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Cross cultural perspectives on adolescence > exam 1 > Flashcards

exam 1 Flashcards

1
Q

G. Stanley Hall:

A

Biological theory: hormonal and physical changes of puberty are the driving force of change
Believed adolescence goes from 12-23 years old
Storm & stress view of adolescence

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2
Q

Contradicting tendencies

A

Energy and enthusiasm vs. indifference and boredom
Gaiety and laughter vs. gloom and melancholy
Vanity and boastfulness vs. humiliation and bashfulness
Sensitivity vs. callousness
Tenderness vs. cruelty

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3
Q

Erik Erikson:

A

organismic theory: interaction of biological and contextual forces shape change

  • Identity is achieved through the successful resolution of tasks, failure to resolve tasks results in role confusion
  • Importance of self-identity
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4
Q

Anna Freud:

A

organismic theory: interaction of biological and contextual forces
-Believed that defense mechanism are the key to understanding adolescent adjustment

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5
Q

2 defense mechanisms of anna freud

A

Asceticism and Intellectualization

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6
Q

Asceticism

A

become super religious against sinful sexual desires

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7
Q

Intellectualization

A

defends against emotional feelings by becoming overly logical about life

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8
Q

cause of psychic disequilibrium

A

increased ID activity conflicts with superego, adolescent regresses and need for defense mechanisms increases

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9
Q

Markers of adolescence

A

Cognitive: emergence of more advanced reasoning abilities and ends with consolidation of advanced reasoning abilities
Emotional: beginning of detachment from parents and ends with attainment of separate sense of identity
Social: change in status- political (voting), economic (opportunities to earn $$),
Legal: can be charged as an adult, status offenses: not offensive for adults but bad for a juvenile

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10
Q

Organismic:

A

interaction of biological and contextual forces shape change

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11
Q

Learning:

A

contextual (environmental) forces (age & development not important)

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12
Q

Anthropological:

A

social conditions define the nature of adolescent development (extreme environmental perspective)

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13
Q

Sociological:

A

how adolescents, as a group, come of age

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14
Q

Theorists associated with organismic perspective:

A

Erik Erikson and Anna Freud

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15
Q

Plato, focus of education for childhood vs. adolescence:

A

no point in education in infancy (0-7 years old), childhood (7-14) education is for sports and music, adolescence (14-21) education is for science and math

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16
Q

Life-cycle service:

A

in late teens and early 20s do domestic or farm work or have apprenticeship, move out of family home for first time, even females, typically approx. 7 year commitment

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17
Q

why life cycle service faded

A

industrialization

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18
Q

Effect social institutions (like YMCA etc.) had on adolescents:

A

industrialization had led many young people to move to cities without family or community ties, this led to social problems of sex, drugs, and alcohol. Institutions of social control made those things decrease again

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19
Q

G. Stanley Hall –

A

Age of Adolescence, storm and stress view, recapitulation, contradicting tendencies

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20
Q

Emerging adulthood:

A

late teens mid-late 20s, new period in life course due to industrialized society, no longer just a transition period but is now a separate life period

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21
Q

Five features of emerging adulthood

A
  1. age of identity explorations
  2. age of instability
  3. self-focused age
  4. age of feeling in-between
  5. age of possibilities
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22
Q

Three major contributions which made 1820-1920 the “Age of Adolescence”

A
  1. legislation prohibiting child labor
  2. compulsory education laws for both elementary and secondary education
  3. adolescence became a distinct field of scientific scholarship
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23
Q

Sub-Saharan Africa:

A

rich in resources, exploited by West, wars, poverty, large supportive families, lots of responsibility, recent strong economic growth, AIDs/HIV- 80% of deaths in Africa

24
Q

Asia:

A

industrialized, Confucianism/ expectation to care for parents/ obedience, intense stress of education, parent is primary role- spouse is second, some countries beginning to become more individualistic

25
Q

India:

A

huge population with high rate of poverty, Hinduism and Islam, high rate of illiteracy, no compulsory education, child labor, caste system

26
Q

Latin America:

A

Catholicism, effects of colonization, governments slowly becoming more stable, leading to economic growth, increasing rates of education and decreasing birth rates, high unemployment

27
Q

The Monitoring the Future study–

A

University of Michigan, national annual survey of 50,000 adolescents in 8th, 10th, and 12th grades in 420 schools, 350 kids randomly selected from each school, wide range of topics: substance use, political and social attitudes, and gender roles

28
Q

Why the hypothalamus increases GnRH production

A

due to an increase in body fat which leads to an increase in leptin

29
Q

Hormones that help the gonads to develop and produce their sex hormones

A 
Follicle-stimulating hormone (FSH)
Luteinizing Hormone (LH)
30
Q

Reason for different body shapes of males and females after puberty

A
  • Growth spurt occurs about 2 years earlier in girls than in boys (girls peak growth is at 11 and boys is 13) —– boys grow up to 9 inches, girls 6-7
  • There is a spurt in muscle growth and surge in body fat
  • boys gain about 26lbs due to muscle, girls about 20lbs due to fat
  • males broaden in their shoulders, females in hips
  • muscle: fat ratio- males—3:1 females— 5:4
31
Q

