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Adolescent Development > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Adolescence

A

a period of life course between the time puberty begins and the time adult status is approached; does not end until emotional, physical, and sexual maturity is reached

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2
Q

Puberty

A

set of biological changes involved in reaching physical and sexual maturity

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3
Q

What are the stages of adolescence?

A
  • Early (11-14)
  • Middle (15-17)
  • Late (18+)
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4
Q

Differentiate the terms used to describe adolescence

A
  • teenager/teen: someone in teen years (13-19)
  • juvenile: legal term of someone who is not legally an adult yet (usually anyone up to 18)
  • youth: usually refers to the upper age range of adolescents
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5
Q

Identify the approaches used to study adolescence

A
  • Social/Cultural (focuses on cultural conditions such as socioeconomic status and ethnicity affecting teens)
  • Biological (focuses on physical growth and sexual maturation that occurred during puberty)
  • Cognitive (focuses on qualitative/quantitative changes in attention, memory, and intelligence)
  • Psychosexual (focuses on development of self)
  • Social Relationships (focuses on social interactions such as in friendships and romantic relationships)
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6
Q

Describe world’s adolescent population

A
  • 25% of world’s population
  • Most are Asian
  • Americans only make up 3.5%
  • More live in India than any other nation
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7
Q

Describe changes in the American adolescent population

A

Although adolescents in the U.S are steadily increasing, they now make up a smaller proportion of the total population because people are living longer and birth rates are dropping. More and more American adolescents are of Hispanic or Asian descent

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8
Q

What are the adolescent cohorts that have existed since the early 1900s?

A
  • The Lost Generation (1883-1900)
  • The G.I Generation (1901-1924)
  • The Silent Generation (1925-1942)
  • The Baby Boomers (1943-1960)
  • Generation X (1961-!981)
  • Millennials (1980-2000)
  • Generation ? (after 2000)
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9
Q

What are the societal changes affecting today’s youth?

A
  • New communication tools/technology
  • Changing Economy
  • Need fir prolonged education
  • Family Changes
  • Shifting sexual values/practices
  • Evolving concerns for health and safety
  • Prolonging of Adolescence
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10
Q

Describe the factors prolonging the length of adolescence

A

More skills needed to get good job, increased societal permissiveness toward premarital sexual activity, inexpensive, effective birth control, parents more willing to continue to support their children for longer are causing youth to take longer to complete their education, settle on a career, move out of their parents house, marry and have children

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11
Q

Outline the impact of changing family patterns on adolescents

A
  • Later age at marriage leads to smaller family size which allows the children more attention and care and greater opportunity for higher education although there are fewer siblings for them to interact with
  • Rise in cohabitation affects adolescents in that they are more likely to be raised by nonmarried, cohabiting couples than in the past and they are more likely to cohabit themselves
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12
Q

Differentiate the methods used to determine correlation and causation

A
  • true experiment: participants are randomly assigned to conditions
  • quasi-experiment: preexisting groups of individuals are studied
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13
Q

Identify the research design used to learn about developmental change

A
  • cross-sectional: compares a group of ppl who are one age with a group of ppl who are another age
  • longitudinal research: begins with a single group of subjects and follows them as they age and mature
  • cross-sequential: modern hybrid in which subjects of different ages are tracked over time; eliminates issues from other 2 designs
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14
Q

What are the reasons for renewed interest in the biological view of adolescents?

A
  • environment (“epigenetics”) how genes interact with environment resulting in phenotypes and how they come together to shape environment
  • human genome (DNA and genetic contributions to development
  • brain development (better methods of brain imaging)
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15
Q

Who is the father of adolescent psychology?

A

Stanley Hall

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16
Q

sturm und drang

A
  • Stanley Hall termed adolescence as a period of “storm and stress”
  • Inspired by Darwin’s theory of evolution
  • believed adolescence was a turbulent time due to the biological changes going on
17
Q

Maturational Developmental Theory

A
  • Arnold Gesell
  • Biological view
  • ages and stages show a stage an adolescent must master at different ages and stages of their development
  • genetic determination of the emergence of characteristics and skills
  • Downplayed role of adults
  • Spiral growth patterns
18
Q

Sigmund Freud’s psychosexual stages of development

A
  • Oral (infancy; pleasure from oral activities; oral fixations result from needs not being met in infancy)
  • Anal (age 2-3); pleasure derived from activities they can do by themselves such as potty training
  • Phallic (age 4-5) when children become interested in their bodies and sex organs; can identify difference b/w boys and girls
  • Latency (age 6 through puberty) sexual interest is less intense
  • Genital stage (after puberty) drawn to finding a mate; derives pleasure through genitals
19
Q

Identification vs Individuation

A
  • Identification: phallic stage; identifies with same sex parent and emotionally dependent on them
  • Individuation: breaking emotional ties to become independent adults; differentiation of behaviors, judgements, thoughts, and feelings from parents
20
Q

Summarize id, ego, superego

A
  • Id: drive to satisfy one’s desires regardless of consequences
  • Ego: mental processes that aim to safeguard individual
  • Superego: conscious that results from identification with same sex parent
  • Conflict b/w id, ego, and superego create inner turmoil
21
Q

