EXAM 1 Flashcards
Erikson 8 stages of psychosocial development
- trust vs mistrust (0-1)
- autonomy vs shame & doubt (1-2)
- initiative vs guilt (2-6)
- industry and inferiority (6-12)
- identity vs role confusion (12-20)
- intimacy vs isolation (20-40)
- generativity vs stagnation (40-65)
- ego integrity vs despair (65+)
Piagets 4 stages of cognitive development
SENSORIMOTOR: 0-2, development of object permanence
PREOPERATIONAL: 2-6, egocentrism
CONCRETE OPERATIONS: 6-12, Conservation
FORMAL OPERATIONS: 12+, abstract and hypothetical reasoning
adrenarche
- beginning of adrenal involvement
- age 6-9, adrenal glands mature, produce androgen DHEA
- DHEA sets off pubic hair
menarche
- first period
- comes late in puberty
- leptin increases sharply during weight gain of puberty
peak height velocity
comes about 2 years after start of growth spurt, girls add 8cm a year, boys add 9cm a year
- girls finish and start growth spurt 2 years earlier
pheromones
airborne substance signals emotional states such as fear and sexual arousal
timing of puberty
- girls: breast budding or pubic hair at 10, usually 2 years after first period happens
- boys: go through stages a year or two later
stage termination hypothesis
middle childhood is time for firming up authority of ego and gaining strong sense of reality
adult resemblance hypothesis
those who seem like adults benefit more from status of adults, not very true for girls
distancing hypothesis
children with less parent contact as they become sexually mature are less likely to commit incest
brain size development
- born with 25% of adult brain size
- 1 years old, 73% of size
- 10 years, 95% of size
synaptic pruning
everything is new so high rate of neuron and synapse production. regularly used connections are myelinated. connections not often used are pruned.
myelination
strengthened, white matter increases
pruned
removed, grey matter
macrocephaly
larger head size
autism
- linked to microcephaly
- associated with developmental delays (atypical behaviour spectrum)
- cognitive delay = delay in pruning
importance of balance
too little stimulation: sensory receptors may not have enough information to absorb and send to the brain
too much: sensory receptors may be flooded with too much information, send wrong information to brain
brain changes in adolescence
- cortical volume decline during adolescence, increase through childhood
- neurons and synapses proliferate in cerebral cortex, gradually pruned through adolescence
- waxing and waning of cortical thickness reflects period of synaptic elaboration followed by period of experience-dependent synaptic pruning
hormones
cant function without, help guide and regulate behaviour. Tell organs how and when to work, sleep, find food etc.
sex hormones
- steroid hormone (estrogens + androgens)
- produced by gonads (ovaries + testes) OR adrenal glands
- affect growth or function of reproductive organs or development of secondary sex characteristics
hormones as neurotransmitters
- endocrine release sex hormones into bloodstream, help mediate cell metabolism abdominal homeostasis
- wide distribution of receptors for sex hormones, enables hormones to affect brain circuits influencing neural communication
estrogen
- increases serotonin
- positive on learning and memory, protect nerves from damage, Alzheimer’s + Parkinson’s
- Too low: difficult concentrating, mood swings, irregular periods
- Too high: gain weight, memory problem
testosterone
- promote mental clarity and sharpness
- protects against Parkinsons + Alzheimer’s
- Too high: excess body hair, acne, change in body shape
- Too low: fatigue, weight gain, muscle loss
progesterone
- cognition, mood, inflammation
- calm and protective effect on brain
- Too low: mood swings, weight gain, PMS
- Too high: bloating, dizziness, yeast infections
before puberty
- low levels of sex hormones
- hypothalamus suppress production of excessive sex hormones
- adrenal glands mature
HPG axis
- feedback loop
- hypothalamus monitors levels of sex hormones in bloodstream
- orders more by sending GnRH to pituitary
- pituitary reacts by producing LH + FSH to send to gonads
- gonads respond by making androgens and release them into bloodstreams
HPA axis
- when stressed hypothalamus orders cortisol by sending CRH and AVP to pituitary
- responds by producing ACTH to send to adrenal glands
- adrenal glands respond by making cortisol and release in bloodstream
raging hormones
- used to explain moody, defiant, teen behaviour
- popular in western culture
puberty as critical period for brain development
- raging hormones now considered result of brain-in-flux
- surge of sex hormones at puberty opens critical period for experience-dependent neuroplasticity in PFC
- organizational effect, discrete window
activational effects of hormones
- temporary changes on neuronal function
- facilities sex-typical physiological behaviour
- occur periodically
- come and ghost with fluctuations in circulating hormone levels
organizational effects of hormones
- enduring structural changes in brain
- permanently sets developmental trajectory in motion
- programs sex-typical physiology and behaviour
- occurs during sensitive periods
chronotypes
propensity for when to wake and be active AND when to sleep controlled by circadian rhythm. biologically controlled and related to amount of sex hormones in system
circadian misalignment
gap between preferred sleep and one actually adhere due to external demands (school)
- adolescence more misaligned linked to ADHD, depression, poor academics
- delayed phase preference (prefer going to bed late and wake up late)
chronotype across lifespan
- children have greatest morning preference + least amount of hormones