Timing of sexual maturity

A

-timing is largely inherited but also affected by environmental factors (access to food and medical care)

32
Q

Secular trend in puberty

A

in Western countries the age of menarche is decreasing as nutrition and medical advances improve, puberty comes sooner

33
Q

Early maturers female

A

body changes and psychological consequences of being different
-more restrictive parents, greater conflict with parents, excluded from peer activity, report being under a great amount of stress, poor academic performance, start dating earlier, increased likelihood of early sexual activity, deviant behavior and substance abuse, poor body image, higher rates of depression, anxiety and eating disorders, less likelihood of higher education, and poor job outlook

34
Q

Late maturers female

A

psychological consequences of not hitting puberty
-more sociable, cheerful, and expressive in elementary school, more likely to participate in after school activities, teasing, socially handicapped, not included, negative body image that grows more favorable after high school, 2x more likely to continue education after high school, better job outlook

35
Q

Primary sexual characteristics:

A

testes, ovaries, sperm, and ova

36
Q

Secondary sexual characteristics:

A

breast development, voice changes, facial, pubic, and body hair, increased activity of sweat glands, skin gets rougher, bones get more dense

37
Q

Gender differences in timing of puberty among the Kikuyu

A
  • boys show their first physical changes of puberty before their female peers
    • this is a reversal of the western pattern
    • affected by the culture in Kenya
38
Q

Environmental effects on menarche

2 main effects are:

A
  1. Extent to which food production provides adequate nutrition
  2. Extent to which medical care provides good health through childhood
39
Q

Other environmental effects on menarche

A
  • Also lower SES –> higher age of menarche (less access to nutritious food)
  • Family factors: puberty comes earlier in more conflict-ridden homes and in a home with a stepfather, comes later when you are living with biological relatives
40
Q

Brain changes:

A
  • frontal cortex (there is an overproduction of cells just before puberty)
  • Pruning process- takes away pathways not used frequently
  • Pre-frontal cortex is important to adolescence due to function is planning, flexibility, strategies, and warning of possible consequences
41
Q

Piaget

A
  • formal operational thought: (11-15 yrs) final stage of cognitive development
  • Prerequisites: Flexible, second symbol system, introspection
42
Q

Arguments against allowing young women the opportunity for higher education

A
  • “too much” education for young women is hazardous to them because it would spoil their feminine qualities and it might exhaust them and even make them ill
  • women were inherently inferior to men intellectually and higher education would be wasted on them
  • women have a smaller brain, women are closer to children and savages
  • today women exceed male’s performance on all tests and educational achievement
43
Q

Pseudostupidity:

A

we often fail to see the obvious

44
Q

Hypothetical deductive thinking:

A

can come up with a hypothesis, variables, and systematically test them to reach a conclusion

45
Q

Different types of adolescent egocentrism

A

Imaginary audience
personal fable
invincibility fable

46
Q

Imaginary Audience:

A

heightened self-consciousness, think everyone pays attention to you

47
Q

Personal Fable:

A

belief adolescent has that their experiences are unique, this can provide a protective barrier and enhance their self-esteem and self-importance

48
Q

Invincibility Fable:

A

belief that they can’t be harmed by anything which increases risk-taking

49
Q

Changes in information processing abilities during adolescence

A
  • Increases in attention: selective and divided
  • Improved memory abilities
  • Memory control processes become more efficient and organized
  • Increases in speed of information processing: process necessary info faster, don’t have to process things that you already know
  • Improved organizational strategies
  • Advances in metacognition (thinking about your thinking)
  • Thinking becomes more automatic
50
Q

Importance of pragmatism=

A

adopting aspects of logical thinking to practical constraints of real life situations (part of post-formal thinking seen in emerging adulthood)

51
Q

Effect of Inuit children attending school

A
  • Inuit children did not go to school until recently
  • this doesn’t mean that they didn’t possess and use formal operational thinking
  • since recently starting school they’ve had a slow transition to actually respecting school and many find it boring and resort to delinquency
52
Q

Chief changes in cognition during adolescence

A
  1. Better able than children to think about what is possible, instead of limiting their thought to what is real
  2. Better able to think about abstract things
  3. Begin thinking more often about the process of thinking itself- metacognition
  4. Become multidimensional, rather than limited to a single issue
  5. More likely than children to see things are relative, rather than as absolute
53
Q

Vygotsky: what is development?

A
  1. Children construct their knowledge
  2. Development cannot be separated from its social context
  3. Language plays a central role in mental development
54
Q

General Genetic Law of Cultural Development

A

-claim that higher mental functions in the individual have their origin in social life

55
Q

Kpelle tribe – categorization

A

-members of the Kpelle tribe used functional categories such as a knife with an orange, which they considered to be a “wise” categorization, whereas they believed that simply putting similar objects together (food, clothes, tool, & eating utensils) was unwise

56
Q

Kearins’ study of white Australian and Aboriginal adolescents – results

A
  • compared the visual spatial memory in Aboriginal and white Australian adolescents
  • Aboriginals did better because white Australians used verbal cues instead of spatial cues

Cross cultural perspectives on adolescence (3 decks)

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