Defense mechanisms (Anna Freud)

A
  • used by ego to suppress id
  • psychological strategies unconsciously used to cope with anxieties that arise from unacceptable thoughts or feelings (ex. repression)
  • can be used normally to help cope but become pathological when used too often
  • harmony can be achieved over time when defense mechanisms are used more realistically and in healthy ways
22
Q

Erik Erikson’s Psychosocial theory

A
  • eight stages of human development
  • series of psychosocial tasks
  • leads to positive ego identity
  • (study chart)
23
Q

Cognition

A

process of knowing

24
Q

Contrast Piaget’s and Vygotsky’s views of cognitive development

A
  • Jean Piaget: brain maturation and personal experience drive cognitive development; cognitive development is an individual achievement brought about by the child’s private explorations of his or her environment
  • Lev Vygotsky: environmental determinants of cognitive growth; cognitive skill develops through social interaction
25
Q

Jean Piaget’s key concepts

A
  • Schema (mental structure/way of thinking that a person uses when interacting with environment)
  • Adaptation (including/adjusting to new info that increases a person’s understanding of the world around them)
  • Assimilation (acquiring new info by integrating it into existing structures in response to new environment stimuli; assimilate into their thinking)
  • Accommodation (adjusting to new info by creating new schema to replace old)
  • Equilibrium (achieving balance between assimilation and accommodation)
  • Disequilibrium (dissonance between reality and a person’s comprehension of it)
26
Q

Jean Piaget’s cognitive stages

A
  • Sensorimotor (birth- 2 yrs) when children learn to coordinate their sensory experiences and physical actions
  • preoperational (age 2-7) acquire language and learn to use symbols to represent a thought
  • concrete operational (age 7-11) capacity for logical reasoning; limited to things that have been experienced
  • formal operational (age 11+) capacity for higher level of logical reasoning and abstract thought; can use imagination
27
Q

Lev Vygotsky’s role of social interaction in learning and development

A
  • zone of proximal development (space between what a person already knows and what can be learned with help; beyond grasp but not overwhelming)
  • scaffolding (expert helper helps one level at a time and the gradually withdraws to help child complete task alone)
28
Q

Albert Bandura’s Social Learning Theory

A
  • describes how the individuals around us shape our tendency to perform or not perform certain behaviors
  • modeling
29
Q

B.F Skinner’s The Role of Reinforcement

A
  • Operant conditioning
  • vicarious reinforcement: when we see someone else receiving reward and we want the same thing for ourselves
  • self-reinforcement
30
Q

Bandura’s Social-Cognitive Theory

A
  • expanded social learning theory to include cognition in learning and development
  • emphasis on individuals as active agents (the way people interpret environmental influences determine how they act)
  • asserted that individuals determine their own destinies by choosing their future environments as well as the goals they wish to pursue
  • individual characteristics and behaviors illicit certain things from the environment
31
Q

Key contributors to the impact of culture on adolescents

A
  • Robert Havighurst
  • Kurt Lewin
  • Urie Bronfenbrenner
  • Margaret Mead
32
Q

Robert Havighurst’s developmental task theory

A
  • developmental task: skills, knowledge, functions, and attitudes that individuals must acquire at certain points of their lives as a result of physical maturation, social expectations, and personal effort
  • combination of individual needs and societal demands create developmental tasks that an individual must face and master for healthy maturation
33
Q

Developmental tasks in adolescents

A

1) Accepting one’s physique and using the body effectively
2) Achieving new and more mature relations with age mates of both sexes
3) Achieving a masculine or feminine social sex role
4) Achieving emotional independence from parents or other adults
5) Preparing for an economic career
6) Preparing for marriage and family life
7) Desiring and achieving socially responsible behavior
8) Acquiring a set of values and an ethical system as a guide to behavior developing an ideology

34
Q

Kurt Lewin’s Field Theory

A
  • why adolescents vacillate between mature and childish behavior and why they are so often unhappy
  • life space: sum of all total possible behaviors that result in life space
    (may want to be treated as an adult, but do not yet want the responsibilities that come with it)
35
Q

Urie Brofenbrenner’s Ecological Systems Theory

A

(bidirectional)

  • microsystem (most immediate influences on adolescent (family, school))
  • mesosystem: reciprocal relationships among components of the microsystem (ex. mom is in PTA at school)
  • exosystem: settings which adolescent is not playing active role but influences them indirectly (parent’s work)
  • macrosystem: ideologies, attitudes, customs, and laws of particular culture; indirect impact (laws involving abuse)
  • chronosystem: stability or changes that occur to individual his/her environment over time (child raised in 1800s vs 2000)
36
Q

Margaret Mead’s Anthropological Views

A
  • cultural determinism: influence of a particular culture in shaping the personality and behavior of a developing individual
  • cultural relativism: individual person’s beliefs and activities that should be understood by others in terms of that individual’s own culture
37
Q

Summarize the current perspective on sturm und drang during adolescence

A

Overall, theorists do not believe it to be accurate

Adolescent Development (1 decks)

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