- adolescence have greatest preference + highest hormone amount
- adults from extreme evening to morning preference, hormones gradually decrease
timing of menarche in girls
REACH SOONER: higher BMI, taller or heavier, abuse
REACH LATER: malnourishment, anorexia, intense athletic training
Psychopathology of pubertal timing
DEVIANCE HYPOTHESIS: early maturing girls and late blooming boys may face worse impacts
STAGE TERMINATION HYPOTHESIS: cutting childhood short means reduced ability to take normative developmental challenges of adolescence
ADULT RESEMBLANCE HYPOTHESIS: looking more like adult affords adult status earlier
Research bias
- girls researched more in terms of pubertal timing, responses and body image/disordered eating
- boys studied more in terms of physical aggression, violence, delinquency and crime
height and weight body changes
ADOLESCENT GROWTH SPURT: period of rapid physical development, ends when bones undergo ossification (change from cartilage to bone
PEAK HEIGHT VELOCITY: period of most rapid growth in height since toddlerhood
- half of adult body weight is put on during adolescence
Other body changes
- hands, feet and head grow fast first then arms, legs, trunk and shoulders
- boys gain more muscle and girls gain more fat
sex and gender definitions
SEX: being biologically M or F
SEX DIFFERENCE: routes in biology, chromosomes or sex linked genes
GENDER: characteristics may be result of developmental and social experience
GENDER DIFFERENCE: routes in social-cultural factors or expectations
gender typing biological approaches
- testosterone masculinizes brain if XY chromosomes present otherwise feminization of brain is default
- promotes development of male vs female genitalia and sexually dimorphic brain structures
sexual dimorphism
2 sexes of same species exhibit different characteristics beyond the differences In their sexual organs
sexual dimorphic brain differences
- MPOA is twice as large in males as in females
- AVPV larger in females
- women larger volume in regions like frontal and paralimbic cortex
- men more bulk in amygdala and parietal lobe
sexual dimorphism and psychopathology
- depression and anxiety more common in women
- schizophrenia more common in men
- women with lower estrogen show more depression levels
- men with lower testosterone levels show increased risk of psychosis
social cognitive theory (bandura)
- personal factors interact with learned behaviour to produce behavioural tendencies
- stress importance of models, rewards, punishments in shaping gendered patterns of behaviour
- emphasize expectations, self regulation and self efficacy
developmental systems theory
- individuals characteristics act on and are acted on by social and cultural contexts
- active participant in bi-directional exchanges
gender intensification hypothesis
- adolescence increases external and internal pressures to think, feel and act in gender appropriate ways
- physical changes cue people around the adolescent that they are no longer a child
- places urgency on teen to act more like adult
spatial abilities and gender
- men perform better on spatial tests than women
- women do better on verbal tasks and overall academics
androgyny
- high in both masculine and feminine traits
- less depression, better stress coping, higher esteem
male circumcision
- specific cultures
- health and hygiene reasons
- 30-39% of men
female genital mutilation
- specific cultures
- 10-15% of women
- health and hygiene reasons
MHAA crisis
- increase in symptoms
- low socio-economic and minorities impacted
- clinical treatments not currently adequate to meet demand
contextualizing adolescent development through ecological/developmental systems lens
- ecological and developmental theory very similar
- lerner built on bronfenbrenners theory
- ecological focused more on defining individual systems
- developmental focused on dynamic interconnections between systems
society vs culture
society: social structure organizes group of people’s structures how people interact
culture: shared beliefs, shapes society by establishing shared meanings
transmitting culture
socialization: learning social norms rules and behaviours of society
enculturation: adopting underlying attitudes and psychological aspects of culture
constructivist view: children don’t simply fit themselves into culture
individualistic cultures
- unique, separate, autonomous individuals
- own personal rights clash with those of larger group, prioritize own
- value assertiveness, competitiveness, self expression
collectivistic cultures
- share norms with group
- own rights don’t match larger group, set personal aside
- value cooperativeness, self control
modern cultural systems
- individualistic
- developed nations
traditional cultural systems
- collectivistic
- developing nations
ancient greece
- boys trained in military
- educated in grammar and music
- marked men by 18
- married legal adults 30
- girls trained to manage household and care for husband and children, married at 15
ancient rome
- boys required military training
- girl trained to be wives
- girls minors whole lives married at 12
preindustrial europe
- young teens left home and spent adolescence in different households learning skills
- poor: worked on farms
- middle class: boys worked at trade, girls learn sewing
- upper: both used as political pawns for strategic marriage
western europe
- childhood and adolescence values and essential to life stages
- storm of stress
history in canada
1867-1900s: rural isolation, teens left to work on farms, hard labour, issues with crime and alcohol
mid to late 1900s; education promoted, great depression, baby boom, change in family structure
