boy Scouts)

75
Q

Youth

A

terminology for adolescence pre-industrial revolution

76
Q

Teenager

A

terminology for adolescence in 1940s-1950s

77
Q

Early Adolescence

A

10-14, current terminology

78
Q

Late Adolescence

A

15-18, current terminology

79
Q

Emerging Adulthood

A

18-25, current terminology

80
Q

Why does Jeffrey Jensen Arnett believe emerging adulthood is a distinct developmental period?

A

It is an age of:
- identity exploration
- instability
- self-focus
- feeling in between
- possibilities/optimism

81
Q

Factors Related to the Elongation of Adolescence

A

Secular Trends
- nutrition? high fat diet?
Ending Later
- more schooling
- delaying marriage

82
Q

Policy Implications Related to Defining Adolescence

A

Social Host Liability Laws
- parental responsibility for how children act (ex. how responsible are parents for kids drinking)
School Shootings
- parents don’t raise killers
- parental responsibility such as keeping guns safely locked up can prevent
Juvenile Justice vs. Criminal Justice System
- decisions vary widely on when to try in CJS whereas JJS sentencing varies for the same crime
- no death penalty under 18
- parole decisions for childhood crimes

83
Q

Sub-Saharan Africa Adolescence

A
  • Health issues
  • Larger families tend to live together
84
Q

North Africa/Middle East Adolescence

A
  • Islam (large religious influence on development)
  • Patriarchal authority (head male makes decisions)
  • Men have more freedom whereas women don’t (clothes, education, financial, etc.)
85
Q

Latin America Adolescence

A
  • Unemployment issues such as parental unemployment influences children
86
Q

Asia Adolescence

A
  • Confucian: Filial Piety (reverence towards elders, listen + respect)
  • Eldest son has most responsibility once dad is no longer strongest man
  • Focus on academics, education = popularity
87
Q

India Adolescence

A
  • Hindu/Islam religious influences
  • Adolescents tend to work + do various jobs (child/adolescent labor)
  • Caste system: idea of reincarnation, punished/rewarded for past life
  • Family more emphasized than friends
88
Q

Puberty

A
  • Latin: pubescere (grow hairy)
  • Sexual reproduction
89
Q

How is puberty initiated?

A

Hormones pass through the endocrine system

90
Q

What are the parts of the Endocrine System?

A
  • Hypothalamus
  • Pituitary Gland
  • Gonads
  • Feedback Loop
  • Pineal Gland
91
Q

Hypothalamus

A
  • Gonadotropin-releasing hormone (GnRH)
  • Body Fat Trigger
92
Q

Pituitary Gland

A

Gonadotropins
- Follicle-Stimulating Hormone (FSH)
- Luteinizing Hormone (LH)

93
Q

Gonads

A

Sex hormones
- Testes and Adrenal Gland
- Androgens: Testosterone
- ACTH
- Ovaries
- Estrogen: Estradiol

94
Q

Feedback Loop

A

Set average point for hormone when its unaffected
- Raised during puberty

95
Q

Pineal Gland

A

Shift in melatonin, as you get older rise of melatonin occurs later in the night
- Policy Implication: should adolescents go to school later due to later rise in melatonin?

96
Q

Growth Spurt for Adolescents

A
  • Overall height sees dramatic shift in infancy and adolescence
  • Asynchronicity: happens for both at diff times (boys and girls)
  • Muscle vs. Body Fat: boys increase in muscle mass, girls increase in fat
97
Q

Primary Sex Characteristics

A

Organs and structures related directly to sexual reproduction
- ex. ovaries, testes, penis, vagina

98
Q

Secondary Sex Characteristics

A

Related to or derived from sex, but not directly related to reproduction
-Develop when entering puberty/sexual maturity
-ex. facial/body hair, breast development, hips widening, Adam’s apple

99
Q

Pubertal Changes of Males and Females

A

Heart
- Larger in males
Lungs
- Greater in males
Athletic Ability
- Biological/social cues

100
Q

Early Maturation

A

puberty starts early
- negative for girls in late maturation, more likely to engage in risky behavior
- good for boys, more friends and increased confidence

101
Q

Late Maturation

A

puberty starts late
- inverse of early maturation, good for girls, bad for boys

102
Q

Parental Relations Observation Study

A

You touch parents less as you grow up
- For a bit during adolescence, girls talk more and boys talk less

103
Q

Adolescent Response to Menarche vs. Semenarche

A

Menarche: 1st period
- talked about amongst peers and society
Semenarche: 1st ejaculation
- not usually discussed

104
Q

Asante Puberty Ritual

A

Ghana, associated with females
- celebration of womanhood

105
Q

Orthodox Jew Puberty Ritual

A

Mikveh: ritualized bath

106
Q

Amhara Puberty Ritual

A

Whipping test for men

107
Q

Samoa Puberty Ritual

A

Intricate tattoos

108
Q

Reaction Range

A

Interactions between genes and environment

109
Q

Genotype Environmental Correlation

A
  • something set up by genes
  • genes influence behavior
    Passive: parents genes influence them to set up a specific environment
  • less influential with age
    Evocative: everyone else, you evoke reactions
  • equally influential with age
    Active: alone; you influence and seek certain environments
  • more influential with age
110
Q

