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Adolescent Psych > Exam 1 > Flashcards

Exam 1 Flashcards

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1
Q

Plato and Aristotle Perspective

A
  • reasoning first appears in adolescence

- adolescents should study science and mathematics

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2
Q

Aristotle Perspective

A
  • most important part of adolescence is the ability to chose
  • self-determination is the hallmark of maturity
  • recognized adolescents egocentrism
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3
Q

Middle Ages Perspective

A
  • viewed as miniature adults

- harsh discipline

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4
Q

Rousseau

A
  • reasoning develops in adolescence
  • curiosity should be encouraged
  • mature more emotionally
  • distinct phases
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5
Q

G Stanley Hall

A
  • pioneered study of adolescence
  • influenced by Darwin
  • development controlled by biological factors
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6
Q

storm and stress view

A
  • G Stanley Hall

- adolescence is a turbulent time charged with conflict and mood swing

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7
Q

Margaret Mead

A

-adolescence is sociocultural

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8
Q

adolescent generalization gap

A

-Adelson’s concept of generalizations being made about adolescents based on information regarding a limited, often highly visible group of adolescents

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9
Q

adolescent stereotypes

A
  • abnormal or deviant
  • topics involving adolescents most frequently reported on involved crime, victimization, accidents, and violent juvenile crime
  • negative
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10
Q

Positive Youth Development Program

A

-emphasizes strengths and positive qualities

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11
Q

5 Cs of Positive Youth Development

A
  • competence: positive perception of one’s actions
  • confidence: positive sense of self worth
  • connection: positive social relationships
  • character: understanding of right/wrong
  • caring/compassion: not self-centered
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12
Q

Context

A

the setting in which development occurs

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13
Q

Context

A

the setting in which development occurs

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14
Q

Impacts on Development

A
  • influenced by historical, economic, social, and cultural factors
  • influenced by family, peers, school, church/religion, communities, region, nation
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15
Q

Development

A

the pattern of change that begins at conception and continues through the life span
-involves growth but also death

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16
Q

biological processes

A

physical changes in an individual’s body

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17
Q

cognitive processes

A

changes in an individual’s thinking and intelligence

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18
Q

socioemotional processes

A

changes in an individual’s personality, emotions, relationships with other people, and social contexts

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19
Q

periods of development

A
  • prenatal
  • infancy
  • early childhood
  • middle/late childhood
  • adolescence
  • early/middle adulthood
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20
Q

Erikson

A

-primary motivation for human behavior is social

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21
Q

Erikson’s Psychosocial theory

A
  • 8 stages of development unfold through life

- at each stage, a unique development task confronts individuals with a crisis that must be resolved

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22
Q

Erikson’s 8 Stages of Development

A
  1. trust v. mistrust
  2. autonomy v. shame/doubt
  3. initiative v. guilt
  4. industry v. inferiority
  5. identity v. identity confusion
  6. intimacy v. isolation
  7. generativity v. stagnation
  8. integrity v. despair
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23
Q

Autonomy v. Shame/Doubt

A

we have control over our own behavior and environment

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24
Q

Initiative v. Guilt

A

start new relationships/behaviors

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25
Q

Industry v. Inferiority

A

able to learn basic skills

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26
Q

Identity v. Identity Confusion

A

figure out goals, values, and who you are

-adolescence

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27
Q

Intimacy v. Isolation

A

build relationships

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28
Q

Generativity v. Stagnation

A

help the next generation

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29
Q

Integrity v. Despair

A

reflect on life

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30
Q

Operant Conditioning

A
  • B.F. Skinner
  • consequences of behavior produce changes in the probability of the behavior’s occurrence
  • rewards and punishments shape development
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31
Q

behavior + reward

A

reoccurrence

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32
Q

behavior + punishment

A

less like to reoccur

33
Q

Social Cognitive Theory

A
  • Bandura
  • behavior, environment, and cognition are key factors in development
  • learning occurs through observing what others do
34
Q

Eclectical Theoretical approach

A
  • theories are guides, don’t rely on a single one

- follow best features of each theory

35
Q

Key Features of Emerging Adulthood

A
  • identity exploration in love and work
  • instability
  • feeling in between
  • self focused
  • age of possibilities
36
Q

Nature v. Nurture

A
  • nature: biological inheritance
  • nurture: environmental experiences
  • does it have to be one or the other?
37
Q

Continuity v. Discontinuity

A
  • continuity: continual gradual process
  • discontinuity: distinct series of stages
  • the extent to which development involves a gradual cumulative change or distinct changes
38
Q