Parenting Implications Associated with Biological Changes

A

Hormones and parental conflict

111
Q

Policy Implications Associated with Biological Changes

A
  • Genetic testing for terminal illnesses
  • Prohibited under 18
  • Cant be coerced
  • Long Process
112
Q

Piagetian Principles

A
  • Constructivism
  • Schemes
  • Adaptation
113
Q

Constructivism (Piaget)

A

Active approach to development
- interaction with environment = knowledge

114
Q

Schemes (Piaget)

A

Physical and mental representations of ideas
- experiences mold beliefs
- good vs. bad teams/ideas

115
Q

Adaptation (Piaget)

A

Assimilation: entering something into beliefs, keeps ideas going
Accommodation: if something is bad, understand what won’t work
Equilibrium: new info is balanced with existing knowledge

116
Q

Piaget’s Stage Theory

A

Four Stages
- Sensorimotor: use sense
- Pre-operational: represent things in mind
- Concrete Operational: 7 + years
- Formal Operational: 11+ years

117
Q

Concrete Operational Stage

A

Problem-Solving
- Trial & error
Thinking
- only “concrete”

118
Q

Formal Operational Stage

A

Problem Solving
- hypothetical deductive reasoning
Thinking
- abstract
- idealistic

119
Q

What are the criticisms of Piaget’s Theory?

A
  • Some abilities develop earlier
  • Stages aren’t “stage-like”
  • Training
120
Q

Neo-Piagetian Ideas

A
  • Post-Formal Thought
  • Adolescent Egocentrism
121
Q

Post-Formal Thought

A

Dialectical Thinking
- multiple solutions for problem
Reflective Judgement
- take argument + find flaws, ex. lawyers
Dualistic vs. Relativistic Thinking
- black & white vs. nuanced grey
Pseudostupidity
- we understand and overcomplicate cognitive processes

122
Q

Adolescent Egocentrism

A

We think everyone sees and thinks like us
- Imaginary Audience: think everyone is watching/knows you
- Personal Fable: main character syndrome

123
Q

Vygotsky’s Sociocultural Theory

A

Emphasis on culture and social interactions
- vary on what/how we learn

124
Q

Zone of Proximal Development

A

“The sweet spot” of learning
- Diff for everyone

125
Q

Intersubjectivity (ZPD)

A

Must know where someone is at, communicate

126
Q

Scaffolding (ZPD)

A

How you build up, helpless to independent piece by piece

127
Q

Private Speech (ZPD)

A

Internal scaffolding, giving self steps

128
Q

WISC vs WAIS

A

Quantitative Intelligence Tests
- Wexler Intelligence Scale for Children (up to 16)
- Wexler Adult Intelligence Scale (between 17-18+)

129
Q

Intelligence Testing (psychometric)

A

Quantitative measure of intelligence
- WISC AND WAIS

130
Q

Cattell & Horn (psychometric)

A

Two forms of independent intelligence
- Fluid: not taught/learned, innate
- Crystallized: accumulation of knowledge, can be improved

131
Q

Sternberg Triachic (multiple intelligence)

A

Three forms of intelligence, can’t be measured
- Analytic: high in psychometric, “book smart”
- Creative: multiple quality, unique ideas
- Practical: contrasts analytical, “street smart”

132
Q

Gardner Multiple Intelligence (multiple intelligence)

A

Everyone is intelligent in some way
- ex. spatial, musical, interpersonal

133
Q

Improvement to Language in Adolescence

A

Complex Structures: secondary meaning/inflection
- metaphor
- satire
- sarcasm
Second Language Learning: more rapid, lower proficiency
- phonology: if languages have similar phonology fluency is more attainable

134
Q

Metacognition (social cognitive improvement)

A

Awareness of cognitive processes
- theory of mind, understand everyone has different awareness
- improves from preadolescence, plateau in early adolescence on

135
Q

Perspective Taking (social cognitive improvement)

A

Consider others’ perspectives
- Mutual: knowing how someone perceives world
- increase from preadolescence and then stops at early adolescence thru late adolesence
- Social & Conventional: how group perceives world
- no impact until sudden increase during early adolescence into late adolescence

136
Q

Attention (info processing improvement)

A

Selective: focus on something
- ignore other info
Divided: multiple things focus on
- humans are bad at this

137
Q

Processing (info processing improvement)

A

Automatic
- increases from preadolescence to early adolescence, plateaus from early to late adolescence, and increases again from late to emerging adolescence

138
Q

Memory (info processing improvement)

A
  • Working memory: how much info can brain actively hold/manipulate
  • Long-term strategies: mental shortcuts/strategies
    - Improve memory
    - increases from preadolescence to early adolescence and then plateaus from early to late adolescence
139
Q

Executive Function (info processing improvement)

A

Different points of cognition interact
- increases from preadolescence to early adolescence, plateaus from early to late adolescence, and increases again from late to emerging adolescence

Adolescent Psychology (2 decks)

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