Early v. Later Experiences

A
  • the degree to which early or later experiences are the key determinates of development
  • early: children need good care to develop well
  • later: children/adolescents are malleable
39
Q

components of the endocrine system

A

hypothalamus, pituitary gland, gonads

40
Q

hypothalamus

A
  • higher portion of the brain

- monitors eating, drinking, and sex

41
Q

pituitary gland

A

controls growth, regulates glands

42
Q

gonads

A

sex glands

43
Q

hormones

A

powerful chemicals secreted by endocrine glands and carried through the bloodstream

44
Q

linked with early onset of puberty

A

obesity

45
Q

negative consequences for participating in sports

A
  • pressure to win, competition anxiety, self centeredness, sports > school, performance enhancing drugs, injuries
  • female athlete triad: disordered eating, amenorrhea, osteoporosis
46
Q

types of studies that can untangle environmental and genetic influence

A
  • twin studies

- adoption studies

47
Q

passive geneotype environmental correlation

A

occur because biological parents provide the rearing environment for the child

48
Q

evocative geneotype environmental correlation

A

occur because an adolescent’s genetically shaped characteristics elicit certain types of physical and social environments

49
Q

active (niche picking) geneotype environmental correlation

A

occur because children seek out environments that they find compatible and stimulating

50
Q

puberty and body image

A
  • boys more satisfied

- girls less satisfied

51
Q

gonadarche

A
  • 2 years later
  • maturation of primary sexual characteristics (ovaries and testes) and secondary sexual characteristics (breast and genital development)
52
Q

adrenarche

A

hormonal changes in adrenal glands

  • 6-9 girls
  • 7-10 boys
53
Q

why is adolescence a critical juncture for health

A
  • time when behaviors relevant to health care are adopted

- time to form healthy habits

54
Q

change in sleep

A
  • stay up later at night and sleep in later
  • due to changing physiology
  • delay in nightly release of sleep inducing hormone (melatonin)
55
Q

leading causes of death for adolescents

A
  • unintentional injuries/accidents
  • homicide
  • suicide
56
Q

why do adolescents engage in risk taking behaviors

A
  • create high intensity feelings like excitement and arousal

- prefrontal cortex not developed

57
Q

myelin sheath

A
  • during adolescence the axon portion of a nueron becomes covered and insulated with a layer of fat cells
  • increases speed and efficiency of information processing in the nervous system
58
Q

synapses

A

gaps between nuerons where connections between axons and dendrites take place

59
Q

synaptogenesis

A
  • blooming and pruning
  • dramatic increase in neurons
  • unused connections disappear
60
Q

amygdala

A
  • part of limbic system
  • seat of emotions
  • develops quickly, before the areas that can control it develop
61
Q

prefrontal cortex

A
  • highest level of frontal lobes

- involved in reasoning, decision making, and self control

62
Q

schema

A

-mental concept/framework that is useful in organizing and interpreting info

63
Q

assimilation

A

incorporating new info into existing knowledge

-schema doesn’t change, new info is just incorporated

64
Q

accommodation

A

adjustment of a schema to new info

-schema has to change/adjust in some way to incorporate new info

65
Q

concrete operational stage

A
  • 7-11

- logical reasoning replaces intuitive thought as long as the reasoning can be applied to specific or concrete examples

66
Q

conservation

A

ability to recognize that the length/number/mass/weight/volume of objects/substances do not change through transformations that alter their appearance

67
Q

formal operational stage

A
  • 11-15
  • more abstract thought
  • not limited to actual concrete experiences as anchors for thought
  • increased tendency to think about thought itself (metacognition)
  • thoughts are more idealistic/full of possibilities
  • think more logically
68
Q

hypothetical deductive reasoning

A

-ability to develop a hypothesis about how to solve problems and then systematically deduce the best path to solving the problem

69
Q

post formal thought

A
  • 5th stage
  • realistic and pragmatic thinking
  • reflective and realistic thinking
  • open to emotions and subjective
70
Q

Vygotsky’s Theory

A
  • knowledge is situational and collaborative

- emphasis on learning through parent instruction and interaction with social environment

71
Q

zone of proximal development

A

range of tasks too difficult for one individual to master alone but that can be mastered with the guidance of adults/more skilled peers

72
Q

metacognition

A

thinking about thinking

73
Q

attention according to the information processing view

A

concentration and focusing of mental effort

-selective and shifting

74
Q

what does it mean to have an IQ of 100

A

mental age is the same as cognitive age

75
Q

3 components of Sternberg’s triarchic theory

A
  • analytical
  • creative
  • practical
76
Q

Gardener’s 8 Frames of Mind

A
  • verbal, mathematical, spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal, naturalistic
  • everyone has these but to varying degrees
77
Q

social cognition

A

the way individuals reason and conceptualize about their social worlds

78
Q

adolescent egocentrism

A

heightened self-consciousness of adolescents which is reflected in their belief that others are as interested in them as they themselves are, and in their sense of personal uniqueness and invulnerability

Adolescent Psych (2 decks)

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